Music and the Movement

Question and answer activity based on "The Children's March [1]." (Download the Teacher's Guide [2] here.)

Objectives
• Students will learn about the role of protest songs in the Birmingham youth movement.
• Students will identify their own political agendas and write protest songs.

Materials
• Materials for writing

Framework
The civil rights movement was once described as the greatest singing movement in our nation’s history. Many of the songs grew out of the rich culture of the black churches in the South, with songs to fit any mood or situation. Songs for joy. Songs for sorrow. Songs for determination. Songs for irony. Songs for humor. Songs to get you past the fear. Songs to celebrate.

In the summer of 1963, it appeared that the movement had stalled in Birmingham. Adults had to pay the bills, and involvement in the movement came with economic threats to their families.

The Rev. James Bevel, one of the founders of SNCC (the Student Nonviolent Coordinating Committee), first suggested it: Let the children march. And, after receiving training in nonviolence, Birmingham’s young people did just that.

The children of Birmingham sang a new song that summer. It went to the tune of The Old Gray Mare. The fusion of marching and song was strategic. The Rev. Fred Shuttlesworth, speaking to the young people about nonviolence, had said, “It’s to be a silent demonstration. No songs, no slogans, no replies to obscenities.” Everyone nodded in agreement. “However,” Shuttlesworth added, “when you’re arrested, sing your hearts out.”

That’s exactly how it played out. So when a police- man shouted, “You’re all under arrest!” hundreds of voices united in song:

Ain’t a-scared of your jail, ’cause I want my freedom,
I want my freedom,
I want my freedom.
Ain’t a-scared of your jail, ’cause I want my freedom,
I want my freedom now!

Ain’t a-scared of your dogs, ’cause ...

Ain’t a-scared of your hose, ’cause ...

Music always has been a part of political movements. In this lesson, students will identify political issues that are important to them, choose a song and then rewrite the words to fit the music’s rhythm.

Step One Ask students to individually list at least five political issues that deeply concern them. Then encourage students to share with the whole group topics they might be interested in. List these on the board. Among them you may find eating disorders, sexual harassment, bullying, race relations or war.

Step Two Notice that the Birmingham youth chose a simple and familiar song. In this way, they didn’t need to learn a new song. They didn’t have to concentrate on the musical rhythm but could focus on the passion of the message. This remains a great strategy.

As a first step, select a simple song from childhood and wed it with important activist messages. Consider using the following songs:

• Row, Row, Row Your Boat
• Twinkle, Twinkle Little Star
• Michael, Row the Boat Ashore
• You Are My Sunshine
• The Itsy-Bitsy Spider

Teacher Model
First model what you want students to do. Choose an issue dear to your own heart or choose one that you are sure will show up on the students’ lists. The model below is based on This Little Light of Mine and tackles the inequality of boys’ and girls’ sports teams:

We want the same resources
that the boys’ team gets.
We want the same resources
that the boys’ team gets.
We want the same resources
that the boys’ team gets.
Equity!
Equity!
Equity!

We want the prime time slot,
Friday night at 8 ...
8 o’clock!
8 o’clock!
8 o’clock!

How many women athletes
can you name out loud?...
Name one!
Name one!
Name one!

Step Three Have students create their own political songs. The short format of the children’s songs listed above is a good place to begin. Ultimately, though, allow students to use contemporary songs of their choosing. Include songs that reflect racial and ethnic diversity in the classroom. Use this lesson as a foundation and then let students get creative. Let them choose the artist and genre they like most and connect their political issues to that music.

Action Step Take this lesson beyond the classroom. Encourage students to write protest songs for things they really want to change. Practice the protest songs in your classroom and then take them into the hallways and out into your community.