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Rumble: The Indians Who Rocked The World
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Rumble: The Indians Who Rocked The World

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Subject ArtsMusicSocial StudiesUS History
Grade Level Grades 9-12
Resource Type Lesson Plan
Standards Alignment
Common Core State Standards
License

About This Lesson

The award-winning documentary RUMBLE: The Indians Who Rocked the World tells the story of a profound, essential, and, until now, missing chapter in the history of American music: the Indigenous influence. The standards-aligned TeachRock RUMBLE lesson plans can help you bring that story into the classroom.

Drawing on short clips from the film, troves of source documents, archival photos, and journalism, the TeachRock RUMBLE lessons introduce students to important Native American musicians including Link Wray, Jimi Hendrix, Stevie Salas, Redbone, Buffy St. Marie, Robbie Robertson, and the Black Eyed Pea’s Taboo. The materials require students to engage in thoughtful discussion of contemporary issues such as identity and cultural appropriation, and to imagine key moments in American history from a Native perspective.

Resources

Files

Negotiating Native Identity through Art and Music-Lesson1.pdf

Lesson Plan
February 13, 2020
2.92 MB

Debating Cultural Appropriation-Lesson2.pdf

Lesson Plan
February 13, 2020
1.14 MB

Indigenous Music from Wounded Knee to the Billboard Charts-Lesson3.pdf

Lesson Plan
February 13, 2020
1.8 MB

The Indiginous Roots of Rock and Roll-Lesson4.pdf

Lesson Plan
February 13, 2020
2.69 MB

The Music Behind the Red Power Movement-Lesson5.pdf

Lesson Plan
February 13, 2020
3.86 MB

Standards

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Read and comprehend complex literary and informational texts independently and proficiently.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

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