STUDENT
LESSON # 3: VOICES OF THE DUSTBOWL ASSIGNMENT
(Note: Not classroom tested!)
http://lcweb2.loc.gov/ammem/afctshtml/tshome.html
Assignment Goals:
- to learn about songs, photos and interviews
collected by New Deal era folklorists
- to gain an appreciation of the reality of the
Dust Bowl and migrant life
- to hear some of the music and speech that
Steinbeck would have heard while researching The
Grapes of Wrath
- to learn about the purposes and accomplishments
of the FSA
Resources Used:
You will be using the Library of Congress online
collection Voices
from the Dust-Bowl, a collection of song recordings,
interviews and photos documenting life in migrant labor
camps run by the FSA. You will also need to use an
intercalary chapter from The Grapes of Wrath.
Assignment Components:
Part One: Learn about the field
collectors Charles Todd and Robert Sonkin and why they
wanted to record the songs of Okies in
migrant labor camps (10 points, individual grade)
Begin by using the section entitled the
Migratory Experience, which can be found on
the collection's homepage (see above). You are to:
- read why migrant workers moved to California, and
identify who Charles Todd and Robert Sonkin were
- select one of the folksong collectors (Todd or
Sonkin), and read about why he wanted to record
migrant workers folksongs
- browse the set of folksong titles available from
the collections homepage (see above), and
look for songs about ethnic origins, about the
depression, that are uplifting or dancible, and
that have puzzling lyrics. Listen to several
songs (or if audio is unavailable, read the
lyrics).
- complete a folksong summary
sheet and turn it in.
Part Two: Match a series of folksongs with one of the
intercalary chapters in The Grapes of Wrath. (40 points;
20 for images, 20 for poem)
For this part, you will be working with one or two
other people to complete an audio study of the topic of
the intercalary chapter assigned to you.
Think of this visual project as a way of creating an
audio "scrapbook" of your particular
intercalary chapter. The photos and the poetry should
help us understand the theme (Steinbeck's point) for this
particular chapter.
To complete this portion, you will need to:
- search the Voices of the Dustbowl collection, by
keyword or song title, for songs that relate to
the theme of your intercalary chapter (you could
search under "dust," "camp,"
"cotton," "California," etc.)
- select and save the best five songs that you can
find to illustrate the topic and the message of
your intercalary chapter. (Note that if you
cannot play the audio of the songs, you may still
access many songs through the lyrics.) Use
bookmarks to help tag potential selections,
temporarily.
- when you are certain you have the exact five
songs you want to use, copy and save the titles
and singers of the songs (plus lyrics, where
available) to a word processing file.
- create a found poem using text from
the lyrics of the songs, that summarizes how
migrants felt about the aspect of their
experience featured in your intercalary chapter.
In your poem use language from the intercalary
chapter, if you want.
Voices from the
Dust Bowl
Folk Song Summary Sheet
http://lcweb2.loc.gov/ammem/afctshtml/tshome.html
Your Name: ________________________________________________________
Folksong Collector Chosen: ________________________________________
Why he wanted to collect migrant workers folksongs:
1. Most "Ethnic" Folksong
Title:
Singer / Songwriter:
Reason Chosen:
2. Best "Depression" Folksong
Title:
Singer / Songwriter:
Reason Chosen:
3. Most Dancible Folksong
Title:
Singer / Songwriter:
Reason Chosen:
4. Strangest Song or Lyric
Title:
Singer / Songwriter:
Reason Chosen:
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