Immigration to America: Arabs
Standards:
Music:
· Perform in rhythm and maintain a steady tempo
After students learn how to play the rhythm on their drum or tambourine, they will practice the rhythm by holding a steady tempo for at least 30 seconds.
· Perform easy rhythmic patterns accurately and independently on rhythmic classroom instruments
Students will begin first by playing easy or contemporary Arabic rhythms on their drums or tambourines to get used to how to play their instrument.
· Perform expressively a varied repertoire of music representing diverse genres and styles
Students will learn a few rhythms of Arabic drumming on their hand drum or tambourine and play the rhythms together as a whole class.
· Echo short rhythms
When students are first learning the Arabic rhythms, they will echo short rhythms after I play them.
Social Studies:
· Identify the role and status of individuals and groups in the United States, past and present, in family life, religion, and other cultural activities
Students will be given a background on who the Arab people are and what their lives are like in the United States. They will learn about cultural traditions, family, and where they came from and what they have brought to the United States.
· Give examples of the importance of multiple viewpoints for understanding people, events, and issues
Students will see a side of the Arab people that is not described in the news very often. They will get a positive perspective on who these people are, what they contribute to the world, and traditions they have brought to the United States.
· Give examples of valuable contributions to the United States made by many cultural, ethnic, and racial groups
Students will learn about the musical contributions the Arab people have brought to the United States as well as learn about other traditions that have become part of many American cultures.
Objectives:
· Using a KWL (Know, Wonder, Learn) chart, SWBAT identify where the Arab people come from and their traditions by reading the The Arab Americans or Middle East books provided in class.
· After reading passages from Growing Up Arab-American and The Arab Americans SWBAT develop a new perspective on who Arab Americans are and what they contribute to our country by writing at least 1 page in their Social Studies journals on their thoughts and feelings.
· Using a hand drum or tambourine given in class, SWBAT perform contemporary Arabic rhythms on their instruments (a very important tradition in the Arab culture).
Why is it important that students learn my lesson? What academic subjects will I link to?
I see this lesson as extremely important because the Arab countries (known as the Middle East) is talked about so much in our media and yet several people do not really know anything about their culture and who they are as a people. The news represents these countries too often in a negative manner and through this lesson I hope my students will come to understand that there is more to the Arab people than wars and fighting. In addition, I hope to show how immigration is not just something that happened in the past but continues today and how much immigrants like the Arab Americans have brought to the United States.
Materials:
The students are continuing a unit on Immigration to the United States. This will be a two-day lesson on Arab peoples journey to the United States. Who they are, where they come from, and traditions they have brought here.
Steps in the Lesson:
Introduction/Building Background Knowledge:
1. Fill out a KWL (Know, Wonder, Learn) chart to start conversations about what the students know or wonder about Arab countries and their people
Body:
2. Introduce the students to what constitutes the Arab countries and where they are located in the world using a map
a. Located in North Africa and the Middle East
b. Algeria, Kuwait ,Somalia, Bahrain, Lebanon, Sudan, Comoros, Libya, Syria, Djibouti, Morocco, Tunisia, Egypt, Mauritania, Qatar, Iraq, Oman, U.A.E., Jordan, Saudi Arabia, Yemen
3. Read about people and languages (p.12-13), art and culture (p.20-21), merchants and bazaars (p.22-23), resources and work (p.24-25), and hopes and fears (p.26-27) in Middle East. Make sure the students see the pictures and ask questions about what they see/hear.
a. Make changes or add to the KWL chart and make sure to talk about why we may have had a preconception that was wrong
i. News, television, other people
4. Talk about some reasons why the Arab people came and still come to the United States
a. Better their lives, flee from danger
5. Read “Holding on to Who I am” and “So Hard to Say Goodbye” from Growing Up Arab-American
a. Talk about these two stories – the kids’ experiences, how they felt, and how they can connect
b. How can they make United States feel like home?
i. Bring along their traditions and practice them here
c. Have students write their thoughts and feelings in their social studies journals
6. Introduce one Arab tradition – drumming
a. Music is intertwined with daily life (happy, sad, wedding, dance, religious)
i. Percussion is present in all
b. Types of drums
i. Tabla (doumbek) – DOOM-beck
1. Most popular drum in Arabian music
ii. Riqq (REEK)
1. What we will be using (kinda of like a tambourine or hand drum)
iii. Tar
1. Shallow drum like our hand drum we will be using
iv. Tabl Baladi
1. 2 headed drum
2. used for outdoor weddings, parades, and to wake Muslims before dawn during the month of Ramadan so they don’t miss their morning meal
c. Today we are going to learn a simple Arabic rhythm
i. Listen to a few
1. http://www.youtube.com/watch?v=uPzVi-4x4ss&feature=related
2. http://arts.state.wi.us/static/folkdir/alwan8.htm; http://www.khafif.com/rhy/
ii. Pass out hand drums and tambourines
1. Tell students that these are of course not traditional Arabic instruments but we will be learning a rhythm that is used in Arabic music
iii. Lets try the first one together http://www.youtube.com/watch?v=SHipY1_NpAE
1. We will use the middle and outside of the drum
a. Give the middle of your drum a good hit
b. Give the outside of your drum a tap
c. Try it middle, outside, middle, outside
2. Give rhythm and have students play it back
3. Play all together
4. Play by themselves
Closure:
7. Fill out Learned section on the KWL chart and talk about why some things we thought we knew were wrong and how our perceptions have changed about Arab people
Assessment:
Formal:
· students fill out the KWL chart
· students 1 page (or more) entries in their journals
Informal:
· students’ participation with the rhythm on their instrument
· discussion about how their views have changed now
Adaptations/Extensions:
If there is a student who may have a hearing impairment, have the students play the Arabic rhythm on their backs instead so the student can feel the rhythm
Next Steps/Connections to Other Subjects:
This lesson will continue on with other cultures that are found in the United States and their stories of immigration.
Resources:
http://arts.state.wi.us/static/folkdir/alwan1.htm
http://www.blackroot.org/drumming/drumming.html#Reading
http://www.khafif.com/rhy/
http://www.wiggle.org.uk/rhythms.htm
Peoples of the World: The Middle East and North Africa – Joyce Moss, George Wilson
Standards:
Music:
· Perform in rhythm and maintain a steady tempo
After students learn how to play the rhythm on their drum or tambourine, they will practice the rhythm by holding a steady tempo for at least 30 seconds.
· Perform easy rhythmic patterns accurately and independently on rhythmic classroom instruments
Students will begin first by playing easy or contemporary Arabic rhythms on their drums or tambourines to get used to how to play their instrument.
· Perform expressively a varied repertoire of music representing diverse genres and styles
Students will learn a few rhythms of Arabic drumming on their hand drum or tambourine and play the rhythms together as a whole class.
· Echo short rhythms
When students are first learning the Arabic rhythms, they will echo short rhythms after I play them.
Social Studies:
· Identify the role and status of individuals and groups in the United States, past and present, in family life, religion, and other cultural activities
Students will be given a background on who the Arab people are and what their lives are like in the United States. They will learn about cultural traditions, family, and where they came from and what they have brought to the United States.
· Give examples of the importance of multiple viewpoints for understanding people, events, and issues
Students will see a side of the Arab people that is not described in the news very often. They will get a positive perspective on who these people are, what they contribute to the world, and traditions they have brought to the United States.
· Give examples of valuable contributions to the United States made by many cultural, ethnic, and racial groups
Students will learn about the musical contributions the Arab people have brought to the United States as well as learn about other traditions that have become part of many American cultures.
Objectives:
· Using a KWL (Know, Wonder, Learn) chart, SWBAT identify where the Arab people come from and their traditions by reading the The Arab Americans or Middle East books provided in class.
· After reading passages from Growing Up Arab-American and The Arab Americans SWBAT develop a new perspective on who Arab Americans are and what they contribute to our country by writing at least 1 page in their Social Studies journals on their thoughts and feelings.
· Using a hand drum or tambourine given in class, SWBAT perform contemporary Arabic rhythms on their instruments (a very important tradition in the Arab culture).
Why is it important that students learn my lesson? What academic subjects will I link to?
I see this lesson as extremely important because the Arab countries (known as the Middle East) is talked about so much in our media and yet several people do not really know anything about their culture and who they are as a people. The news represents these countries too often in a negative manner and through this lesson I hope my students will come to understand that there is more to the Arab people than wars and fighting. In addition, I hope to show how immigration is not just something that happened in the past but continues today and how much immigrants like the Arab Americans have brought to the United States.
Materials:
- Growing Up Arab-American: Stories by Arab and Muslim Youth
- The Arab Americans – Alixa Naff
- Middle East – Philip Steele
- Hand drums and/or tambourines for entire class
- Arabic rhythms: http://arts.state.wi.us/static/folkdir/alwan8.htm; http://www.khafif.com/rhy/
- Computer with speakers
- Projector
The students are continuing a unit on Immigration to the United States. This will be a two-day lesson on Arab peoples journey to the United States. Who they are, where they come from, and traditions they have brought here.
Steps in the Lesson:
Introduction/Building Background Knowledge:
1. Fill out a KWL (Know, Wonder, Learn) chart to start conversations about what the students know or wonder about Arab countries and their people
Body:
2. Introduce the students to what constitutes the Arab countries and where they are located in the world using a map
a. Located in North Africa and the Middle East
b. Algeria, Kuwait ,Somalia, Bahrain, Lebanon, Sudan, Comoros, Libya, Syria, Djibouti, Morocco, Tunisia, Egypt, Mauritania, Qatar, Iraq, Oman, U.A.E., Jordan, Saudi Arabia, Yemen
3. Read about people and languages (p.12-13), art and culture (p.20-21), merchants and bazaars (p.22-23), resources and work (p.24-25), and hopes and fears (p.26-27) in Middle East. Make sure the students see the pictures and ask questions about what they see/hear.
a. Make changes or add to the KWL chart and make sure to talk about why we may have had a preconception that was wrong
i. News, television, other people
4. Talk about some reasons why the Arab people came and still come to the United States
a. Better their lives, flee from danger
5. Read “Holding on to Who I am” and “So Hard to Say Goodbye” from Growing Up Arab-American
a. Talk about these two stories – the kids’ experiences, how they felt, and how they can connect
b. How can they make United States feel like home?
i. Bring along their traditions and practice them here
c. Have students write their thoughts and feelings in their social studies journals
6. Introduce one Arab tradition – drumming
a. Music is intertwined with daily life (happy, sad, wedding, dance, religious)
i. Percussion is present in all
b. Types of drums
i. Tabla (doumbek) – DOOM-beck
1. Most popular drum in Arabian music
ii. Riqq (REEK)
1. What we will be using (kinda of like a tambourine or hand drum)
iii. Tar
1. Shallow drum like our hand drum we will be using
iv. Tabl Baladi
1. 2 headed drum
2. used for outdoor weddings, parades, and to wake Muslims before dawn during the month of Ramadan so they don’t miss their morning meal
c. Today we are going to learn a simple Arabic rhythm
i. Listen to a few
1. http://www.youtube.com/watch?v=uPzVi-4x4ss&feature=related
2. http://arts.state.wi.us/static/folkdir/alwan8.htm; http://www.khafif.com/rhy/
ii. Pass out hand drums and tambourines
1. Tell students that these are of course not traditional Arabic instruments but we will be learning a rhythm that is used in Arabic music
iii. Lets try the first one together http://www.youtube.com/watch?v=SHipY1_NpAE
1. We will use the middle and outside of the drum
a. Give the middle of your drum a good hit
b. Give the outside of your drum a tap
c. Try it middle, outside, middle, outside
2. Give rhythm and have students play it back
3. Play all together
4. Play by themselves
Closure:
7. Fill out Learned section on the KWL chart and talk about why some things we thought we knew were wrong and how our perceptions have changed about Arab people
Assessment:
Formal:
· students fill out the KWL chart
· students 1 page (or more) entries in their journals
Informal:
· students’ participation with the rhythm on their instrument
· discussion about how their views have changed now
Adaptations/Extensions:
If there is a student who may have a hearing impairment, have the students play the Arabic rhythm on their backs instead so the student can feel the rhythm
Next Steps/Connections to Other Subjects:
This lesson will continue on with other cultures that are found in the United States and their stories of immigration.
Resources:
http://arts.state.wi.us/static/folkdir/alwan1.htm
http://www.blackroot.org/drumming/drumming.html#Reading
http://www.khafif.com/rhy/
http://www.wiggle.org.uk/rhythms.htm
Peoples of the World: The Middle East and North Africa – Joyce Moss, George Wilson
