Exploring the Use of Digitally Archived Folk Music to Teach Southern United States History

Autor/in	Bousalis, Rina
Titel	Exploring the Use of Digitally Archived Folk Music to Teach Southern United States History
Quelle	In: Social Studies, 114 (2023) 6, S.282-296 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bousalis, Rina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2023.2202375
Schlagwörter	Social Studies; Middle School Students; High School Students; Folk Culture; Music; Regional Characteristics; Stereotypes; Primary Sources; History Instruction; Archives; Web Based Instruction; Interdisciplinary Approach; Learning Activities; United States History; Singing; Social Problems + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Musik; Regionaler Faktor; Klischee; Primärquelle; History lessons; Geschichtsunterricht; Archivwesen; Archiv; Web Based Training; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Gesang; Social problem; Soziales Problem
Abstract	Southern United States folk music is rich in not only sound, but in voices of the past. Folk songs were created by working class individuals who described aspects of their life in connection with societal issues and events. Folk songs, now digitally archived, can serve as primary historical sources that can be used to enhance the secondary social studies U.S. history curriculum. The vast offerings of folk songs can allow students to listen, read, and analyze the lyrics to gain a deeper understanding of the U.S. South, shed the "hillbilly" stereotype that Southerners have been historically subjected to, understand why and how Southerners spoke out against injustices through song, and analyze the lyrics that portray the history of southern folklife. Based on the National Council for the Social Studies' "Themes of Social Studies" and integrating folk songs from such online sites as the Library of Congress and Smithsonian Institute, curriculum implications are presented for students to reflect on the Southerners' settings, perspectives of events and issues, and methods of protest. Modern technology's preservation of folk songs that would otherwise be absent from history not only has the power to educate, but also to keep southern folk music alive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01