Daughters of Freedom Song Analysis: The Power of Forceful Words
Lesson Overview
Overview:
Students will listen to and participate in a brief discussion of music as a medium for ideas and
culture. Students will analyze sheet music of a women’s suffrage song, noting the emphasis on the
strong language used. Students will analyze and contemplate why such language was used and
ultimately conclude the passion women expressed for the right to vote.
Grade Range:
3-5
Objective:
1. Students will listen to a modern song and with teacher direction, generate a list (on
SMARTboard) of insights this song gives into our modern culture. This will introduce the concept
that a song carries linguistic meaning and is often a source of the ideas of people.
2. Students will receive copy of the sheet music “Daughters of Freedom” and participate in a
teacher led discussion on the overall meaning of this song.
3. Students will read through the sheet music “Daughters of Freedom” highlighting strong words
and phrases used (i.e. arise in your might, battle, sunder the fetters, clouds of oppression).
4. In small groups, students will discuss and research meaning (dictionary, Online) of unknown
words, and discuss why such words were used (strong words represent strong passion for the
right to vote),
5. Using prior knowledge of women’s suffrage movement, students will add a fifth line to the song,
using at least two new words/phrases that have not previously appeared in the song. Words /
phrase must be strong and forceful, showing comprehension of the lesson. Teacher will assess.
Time Required:
One class period of 45 minutes.
Discipline/Subject:
Social Studies with a Language Arts component
Topic/Subject:
Women’s History
Era:
Progressive Era to New Era, 1900-1929
Standards
Illinois Learning Standards:
Social Studies:
14-Understand political systems, with an emphasis on the United States.
14.D-Understand roles and influences of individuals and interest groups in the political systems of
Illinois, the U.S. and other nations.
14.F-Understand the development of the U.S. political ideas and traditions.
16-Understand events, trends, individuals and movements shaping the history of Illinois, the United
States, and other nations.
16.A-Apply the skills of historical analysis and interpretation.
16.D-Understand Illinois, U.S., and world social history.
Language Arts:
1-Read with understanding and fluency.
1.A-Apply word analysis and vocabulary skills to comprehend selections.
2-Read and understand literature representative of various societies, eras, and ideas.
2.A-Understand how literary elements and techniques are used to convey meaning.
2.B-Read and interpret a variety of literary works.
Materials
Handouts:
LOC item Daughters of Freedom
Analysis Tools:
Sheet Music Analysis
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Rubrics:
Simple Assessment Rubric
Library of Congress Items:
Title of Source:
Daughters of Freedom by Edward Christie
Creator of Source:
Christie, Edward
Date of Creation:
1871
URL of Source:
http://memory.loc.gov/cgi-bin/query/r?ammem/mussm:@field(NUMBER+@band(sm1871+02334))
Procedures
Procedure Step #
1. Play a modern popular song, guiding students to listen specifically for insights the song brings
out about our 21st century American culture.
2. Direct students to share their insights by generating a list. Volunteers write insights on
SMARTboard.
3. Teacher leads a short discussion introducing the concept that the word of a song carry
linguistic meaning and are often a source of the current ideas of people.
4. Students receive a copy of the sheet music “Daughters of Freedom” from the LOC website.
Read over the song together and participate in a teacher led discussion on the overall meaning
of this song (connecting this song to our unit of study on women’s suffrage). Use sheet music
analysis tool to guide discussion.
5. Students read through the sheet music “Daughters of Freedom” individually, highlighting
strong words and phrases used (i.e. arise in your might, battle, sunder the fetters, clouds of
oppression).
6. From the highlighted words, students choose and list at least four words or phrases they
thought were full of meaning. Teacher will model this process and make a connection of the
song played earlier in the lesson to the song Daughters of Freedom. Explain the Sheet Music
Analysis Worksheet.
7. Break students into small groups, where they will discuss and research the meanings of
unknown words. Provide dictionaries and online resources to look up meanings of words or
phrases. Students will discuss why such words were used (ultimately leading to strong words
represents strong passion for the right to vote). Students will then complete the Sheet Music
Analysis
Worksheet.
Teacher
monitors
students
work
walking
from
group to group guiding as needed.
8. Give time for students to share results. Which words did you choose and why did you choose
them? Allow for discussion. Check for oral understanding and re-direct as needed.
9. Using prior knowledge of the women’s suffrage movement, students are to add a fifth verse to
the song, using at least two new words/phrases that have not previously appeared in the
song. Students choose their own words that carry strong meaning like “fight”, “courage” etc.
Words/phrases must be strong and forceful, showing comprehension of the lesson. Teacher
will collect and assess using a simple scoring rubric.
Resource or Material
Used
Handout
Analysis Tools
Handouts
Handout
Evaluation
Use scoring rubric and teacher insights from oral evaluations.
Extension
Listen to the song at http://memory.loc.gov/ammem/smhtml/audiodir.html#
Author Credits:
J. Colet
East Prairie Elementary
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MUSIC SHEET ANALYSIS
First Look
Cover or Heading
Title of Music Sheet
Date created
Is there a cover
page or image?
Based on what you already know, what message do you think is portrayed by this image? Are people, symbols or words
used?
The Lyrics
Read the lyrics. White a three sentence summary describing the main idea of the song.
Choose two phrases of lyrics that caught your attention. Why?
1.
2.
Song Purpose
What social or cultural topic is this song about?
Based on the lyrics, in your opinion, what seems to be the viewpoint expressed in the song? Why do you think it was
written?
Do the images express this viewpoint? How?
At the time this song was written, who might have bought and/or sung this song? How do you think the public reacted to
this song?
How can you learn more about the person that wrote this song?
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Scoring Rubric: Adding a fifth verse to “Daughters of Freedom”
A
B
C
D
F
Song contains a complete 5th verse – follows pattern of previous 4 verses
Two or more words/phrases are present within verse
Words/phrases do not appear anywhere else in the song
Choice of words/phrases are strong: showing excellent comprehension of the lesson
5th verse is neat and shows studious thought and strong effort
Song contains a complete 5th verse
Two words/phrases are present
Words/phrases do not appear anywhere else in the song
Choice of words/phrases are average: showing somewhat of a lesson comprehension
5th verse is legible and shows some thought and effort
Song contains a partially complete 5th verse
One word/phrase is present
Word/phrase does not appear anywhere else in the song
Choice of word/phrase is weak: showing a lack of lesson comprehension
5th verse is present, though more effort is necessary
Song contains an incomplete 5th verse
One word/phrase is present
Word/phrase does appear in the song
Choice of word/phrase is not appropriate: shows poor lesson comprehension
5th verse is present but lack of effort is strongly apparent
Song contains an incomplete 5th verse
No appropriate words/phrases are present
Choice of words/phrases are not acceptable: no lesson comprehension
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