Lesson 1: North Carolina Era 11: Recent (1975-2010): “After the Ball” Ballad Lesson Plan

Lesson 1: North Carolina Era 11: Recent (1975-2010): “After the Ball” Ballad Lesson Plan

Pauline Johnson, Roman Blevins

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NORTH CAROLINA CURRICULUM ALIGNMENT
8.H.3, 8.C.1

LEARNING OUTCOMES:
• Students will understand how folktales and ballads can change over time between groups of people and distances, even in the same community.
• Students will recognize artistic characteristics of southern Appalachia.
• Students will work cooperatively.
• Students will engage in critical thinking.
• LEARNING TARGET: “I can analyze artistic writing to understand how language changes across time and distances.”

Copies of the “After the Ball” Ballads (two or three different versions)

15 minutes

PROCEDURE
1. Ask students “what are ballads?,” “how can songs reflect a culture?”.
2. Divide students into groups (no more than four).
3. Students will work together in groups to examine different versions of the same ballad and are to discuss the differences in each.
4. Students should consider why the ballads may be written differently, how language can change across distance and time, and what these ballads say about southern Appalachian culture.
5. Class should reconvene together to discuss their hypotheses and share what they think of the ballad itself.
6. Review the purpose and history of balladry in North Carolina and its significance to state culture and language.

ASSESSMENT
• Informal assessment based upon group and class discussion.