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Hip-Hop Culture and Social Counsciousness - Reconciling Value Conflicts by Valerie L. Patterson, Ph.D. Benchmarks Miami-Dade County Competency-Based Curriculum Standards Language Arts-English II (Grade 10) Component: Composition Competencies: A, B, & C Objectives: 1. Understands and practices the reading-writing connection. 3. Writes a clear and definite thesis statement. 4. Supports the thesis with fully developed paragraphs with details which are varied, relevant, and purposeful for a selected plan of organizational development to include comparison/contrast, cause/effect, definition, order of importance, and classification. 5. Writes for a variety of audiences and purposes. 6. Writes in a variety of modes to include narrative (personal experience), expository (essay process paper, biographical incident), persuasive (editorial), and imaginative (story, poem). Component: Listening/Speaking/Viewing Competency: A Objectives: 1. Demonstrates appropriate listening, speaking, and viewing skills in a variety of cooperative settings. 2. Designs and delivers an oral presentation for a specific purpose and audience using effective verbal and non-verbal techniques. 3. Analyzes and critiques in written or oral form a variety of audio-visual presentations 4. Recognizes and examines propaganda techniques in media presentations 5. Creates an awareness of, and sensitivity to, the various dialects, accents, and speech patterns indigenous to a multicultural community Component: Informational Reading/Information Literacy/Study and Test-Taking Competency: A Objective: 1. Practices the following reading strategies both within an individual selection and among a variety of selections: -determines the following in a reading selection: sequence of events or ideas stated or implied main idea fact/opinion generalization conclusion -varies reading rate to suit purpose and subject matter (to include skimming, scanning, and analytical reading) -monitors comprehension of a reading selection (to include asking questions, rereading, and paraphrasing) 2. Uses effective reading and writing strategies in a variety of informational contexts: -reads and analyzes reports based on technical and/or scientific information which includes statistical data and examines language and style -obtains information from maps, charts, tables, graphs, schedules, pictures, or signs -compares and contrasts information which reflect differing points of view on the same topic -writes complete letters and messages English III (Grade 11) Component: Composition Objectives: 1. Understands and practices the reading/writing connection 3. Writes a precise thesis statement that is declarative, controlling, and defensible, and supports it with fully developed paragraphs 5. Writes multi-paragraph compositions to include essays of five paragraphs or more reflecting sound organization, logical development (including comparison/contrast, cause/effect, classification, order of importance, and spatial relationships), and accepted rules of written standard American English Component: Language/Word Study Objectives: 3. Recognizes and selects appropriate language with regard to connotation and denotation Component: Listening/Speaking/Viewing Objectives: 1. Develops an awareness of, and sensitivity to, the various dialects, accents, and speech patterns indigenous to a multi-cultural community 2. Applies appropriate listening, speaking, and viewing skills in a variety of cooperative settings. 3. Designs, delivers, and evaluates classroom oral presentations. 4. Analyzes and critiques a variety of audiovisual presentations Component: Informational Reading/Information Literacy/Study and Test-Taking Objective: 1. Uses effective reading strategies in a variety of informational contexts: -previews and identifies organizational patterns, analyzes and evaluates information -determines the main idea and supporting details in a variety of written material -evaluates the accuracy of information in a variety of selections based on the author's purpose and/or bias, audience, and sources -evaluates conflicting information to determine which is more valid English IV (Grade 12) Component: Composition Objectives: 1. Understands and practices the reading/writing connection 3. Generates ideas for writing about a topic for the purpose of writing, varies writing style, including vocabulary and sentence structure for different audiences and purposes, and writes standard English sentences 5. Demonstrates competence in defending a thesis in a multi-paragraph compositions to include essays of five paragraphs or more using a variety of organizational patterns to include comparison and/or contrast, cause and effect, definition, classification, argumentation, order of importance, chronological order, and/or spatial relationship Component: Listening/Speaking/Viewing Objective: 1. Develops an awareness of, and sensitivity to, the various dialects, accents, and speech patterns indigenous to a multicultural community 3. Presents oral reports and/or participates in group presentations Component: Informational Reading/Information Literacy/Study and Test-Taking Objective: 1. Uses effective reading strategies in a variety of informational contexts: -previews and identifies organizational patterns in a variety of selections -determines the main idea and supporting details in a variety of written materials -analyzes and applies information from technical and/or scientific writing -evaluates the accuracy of information in a variety of selections based on the author's purpose and/or bias, audience, and sources, and recognizes this bias as different from the student's point of view or bias -recognizes how sexism, cultural bias, and the use of propaganda produce intended effects -recognizes and uses inductive and deductive reasoning, and recognizes fallacies in reasoning -evaluates conflicting information to determine which is more valid -evaluates information presented in a variety of narrative and visual formats such as charts, graphs, tables, and maps Music Appreciation (Grades 10-12) Component: Music Literacy Competency: B Objectives: 5. Relate trends in music to historical events determining cause and effect 6. Identify the role music plays in this society, the community, and the culture as well as other cultures American Government (Grade 12) Component: Civic Responsibility Competency: B Objectives: 1. Identify the constitutional guarantees to which an individual is entitled, noting that they reflect the belief that government should protect individual right. Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading: This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities. Miami-Dade County Scope and Sequence Planning Outline for American Government: Second Nine Week Cycle Main Topic # 7- Civil Liberties Broward County Critical Content & Performance Indicators American Government Strand C: Civics and Government SS.C.2.4.3 - understand issues of personal concern: the rights and responsibilities of the individual under the US Constitution; the importance of civil liberties; the role of conflict resolution and compromise; and issues involving ethical behavior in politics • explains how crime and its consequences squander a nation's human and economic resources • explains how ethical and moral standards reflect the values of a society Music Strand E: Applications to Life MU.E.1.4.2 - understands how the uniqueness of a given work of music serves to define its artistic tradition and its cultural context Grade 9 • identifies styles of music in social or historical terms Grade 10 • recognizes that outside events may predispose artistic success Grade 11 • verifies the "evolution" of musical styles relative to the development of technology and culture Grade 12 • acknowledges the influences of culture, technology, geography and politics on the development of musical forms State of Florida-Sunshine State Standards Language Arts Grades 9-12 Reading Standard 1: The student uses the reading process effectively. (LA.A.1.4) 1. selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. Standard 2: The student constructs meaning from a wide range of texts. (LA.A.2.4) 1. determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 2. determines the author's purpose and point of view and their effects on the text 4. locates, gathers, analyzes, and evaluates written information for a variety purposes, including research projects, real world tasks, and self improvement. 5. identifies devices of persuasion and methods of appeal and their effectiveness. 7. analyzes the validity and reliability of primary source information and use the information appropriately. 8. synthesizes information from multiple sources to draw conclusions Writing Standard 1: The student uses writing processes effectively. (LA.B.1.4) 2. drafts and revises writing that: is focused, purposeful, and reflects insight into writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with a subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling. 3. produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts and illustrations in both standard and innovative formats. Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.4) 1. writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media. 2. organizes information using appropriate systems. 3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. 4. selects and uses a variety of electronic media, such as the internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information. Listening, Viewing, and Speaking Standard 1: The student uses listening strategies effectively. (LA.C.1.4) 1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations. 3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 4. identifies bias, prejudice, or propaganda in oral messages. Standard 2: The student uses viewing strategies effectively. (LA.C.2.4) 1. determines main concept and supporting details in order to analyze and evaluate nonprint media messages. Standard 3: The student uses speaking strategies effectively. (LA.C.3.4) 1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations. 3. uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain 4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. 5. develops and sustains a line of argument and provides appropriate support. Language Standard 1: The student understands the nature of language. (LA.D.2.4) 3. understands that there are differences among various dialects of English. Standard 2: The student understands the power of language. (LA.D.2.4) 1. understands the specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities. 2. understands the subtleties of literary devices and techniques in the comprehension and creation of communication. 3. recognizes production elements that contribute to the effectiveness of a specific medium. 5. critically analyzes specific elements of mass media with regard to the extent which they enhance or manipulate information. Social Studies Grades 9-12 Government and the Citizen Standard 2: The student understands the role of the citizen in American Democracy. (SS.C.2.4) 3. understands the issues of personal concern: the rights and responsibilities of the individual under the U.S. Constitution, the importance of civil liberties, the role of conflict resolution and compromise, and issues involving ethical behavior in politics Music Grades 9-12 Applications to Life Standard 1: The student understands the relationship between music, the other arts, and disciplines outside the arts. (MU.E.1.4.) 2. understands how the uniqueness of a given work of music serves to define its artistic tradition and its cultural context. National Standards English (National Council of Teachers of English & International Reading Association) 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Social Studies (National Council for the Social Studies) Thematic Strand: Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity Thematic Strand: Individuals, Groups and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Thematic Strand: Civic Ideals and Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Music (National Association for Music Education) Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9: Understanding music in relation to history and culture.

Hip-Hop Culture and Social Counsciousness - Reconciling Value Conflicts

by Valerie L. Patterson, Ph.D.

Benchmarks

Miami-Dade County Competency-Based Curriculum Standards

Language Arts-English II (Grade 10)

Component: Composition
Competencies: A, B, & C
Objectives:
1. Understands and practices the reading-writing connection.
3. Writes a clear and definite thesis statement.
4. Supports the thesis with fully developed paragraphs with details which are varied, relevant, and purposeful for a selected plan of organizational development to include comparison/contrast, cause/effect, definition, order of importance, and classification.
5. Writes for a variety of audiences and purposes.
6. Writes in a variety of modes to include narrative (personal experience), expository (essay process paper, biographical incident), persuasive (editorial), and imaginative (story, poem).

Component: Listening/Speaking/Viewing
Competency: A
Objectives:
1. Demonstrates appropriate listening, speaking, and viewing skills in a variety of cooperative settings.
2. Designs and delivers an oral presentation for a specific purpose and audience using effective verbal and non-verbal techniques.
3. Analyzes and critiques in written or oral form a variety of audio-visual presentations
4. Recognizes and examines propaganda techniques in media presentations
5. Creates an awareness of, and sensitivity to, the various dialects, accents, and speech patterns indigenous to a multicultural community

Component: Informational Reading/Information Literacy/Study and Test-Taking
Competency: A
Objective:
1. Practices the following reading strategies both within an individual selection and among a variety of selections:
-determines the following in a reading selection:
sequence of events or ideas
stated or implied main idea
fact/opinion
generalization
conclusion
-varies reading rate to suit purpose and subject matter (to include skimming, scanning,
and analytical reading)
-monitors comprehension of a reading selection (to include asking questions, rereading,
and paraphrasing)
2. Uses effective reading and writing strategies in a variety of informational contexts:
-reads and analyzes reports based on technical and/or scientific information which includes statistical data and examines language and style
-obtains information from maps, charts, tables, graphs, schedules, pictures, or signs
-compares and contrasts information which reflect differing points of view on the same topic
-writes complete letters and messages

English III (Grade 11)

Component: Composition
Objectives:
1. Understands and practices the reading/writing connection
3. Writes a precise thesis statement that is declarative, controlling, and defensible, and supports it with fully developed paragraphs
5. Writes multi-paragraph compositions to include essays of five paragraphs or more reflecting sound organization, logical development (including comparison/contrast, cause/effect, classification, order of importance, and spatial relationships), and accepted rules of written
standard American English

Component: Language/Word Study
Objectives:
3. Recognizes and selects appropriate language with regard to connotation and denotation

Component: Listening/Speaking/Viewing
Objectives:
1. Develops an awareness of, and sensitivity to, the various dialects, accents, and speech patterns indigenous to a multi-cultural community
2. Applies appropriate listening, speaking, and viewing skills in a variety of cooperative settings.
3. Designs, delivers, and evaluates classroom oral presentations.
4. Analyzes and critiques a variety of audiovisual presentations

English IV (Grade 12)

Component: Composition
Objectives:
1. Understands and practices the reading/writing connection
3. Generates ideas for writing about a topic for the purpose of writing, varies writing style, including vocabulary and sentence structure for different audiences and purposes, and writes standard English sentences
5. Demonstrates competence in defending a thesis in a multi-paragraph compositions to include essays of five paragraphs or more using a variety of organizational patterns to include comparison and/or contrast, cause and effect, definition, classification, argumentation, order of importance, chronological order, and/or spatial relationship

Component: Listening/Speaking/Viewing
Objective:
1. Develops an awareness of, and sensitivity to, the various dialects, accents, and speech patterns indigenous to a multicultural community
3. Presents oral reports and/or participates in group presentations

Component: Informational Reading/Information Literacy/Study and Test-Taking
Objective:
1. Uses effective reading strategies in a variety of informational contexts:
-previews and identifies organizational patterns in a variety of selections
-determines the main idea and supporting details in a variety of written materials
-analyzes and applies information from technical and/or scientific writing
-evaluates the accuracy of information in a variety of selections based on the author's
purpose and/or bias, audience, and sources, and recognizes this bias as different from the
student's point of view or bias
-recognizes how sexism, cultural bias, and the use of propaganda produce intended effects
-recognizes and uses inductive and deductive reasoning, and recognizes fallacies in
reasoning
-evaluates conflicting information to determine which is more valid
-evaluates information presented in a variety of narrative and visual formats such as charts,
graphs, tables, and maps

Music Appreciation (Grades 10-12)

Component: Music Literacy
Competency: B
Objectives:
5. Relate trends in music to historical events determining cause and effect
6. Identify the role music plays in this society, the community, and the culture as well as other cultures

American Government (Grade 12)

Component: Civic Responsibility
Competency: B
Objectives:
1. Identify the constitutional guarantees to which an individual is entitled, noting that they reflect the belief that government should protect individual right.

Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading:

This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities.

Miami-Dade County Scope and Sequence Planning Outline for American Government:

Second Nine Week Cycle
Main Topic # 7- Civil Liberties

Broward County Critical Content & Performance Indicators

American Government
Strand C: Civics and Government

SS.C.2.4.3 - understand issues of personal concern: the rights and responsibilities of the individual under the US Constitution; the importance of civil liberties; the role of conflict resolution and compromise; and issues involving ethical behavior in politics
• explains how crime and its consequences squander a nation's human and economic resources
• explains how ethical and moral standards reflect the values of a society

Music
Strand E: Applications to Life

MU.E.1.4.2 - understands how the uniqueness of a given work of music serves to define its artistic tradition and its cultural context

Grade 9
• identifies styles of music in social or historical terms

Grade 10
• recognizes that outside events may predispose artistic success

Grade 11
• verifies the "evolution" of musical styles relative to the development of technology and culture

Grade 12
• acknowledges the influences of culture, technology, geography and politics on the development of musical forms

State of Florida-Sunshine State Standards

Language Arts Grades 9-12

Reading

Standard 1:
The student uses the reading process effectively. (LA.A.1.4)

1. selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

Standard 2:
The student constructs meaning from a wide range of texts. (LA.A.2.4)

1. determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material.
2. determines the author's purpose and point of view and their effects on the text
4. locates, gathers, analyzes, and evaluates written information for a variety purposes, including research projects, real world tasks, and self improvement.
5. identifies devices of persuasion and methods of appeal and their effectiveness.
7. analyzes the validity and reliability of primary source information and use the information appropriately.
8. synthesizes information from multiple sources to draw conclusions

Writing

Standard 1:
The student uses writing processes effectively. (LA.B.1.4)

2. drafts and revises writing that: is focused, purposeful, and reflects insight into writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with a subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
3. produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts and illustrations in both standard and innovative formats.

Standard 2:
The student writes to communicate ideas and information effectively. (LA.B.2.4)

1. writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.
2. organizes information using appropriate systems.
3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
4. selects and uses a variety of electronic media, such as the internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information.

Listening, Viewing, and Speaking

Standard 1:
The student uses listening strategies effectively. (LA.C.1.4)

1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.
3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.
4. identifies bias, prejudice, or propaganda in oral messages.

Standard 2:
The student uses viewing strategies effectively. (LA.C.2.4)

1. determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

Standard 3:
The student uses speaking strategies effectively. (LA.C.3.4)

1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations.
3. uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain
4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.
5. develops and sustains a line of argument and provides appropriate support.

Language

Standard 1:
The student understands the nature of language. (LA.D.2.4)

3. understands that there are differences among various dialects of English.

Standard 2:
The student understands the power of language. (LA.D.2.4)

1. understands the specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities.
2. understands the subtleties of literary devices and techniques in the comprehension and creation of communication.
3. recognizes production elements that contribute to the effectiveness of a specific medium.
5. critically analyzes specific elements of mass media with regard to the extent which they enhance or manipulate information.

Social Studies Grades 9-12

Government and the Citizen

Standard 2:
The student understands the role of the citizen in American Democracy. (SS.C.2.4)

3. understands the issues of personal concern: the rights and responsibilities of the individual under the U.S. Constitution, the importance of civil liberties, the role of conflict resolution and compromise, and issues involving ethical behavior in politics

Music Grades 9-12

Applications to Life

Standard 1:
The student understands the relationship between music, the other arts, and disciplines outside the arts. (MU.E.1.4.)

2. understands how the uniqueness of a given work of music serves to define its artistic tradition and its cultural context.

National Standards
English (National Council of Teachers of English & International Reading Association)

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Social Studies (National Council for the Social Studies)

Thematic Strand: Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity

Thematic Strand: Individuals, Groups and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

Thematic Strand: Civic Ideals and Practices
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Music (National Association for Music Education)

Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts.

Standard 9: Understanding music in relation to history and culture.