Last updated: July 18, 2019
Lesson Plan
FLAMBEAUX GLEAUX: THE NEW ORLEANS MARDI GRAS FLAMBEAUX STRIKE OF 1946
- Grade Level:
- High School: Ninth Grade through Twelfth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 90 Minutes
- Common Core Standards:
- 6-8.RH.1, 6-8.RH.2, 9-10.RH.1, 9-10.RH.2, 11-12.RH.1, 11-12.RH.2, 7.SL.1, 7.SL.1.a, 7.SL.1.b, 7.SL.1.c, 7.SL.1.d, 8.SL.1, 8.SL.1.a, 8.SL.1.b, 8.SL.1.c, 8.SL.1.d, 9-10.SL.1, 9-10.SL.1.a, 9-10.SL.1.b, 9-10.SL.1.c, 9-10.SL.1.d, 11-12.SL.1, 11-12.SL.1.a, 11-12.SL.1.b, 11-12.SL.1.c, 11-12.SL.1.d
- Additional Standards:
- National Council for the Social Studies
VI. Power, Authority, & Governance
X. Civic Ideals & Practices - Thinking Skills:
- Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations.
Essential Question
What events and circumstances can energize people to take militant action?
In what ways was society changed by WWII that created a sense of change?
What is the role of solidarity in bringing about social change?
Objective
UNDERSTAND the historical facts of the Flambeaux Strike of 1946.
UNDERSTAND how World War II created conditions for social change in the United States.
UNDERSTAND the New Orleans flambeaux tradition.
UNDERSTAND how the “common good” can be strengthened through various forms of
citizen action.
ANALYZE an historical event to discover how community solidarity is important in successful community actions.
ANALYZE how events can bring community members together to agitate for improved conditions.
Background
This lesson concerns a strike by FLAMBEAUX, men (generally African American) in New Orleans who carry large torches to light the parades. It concerns reasons a community might become militant and the role of solidarity in such struggles. It uses music created by the New Orleans Jazz National Historical Park that is found on the cd Remembering 300- Arrowhead Jazz Band.
Preparation
- Teachers will need access to the song FLAMBEAUX GLEAUX from the cd REMEMBERING 300: ARROWHEAD JAZZ BAND from the New Orleans Jazz National Historical Park and a means of playing the music for the students.
- Teachers will need access for the classroom or the students to the podcast by TRIPOD: FIGHT FOR FIVE. See below.
TRIPOD: Fight For Five: The Flambeaux Strike Of 1946
https://www.wwno.org/post/fight-five-flambeaux-strike-1946
Also read the article below:
https://neworleanshistorical.org/items/show/1436
Read this more extensive article from Oxford American:
https://www.oxfordamerican.org/magazine/item/1103-the-keepers-of-the-light
Materials
These are the lyrics to the song.
Download LYRICS: FLAMBEAUX GLEAUX
Guide for the teacher than provides questions to ask the students when analyzing the lyrics, and answers.
A transcript of the podcast. This could be distributed to students.
Download TRANSCRIPT: TRIPOD POD CAST
Lesson Hook/Preview
- This lesson concerns a group of people who felt they had been abused for years, and who have decided to take action in response to the abuse. Ask students if they have ever been in such a situation, and how they responded. Were they successful in improving the situation?
- If your class is reluctant to share orally, have them jot down their thoughts or examples, then call on them to read from their papers.
- Tell students that they will be studying such a situation.
Procedure
- DISCUSSION: Engage the class in a discussion based on their responses to the LESSON HOOK OR PREVIEW. Keep this short: 5 to 15 minutes.
- Ask several of them for their responses. These could be written on a board or typed into a projected computer document.
- Try to focus on the success or failure of attempts to alleviate the situations they discuss. Your goal is to get them to consider the importance of group solidarity or someone “having their backs” as they dealt with the problem.
- Explain again to students that they will study an example of a successful push for change.
- Distribute lyrics and play the song FLAMBEAUX GLEAUX, track # 3 from the cd REMEMBERING 300 by the Arrowhead Jazz Band.
- Discussion: Ask students what they think the song is about. See DISCUSSION GUIDE under Lesson Plan Materials for help.
- Play Fight For Five: The Flambeaux Strike Of 1946 from TRIPOD.
- https://www.wwno.org/post/fight-five-flambeaux-strike-1946
- If students have their own computers, have them pull up the site to follow the transcript. They should also have their lyrics sheet
- Continue the discussion from #3. Do the lyrics seem to make more sense now? Try to lead the students more deeply into the implications of the history. See the DISCUSSION GUIDE for assistance. A written assignment is available under ASSESSMENT.
- Assessment. See below.
Vocabulary
- FLAMBEAUX: In New Orleans, men who carry seven foot tall flaming torches generally lit by kerosene and carried in Mardi Gras parades. The torches themselves are called flambeau in the singular and flambeaux in the plural.
- JIM CROW: A collection of state and local statutes and social practices and customs that enforced racial segregation and discrimination against people of color, especially African Americans.
- STATUS QUO: A Latin term that means the existing state of affairs, or the accepted and stable situation.
- STRIKE: A labor action in which workers agree to cease work until their demands are met by employers or owners.
- SOCIAL JUSTICE: Pursuit of the right of individuals and groups to be afforded the same opportunities and privileges in a society regardless of their background.
- SOLIDARITY: Unity or agreement of feeling or action, especially among individuals with a common interest; mutual support within a group.
Assessment Materials
ASSESSMENT: FLAMBEAUXShort writing assignment. A key is also provided of possible answers, as well as a grading rubric.
FLAMBEAUX GLEAUX
TASK:
___Accurate historical facts are contained in the answers.Respond to each of the prompts below. These are not just looking for one sentence answers. You must show a deeper understanding of the situation in order to earn the maximum points. You may earn a maximum of 20 points for each part of the rubric. Please use and explain quotations from the sources. Use the back of the sheet for additional room if needed,
___Importance of the facts is explained
___Spelling and grammar are correct
___Writing is clear and understandable.
___Suitable quotations from the sources were included.
- Why were the Flambeaux dissatisfied enough to go on strike?
- In what ways were they supported by the community, and why did the community support them?
- What lessons for our time can be learned from this event?
Rubric/Answer Key
Maximum of 20 points for each part of the rubric. Please use and explain quotations from the sources. Use the back of the sheet for additional room if needed,
___Accurate historical facts are contained in the answers.
___ Importance of the facts is explained
___Spelling and grammar are correct
___Writing is clear and understandable.
___Suitable quotations from the sources were included.
These are examples of possible answers. Students should make multiple points in their analysis. Refer to the DISCUSSION GUIDE for examples of some quotations that students might use.
- Why were the Flambeaux dissatisfied enough to go on strike?
- Being a flambeaux was physically demanding. They weigh 70 pounds, and are clumsy and dangerous to carry. They must walk a parade route of several miles that can take several hours
- They made only $2 for carrying the heavy and dangerous torches.
- Many in the Black community had served in the war, and they felt they had earned a place in society.
- It seemed to be a time of change, and the Black community was looking for progress.
- In what ways were they supported by the community, and why did the community support them?
- Despite public calls for Black men to break the strike, no one did so.
- There was a feeling of change in society. Many agreed that they should not return to the old ways.
- Blacks were not allowed to sit along the parade route to enjoy the spectacle. For that reason the men were not inclined to step forward and help the krewes stage a celebration that in reality was only for Whites.
- What lessons for our time can be learned from this event?
- When people sacrifice for their country (the Black veterans) they come to expect decent treatment from the country.
- Sometimes we are blind to the discrimination that happens to those around us. (The krewes seemed oblivious to the justifiable resentment of the flambeaux.
- If a group wants to bring about change they need solidarity and support.
- Sometimes a disagreement that seems to be about one thing (money for the flambeaux)might really be about something else (a desire for respect and decent treatment.)
Supports for Struggling Learners
Given the fact that much of the lesson consists of whole class discussion, most struggling students should be able to follow the lesson. Those with hearing challenges will have the most difficulty.
For the assessment, simplify the rubric. You could also allow the student to remonstrate understanding by reporting to you orally. Or by using some talent they have, such as drawing or other art forms.
Enrichment Activities
If you wish to engage students more deeply in the history, have students read the Oxford American article found at:
https://www.oxfordamerican.org/magazine/item/1103-the-keepers-of-the-light
The article would be suitable for upper level middle school students and most high school students.