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You Hurt My Feelings

Grades 9-12

Enrichment Activity: “Sweet Home Chicago”

In this activity, students will analyze the “You Hurt My Feelings” recording performed by Mary Lane, review field reports by folklorists Ralph Metcalf and Beverly Robinson, and explore photos taken by Jonas Dovydenas. The goal of the exercise is to allow students to use primary source materials to consider how cultures that have a national presence (like the blues) can have local expressions (like Chicago Blues) that are unique and reflect the specific experiences of the members of that community.

Materials

  1. Sound recording of “You Hurt My Feelings”: Performance of blues music at Theresa's Lounge, 4801 South Indiana Ave., Chicago, Illinois, part 2 found on the Library of Congress website. The song plays from 07:19-12:08 in the original audio.

  2. LOC Mixtape Graphic Organizer

  3. Photographs
    1. Theresa's Lounge Photos
    2. Mary Lane performing at Theresa’s Lounge: Image 4 of Performances at Theresa's Lounge, 4801 South Indiana Ave., Chicago, Illinois, including Junior Wells

  4. Excerpt from Ralph Metcalf’s final report on Chicago Blues (pages 4 - 6) Image 6 of Reports and Products - Fieldworkers - Ralph Metcalfe, Chicago Ethnic Arts Project

  5. Excerpt from Beverly Robinson in the Final Report (pages 52 and 53) Image 6 of Reports and Products - Fieldworkers - Ralph Metcalfe, Chicago Ethnic Arts Project

  6. Supplemental (Optional)
    1. Timeline of African American Music: Secular “Urban Blues” Article by Jeff Todd Titon offers further context


Process

  1. Listen and discuss: Play the entire original recording of “You Hurt My Feelings” (at least once) for students to review. Encourage students to use the graphic organizer (provided) to capture their thoughts. Additional questions to consider:
    1. What do you hear first?
    2. What stands out to you?
    3. What (if anything) surprises you or sounds unusual?
    4. Does the recording meet your expectations based on what you have learned about it so far?
    5. What do you hypothesize the performance space looks like? How do you think it feels to be in the space?

  2. Review the report and photos: Share the report with the students. Give them time to examine the images and read the notes written by Metcalf and Robinson. (Note: If space permits, it might also work to set up the images and reports as two “investigation stations” in the classroom. Students can move from one station to the other to gather information about this performance and the Chicago Blues tradition.)

  3. Discuss the recording, accompanying report excerpts, and photos. Have students consider the following questions:
    1. What do we already know about this period in American history?
    2. WWhat do we already know about this period in American history (1970s)?
    3. What details or concepts from the reports stand out to you?
    4. What information do the reports offer about the origins of Chicago Blues?
    5. How did the music support the maintenance of connection and cultural identity within this community?
    6. How did the images challenge or confirm your assumptions about the recording?
    7. What do we learn about the folklorists from their reports?
    8. What assumptions has Ralph made in his report? What challenges or issues does he highlight in his writing?

  4. Creative writing exercise: Have students use the primary sources as inspiration to write a short piece about what it could have been like to visit Theresa’s Lounge. Have students write in the first person to describe their visit to this community hot spot. Consider the following questions:
    1. Using the senses, what did you see, hear, smell, touch, or taste?
    2. Who did you meet at the lounge?
    3. What are you looking forward to experiencing?
    4. How do you want to show up in this performance space? How do you want to relate to those around you?

  5. Reflect on the activity. Have students consider the following questions as they reflect on the activities:
    1. Did you find it challenging to imagine yourself attending a performance in Theresa’s Lounge? Why or why not?
    2. What new ideas or concepts did you encounter by reviewing the musical recording, reports, and images?
    3. What kinds of activities help you connect with others in your community?


 

This learning resource is a production of Maryland Public Television/Thinkport, in partnership with FableVision Studios.
Funded by a grant from the Library of Congress Teaching with Primary Sources program, through the Lewis-Houghton Initiative.
Content created and featured in partnership with the TPS program does not indicate an endorsement by the Library of Congress.