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You Hurt My Feelings

Grades 9-12

Teacher’s Guide and Related Standards

This lesson explores the regional musical expression known as Chicago Blues through the lens of a 1977 field recording of performer Mary Lane singing “You Hurt My Feelings.” Students will have the opportunity to 1) learn about the historical context of the Chicago Blues, 2) listen to and analyze the lyrics of “You Hurt My Feelings,” and 3) participate in creative activities connected to the Chicago Blues as a local cultural expression.

Discover how LOC Mixtape introduces listeners to musical primary sources and invites artists to reimagine the music in new ways using the Five “M’s” of Music as a Primary Source.

>> Go to LOC Mixtape: Exploring Musical Primary Sources

• Introduction

  This lesson on lullabies is designed to accompany the LOC Mixtape Podcast, Episode 2. The thinking and active listening questions are designed to encourage students to engage with the podcast episode, while the supplementary activities can be used to spark creative interaction based on the ideas presented in the podcast.

• Podcast Episode Guide

  This guide helps teachers understand the structure of the podcast episode and plan classroom discussions or activities. Use the timestamps to navigate the episode and highlight key segments.

  Episode Format Overview:

  • 0:00 – 1:24 | Host introduction
    The host introduces the show’s theme of exploring audio primary sources from the Library of Congress and doing “remixes” of them, providing context and modeling how a podcast engages listeners from the start.
  • 1:24 – 2:18 | Episode topic introduction
    The episode’s focus is introduced. Students can note the topic and reflect on their prior knowledge or any questions they may have.
  • 2:18 - 4:27 | “Imagine This” segment
    Primary source audio is played along with accompanying descriptive narration, helping students visualize its historical or cultural context. The host tees up the guest expert(s), bridging the source and expert insight.
  • 4:27 – 18:15 | Historical expert interview
    The guest expert discusses the topic in depth with the host. Encourage students to listen for evidence, examples, and explanations that connect to the primary source audio.
  • 18:15 – 19:05 | Transition to musical guest
    Another audio clip introduces a new perspective and sets up the musician interview. Teachers can prompt students to compare and contrast with earlier sources.
  • 19:05 – 34:11 | Musician interview
    The guest musician shares their response to the primary source and how they created a new work in conversation with that source. This segment illustrates how primary sources and personal experiences inform our understanding of cultural history and can inspire new creative endeavors.
  • 34:11 – 37:39 | Original remix audio
    Students hear a creative reinterpretation of the primary source. This segment can be used to discuss adaptation, creativity, and the evolution of cultural practices.
  • 37:39 – End | Outro and credits
    The host wraps up the episode. Teachers can guide students to reflect on what they learned and connect it to broader themes, related questions, extension/enrichment activities, or classroom projects.

• Extension

  A Different Beat
  The blues is an expansive art form that touches on many areas of U.S. history and culture. There are considerable resources that explore the many expressions of blues and how it shaped popular music and the recording industry. Therefore, there are many ways to engage with blues, no matter the subject your students are exploring. Herein, we have included two extension options.

  Exercise: Review key differences in blues performed in different parts of the U.S (or at different time periods). For example, students may compare the Chicago Blues-style performance of “You Hurt My Feelings” to Son House’s Delta Blues performance of the “Levee Camp Blues.”

  Materials Needed:

  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. Delta Blues Song(s) like “Levee Camp Blues” by Son House: SON HOUSE - Levee Camp Blues found on the Library of Congress website.
  
  
  3. Additional Photograph(s) - Juke Joint in Florida: Store and "juke joint." Negro section, Homestead, Florida intermediary roll film found on the Library of Congress website.
  
  
  4. LOC Mixtape Graphic Organizer
     Have students consider:
     • What elements sound similar across the two recordings?
     • What performance elements are different?
     • Where do you think “Levee Camp Blues” was likely performed?
     • Who do you think was likely to perform “Levee Camp Blues”?
     • Based on what we’ve learned about Chicago blues, what might account for the differences in performance style?

• Assessment

  Depending on instructional choices and class priorities, a variety of interdisciplinary learning outcomes might be measured through a customized rubric. Measurable learning outcomes might include:

  • Accurate musical or historical analysis
  • Lyrical or musical inventiveness
  • Synthesis of historical and musical context
  • Demonstration of musical elements (rhythm, form, melody, etc.)
  • Thematic insights through students' personal reflections

  Please feel free to use the rubric below or create a rubric that measures the specific learning outcomes that you have identified.

No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
The claim is missing.	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
There is no type of evidence in the response.	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence.	Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence.	Words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.