For Teachers
For Teachers
Project
Objectives: As a result of this lesson, students
will
be able to:
* develop a deeper understanding of the turbulent political,
social and cultural climate of the 60s and 70s
* evaluate and organize information retrieved by researching
the Internet into data bases and semantic maps
* use critical thinking skills to consider how music can influence
a culture
* work collaboratively in groups to achieve a common goal
Curriculum Framing Questions:
*What are the effects of war on a culture?
*What will a society do to cope with the trauma caused by war?
Unit Questions:
*How can music help us understand the thoughts and emotions of the
people?
*What can music teach us about war?
Sample Content Questions:
*What are some key songs from the Vietnam War ear?
* Did the music of the era cause unity or dissension among the people?
Instructional Procedures:
1.) The first step involves organizing information so that it will
be easily retrievable. Databases and semantic networks help
learners organize visual representations of what they know.
These mindtools assist students in comparing and contrasting
the information retrieved (Jonassen, 2000). Students will brain-
storm using a semantic map on the effects of war on a country.
Students will access previous knowledge gained from reading
and discussing the book Fallen Angels. Focus will center on
areas such as:
a. How long does it take for the emotional scars of war to heal?
b. Can a war veteran ever view the world the same?
c. How does society learn to cope with destruction of war?
d. How can music help heal these scars?
2.) Students will then form groups and use the above information
to formulate a theory about how music is used during turbulent
times as a voice of the people. Does the music provide inspiration
and/or just entertainment?
3.) The next step involves thinking about which artists reflect the
concerns, of the people of this era. Students will view a sample
database and collaborate on its contents and information. Then
students will create their own database for storing information
they retrieve after searching the Internet. The information that is
collected will be analyzed for themes, tone, and message. Students
are using their critical thinking skills when they analyze this infor-
mation.
4.) Each group will be responsible for making a Fallen Angels
lyrics book. The lyrics must reflect the emotions and political
concerns of the era. Students will research the music using the
Internet that is appropriate to their needs. Groups will review
the lyrics to access if the song/s may be appropriate for their needs.
5.) Groups will also make a lyric book cover using computer
technology graphics that depicts the music in their books.
6.) Groups will showcase their book to the class using a group
decided multimedia presentation.
Differentiated Instruction:
Resource Student
* The quantity of student work could be reduced.
* Make checklists the students can use to keep themselves on
track.
* Use study peers to assist students
Gifted Student
* Gifted students can create their own webpage on the topic
researched.
* Write a letter inviting a Vietnam Veteran to class and prepare
a set of questions to guide a discussion.
* Write an editorial letter to the News Journal about your
discoveries of the time period.
English Language Learners
* Place common language speakers in smaller group with English Language Learners.
* Students can share the music from their culture during that
time period.
* Students can compare and contrast between cultures.
* Teachers could coordinate with the ESL teacher to obtain
assistance.
STANDARDS:
English Language Arts
DSS2:11.193 Think and respond critically
DSS3:11.1118 Extract info relevant to a specific purpose
DSS3:11.1123 Use technology to synthesize information into a
meaningful format to express ideas and experiences.
DSS4:11.1143 Analyze the ways in which the attitudes, events, and
values of an era shape an author's test.
Social Studies
DSS2:H.404/6 Design an effective strategy to research a historical
topic and distinguish between historical facts and historical inter-
pretations in both primary an secondary sources.
DSS3:H.408 Create and support their own interpretation of a
historical event.
Credits:
Jonassen, D.H. (2000) Computers as mindtools for schools.Columbus, Ohio: Merrill.
Machilis, J. (1991). The Enjoyment of music. New York: W.W. Norton & Company.
Robertson, I. (1987) sociology. New York: Worth Publishers.