Title III Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

During this unit, students will listen to and perform songs from the era of the 1750’s through the end of the Revolutionary War. Students will study the relationship of the music to the events and rising tensions of this time period. Students will research several songs of the era and their different versions, the instruments used during this time period, and the way music played a part in the daily life of the people of this time. Students will then write an abstract on a specific topic to be included in a HyperStudio stack. This unit will be run concurrently with the appropriate Social Studies unit in their regular classroom.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

1) What part did music play in the life of the American Colonists during the 1750’s through the end of the Revolutionary War?

2) How did events shape the music of the 1750’s through the end of the Revolutionary War?

3) How did music affect the mood of the colonists during the period leading up to the Revolutionary War and during the Revolutionary War?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

Standard 4: Understanding the Cultural Contributions of the Arts. Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Performance Indicator - Identify the primary cultural, geographical, and historical settings for the music they listen to and perform.

Standard 2: Information Systems. Students will access, generate, process, and transfer information using appropriate technologies.

Performance Indicator - Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Standard 1: History of the United States and New York. Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Performance Indicator - Study about major social, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Standard 1: Language for Information and Understanding. Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. 

INITIATING ACTIVITY

Students were given "characters" in their regular classroom the previous day and were given a brief history of their character and what was happening during the 1750’s. When the students came into the music classroom they were given "broadsides"(a sheet with words to the song but no music) of God Save the King from the 1750’s. It was explained to them that since they are all loyal subjects of King George they will want to sing this song to show their respect for their sovereign. They listened to the song once and then sang it. After they sang the song they were given another "broadside". They were told we had now jumped ahead in time to 1779 and we will now sing "God Save the Thirteen States" sung to the same tune as God Save the King. After they have performed that version they were given another broadside with the words to "God Save Great Washington" and sang that. I briefly explained that events transpiring in the colonies led to the different versions of God Save the King. Next they were given the words to Yankee Doodle and listened to the song and then sang it. I then explained a little of the history of Yankee Doodle including what macaroni was and how the song started as a "put down" to the colonist soldiers, but became a battle song for the Continental Soldiers. Next, the students were given a broadside with "The Liberty Song" on it. We listened to the song and then sang it. A brief history of the song was given to the students. Students were then given the broadside for "Free America" and we listened to the song and sang it. Again, a brief history of the song was given to the students. I then explained how broadsides were used to spread the word about events that were taking place at the time and how these songs kept passions aroused by using familiar British tunes and changing the words to fit events of the day. This allowed everybody to be able to sing the "new" songs without learning a new tune and also taunted the loyal subjects of King George by using British tunes to proclaim opposition to the British taxes and policies of the time.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Day 1

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will perform folk music from the 1750’s through 1781.

See "Initiating Activity".

Day 2

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Students will know the various instruments used in the colonies through the Revolutionary War.

Procedural:

Students will perform folk music from the 1750’s through 1781.

Students are given further broadsides and listen to the songs and then sing them. Using Before, During, and After, a discussion/lecture about the forms of music and its effect on daily life and the various instruments available to the colonists takes place.

Day 3

Procedural:

Students will research topics assigned and write an abstract on the topic assigned.

Student groups and topics are assigned by the teacher. A captain is assigned to each group. Students then meet with their group to come up with a plan for researching their topic. Some groups will have several short abstracts as a final project and some groups will pool their information into one abstract. This plan is turned in to the teacher in writing.

Day 4

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know the various instruments used in the colonies through the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will analyze the connection between the events occurring during this time period and the popular music of the era.

Students will research topics assigned and write an abstract on the topic assigned.

Students work with groups on their research. Students can use the Apple Pie Music CD-ROM, Grolier’s Encyclopedia CD-ROM, Infopedia2 CD-ROM, print-outs of internet research done by the teacher (the computer lab is unavailable when this class meets), information from their social studies text and notes from the regular classroom.

Day 5

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know the various instruments used in the colonies through the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will analyze the connection between the events occurring during this time period and the popular music of the era.

Students will research topics assigned and write an abstract on

the topic assigned.

Research continues. The group assigned to do a timeline will begin entering events and dates into the HyperStudio stack after a brief HyperStudio lesson.

Day 6

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know the various instruments used in the colonies through the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will analyze the connection between the events occurring during this time period and the popular music of the era.

Students will research topics assigned and write an abstract on the topic assigned.

Research should be completed by the end of this class. Students will do a rough draft of their abstract(s) and, if ready, begin typing their abstract(s) on the computer using Microsoft Works or into the HyperStudio stack. Students using Microsoft Works will copy and paste the abstract(s) into the HyperStudio stack when finished.

Day 7

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know the various instruments used in the colonies through the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will perform folk music from the 1750’s through 1781.

Students will analyze the connection between the events occurring during this time period and the popular music of the era.

Students will research topics assigned and write an abstract on the topic assigned.

Final copies of the abstract(s) should be done. Students will continue to enter information into the computer. Students not at the computer will sing the songs they have already received. Students that were assigned to draw pictures will begin to scan them into the computer after a brief lesson.

Day 8

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know the various instruments used in the colonies through the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will analyze the connection between the events occurring during this time period and the popular music of the era.

Students will research topics assigned and write an abstract on the topic assigned.

Students will continue to enter information and pictures into the computers. Using the arch diagram graphic organizer, a more in depth discussion of how events affected music and how music helped keep tensions high will take place.

Day 9

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know the various instruments used in the colonies through the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will perform folk music from the 1750’s through 1781.

Students will analyze the connection between the events occurring during this time period and the popular music of the era.

Students will research topics assigned and write an abstract on the topic assigned.

Students will again sing the songs they have. Students will finish entering information in the computer and HyperStudio. Students will be told they will orally present their papers and part of the HyperStudio stack next class. Students will review the connection between music and events of the 1750’s through the end of the Revolutionary War.

Day 10

Declarative:

Students will know the various forms of music prevalent in the colonies prior to and during the Revolutionary War.

Students will know the various instruments used in the colonies through the Revolutionary War.

Students will know that popular music became a weapon in the conflict between the colonies and Great Britain.

Procedural:

Students will perform folk music from the 1750’s through 1781.

Students will analyze the connection between the events occurring during this time period and the popular music of the era.

Students will research topics assigned and write an abstract on the topic assigned.

This is the final day of this unit. Students will perform all the songs they have received during this unit, orally present their abstracts and their part of the HyperStudio Project. Students will also answer verbal questions about the music of this time period and how it relates to the events that transpired during this time period. The HyperStudio project will be shown on a movie screen using an in-focus projector to allow all students to see the final project.

CULMINATING PERFORMANCE
Include rubric(s)

The culminating performance for this unit will include a HyperStudio stack, a "sing-along" of Revolutionary songs with students being asked to explain the historical context of each song, and an oral presentation of their abstracts by each group. Due to time constraints, the teacher will design the HyperStudio stack. The students will each be assigned a specific topic and will do additional research during class time and for homework and write an abstract on their topic. One group will be assigned to do a timeline. Students will then type their papers on the computer using Microsoft Works and then copy and paste the information into the HyperStudio stack. Five students are assigned to draw pictures to be used on the cards of the stack. These pictures will then be scanned into the computer and transferred to the HyperStudio stack.

Rubrics:

HyperStudio Stack/Abstracts

Score O - Outstanding

Abstract thoroughly addresses the topic with correct use of punctuation, grammar, and spelling. 

Score S - Satisfactory

Abstract generally addresses the topic with a minimum amount of errors in punctuation, grammar, and spelling.

Score N - Needs Improvement

Abstract covers little of the topic assigned with several errors in punctuation, grammar, and spelling

Vocal Performance 

Score O - Outstanding

Can perform all songs in an outstanding manner with correct pitch and rhythm.

Score S - Satisfactory

Can perform all songs in an acceptable manner with a few pitch and/or rhythm errors.

Score N - Needs Improvement

Does not perform all songs in a satisfactory manner. Has major pitch and/or rhythm errors.

Oral Presentations

Score O - Outstanding

Shows thorough understanding of the music in the American Colonies during the time period 1750 - 1781. Students speak clearly and are easily understood.

Score S - Satisfactory

Shows an understanding of most of the music in the American Colonies during the time period 1750 - 1781. Students speak clearly and are easily understood most of their presentation.

Score N - Needs Improvement

Shows little understanding of the music in the American Colonies during the time period 1750 - 1781. Students are do not speak clearly and are hard to understand

PRE-REQUISITE SKILLS

 Students should have a general knowledge of computer use to successfully complete the research for this unit.

MODIFICATIONS

 No modifications were necessary to complete this unit.

UNIT SCHEDULE/TIME PLAN

 This unit will take 10 to 12 half-hour class sessions.

TECHNOLOGY USE

Teacher use:

HyperStudio Stack

Apple Pie Music CD-ROM - Queue, Inc.

Internet research

http://www.eplay.com/1998-12-26/etravel/stuff/stuff2.adp

http://users.erols.com/candidus/music.htm

http://bands.army.mil/history/2.asp

http://www.genesis.net.au/~anthems/gstq.html

1998 Grolier’s Encyclopedia CD-ROM - Grolier’s Interactive Inc.

Infopedia2 Encyclopedia CD-ROM - Softkey Microsoft Works

Student use:

HyperStudio Stack

Apple Pie Music CD-ROM

1998 Grolier’s Encyclopedia CD-ROM

Infopedia2 Encyclopedia CD-ROM

Microsoft Works

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