Teachers Name: Allison Griffiths Grade: 10th; Unit 4 (social justice and civic responsibility) Plan: what learners

will Be able to do (behavioral objective): At the end of the lesson, students in the 10th grade general music class will be able to actively participate in a group setting that mimics future civic participation with a success rate of 85%. Understand (cognitive objective): As a result of this lesson, students will be able to explain the root causes and consequences of the Vietnam War as presented by pop music of the era. Encounter (experiential objective): As a result of this lesson, students will recreate songs from the Vietnam War Era that emphasize the causes and outcomes of the War. Perceive Differently (critical objective): By the end of the lesson, students will realize the numerous ways in which artists interpret and explain historical events.

Date: 11/19/13 Title: We Shall Overcome

Partner: (Honor THEIR world by beginning with an experience students bring to the classroom. Include time for collaboration through sharing and dialogue.) 1.) Prior to class, have students explore the music of the 1960s on their own (e.g. Spotify, YouTube) and have them choose one that pertains to the Vietnam War; it may be for or against the war. 2.) Allow time in class for students to share the songs theyve chosen with the rest of the group. Teacher should be prepared to start the discussion off by sharing two songs of opposing viewpoints on the Vietnam War (e.g. What Were Fighting ForDave Dudley and Where Have All the Flowers GonePeter, Paul, and Mary).

Focusing Question: in what ways will students (complete the sentence) In what ways can we learn about the causes and consequences of historical events through the arts of the time?

Assessment: Formative: Informal assessment; monitor students progress throughout the discussion, and performance processes.

Summative: Students will be graded on the quality of their performance within the context of the group. Each student will be given a point grade out of 10 for their contributions.

Materials:

Present: (Sequence of the lesson steps. Take the learning from THEIR world to the world of the classroom. Present the information and allow time for students to practice. Engage critical thinking, problem posing and problem solving.) 3.) After students have shared, allow time for discussion and questions. Because this is such a controversial topic, be prepared to guide the conversation and mediate should a conflict arise. If students are unaware of the issues of the Vietnam War and the protests of the Student Movement, be ready to explain (objectively) the turmoil of that era in American history. 4.) Once all questions have been discussed and answered, present/choose 2 songs dealing with the Vietnam War (that fit the following criteria in steps 7-9) that represent opposing views (1 pro, 1 against). Listen to and discuss the songs as a whole class. 5.) Split the class into 6 groups, three (red. blue, green) per song. 6.) Distribute the music and lyrics for the song to each group. 7.) Explain that the red groups must analyze the music and lyrics and underline any part of the song that touches on the causes of the Vietnam

Photocopies of each of the music/lyrics of the songs for all students Recordings of each song Instruments Art supplies

War. 8.) Explain that the blue groups must analyze the music and lyrics and underline any part of the song that touches on the long-term consequences of the War. 9.) Explain that the green groups must analyze the music and lyrics and underline any part of the song that touches on who was involved in the War (the involved parties). Personalize: (Make the learning personal to the student. Provide opportunities for creativity and for students to be musicians. Encourage creativity and innovation.) 10.) After groups have had time to discuss, reorganize them into groups that include one red, one blue, and one green (at least) per group. 11.) Next, have students prepare a performance of the song that emphasizes the three color content areas. They can use singing, instruments, props, etc. (Supply all these to them.) A suggestion might be to have the student from the red group sing the parts they underlined, the student from the blue group sing the parts they underlined, and the same for the student from the green group. 12.) Allow ample time to create/prepare for the performance. Monitor students throughout and be prepared to offer suggestions and guide them through the process. Perform: (Communicate and share the new learning through performance, demonstration or exhibition.) 13.) Allow time in class for each group to perform their new adaptation of the song they were assigned. 14.) After all groups have performed, allow time for discussion and questions.

Process: After the lesson, take time to reflect. Monitor children during the sharing process and final presentations to maintain a calm and safe learning environment. Encourage (and demand) respectful and open discussion among the whole class and the individual groups. If it becomes an issue, stop the class to discuss listening and communication strategies that will help move the process along . Remind students that no one view or opinion is right and emphasize the importance of embracing the differences and similarities in everyones unique interpretations. Help students delegate effectively. Allow plenty of time for discussion and questions throughout the process.

This lesson was adapted from the Suggested Learning Activity presented by the United Nations peace education curriculum. The original source for the activity is: adapted from the Children Working for Peace project manual produced by UNICEF and the Oxford Development Education Centre in the United Kingdom.