Mead Cross-Curricular Unit

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Cross-Curricular Unit Assignment

Brendan Mead
working with Kattie Ranta and Kelsey Empfield
EDUC 435C
Dawn Brammer
11/26/2014
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Areas of Collaboration:
For this unit, students will experience a collaboration between physical education,
language arts, and music.
General Theme:
The general theme for this cross-curricular unit is World War II.
Grade Level:
The target grade level for this unit is 10th grade. However, in the music classroom,
students will most likely range from 9th through 12th grades. In Banner County Schools, the
high school choir is composed of grades nine through twelve.
General Obectives:
1) Students will be able to understand the human condition of people during World War
II.
2) Students will be able to understand the actions and reactions of World War II.
Context of the School:

Banner County Public Schools is a rural and remote school district located in the
Nebraska panhandle town of Harrisburg. Harrisburg is a small town with an estimated population
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of 88 and is located in the Great Plains. Banner County, one of the least populated counties in
Nebraska, is composed primarily of farm ground. The town entities include a: courthouse, bank,
post office, museum, fire hall, and museum. Harrisburg is home to Flower Field, a one-room
school house that fourth grade classes from surrounding towns visit once a year. The community
is proud of Flower Field and the museum because students from across the Nebraska panhandle
can experience what is was like to go to school 100 years ago. The Flower Field experience
includes lye soap, quill pens, a spelling bee, and a sod house tour.
Harrisburg is a half hour away from Kimball and only 22 miles away from Gering.
Harrisburg is also 30 miles away from Scottsbluff, a larger rural community surrounded by other
smaller towns like Harrisburg. A variety of immigrants move to the Scottsbluff area for jobs
including, but certainly not limited to, Western Sugar Cooperative, farm and ranch jobs, and
eatery businesses. As the only school in Banner County, Banner County Public School had 140
students in attendance last year, grades Kindergarten through 12th grade. The student
membership has been steadily declining for the last five years. The secondary school includes
grades 7-12 and has approximately 80 students in attendance. Because of the small school
population, the teacher-to-student ratio is below the national average, with the schools current
ratio at 8.84 and the national ratio at 15.96. However, the socioeconomic conditions of the
community are lower than the state average. As of last year, Banner County Public Schools had
57.14% of the students on the free/reduced meal plan, whereas the state average is less than half,
at 44.18%.
The students of the school are predominately white; however, there is a small population
of Hispanic students, too. The school is only slightly diverse, with very small percentages of
students who are: American Indian, African American, and two or more races. The school has a
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high number of students on free/reduced priced meals. While the state average is 44.18%, last
year Banner County Public Schools had 57.14% of students on free/reduced priced meal plans. A
large percentage of students at Banner County are considered highly mobile. A student must
attend two or more public schools in order to be considered highly mobile. Banner County more
than doubles the state average with 12.35% of highly mobile students. In grades 7-12, the student
gender ratio is proportional, with 43 males and 43 females. In the school last year, there were
three English language learners. The percentage of high ability learners is 17.14%, slightly above
the state average, all of which are white. The percentage of students in special education is
slightly below the state average with 12.14% of students in special education.
For the choral classroom, the rural aspect and high percentage of free and reduced lunch
most likely means that the cultural and choral background of the students is relatively low. Also,
knowing the budget for Banner County is relatively low, many of my resources will have to be
found on the Internet or in free materials. Expecting students to purchase materials will most
likely be impossible.
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Choir Scope and Sequence

Banner County Schools: Choir Scope and Sequence
Lesson/Co
ncept
Analyzing
Musical
Ideas
Musical
Mood
Introducti
on to the
Music of
WWII
Goreckis
Symphony
no. 3
Dance
Music of
WWII:
Jitterbug
Choral
Music of
WWII
Blend and
Balance in
a Choral
Setting
Ensemble
Singing
Vowel
Shape
Sight
Reading
Connect
Music to
Historical
Context
Poetic
Literature
of WWII
Cultural/M
usical
Response
to WWII
Solo
Singing
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Day 1, Lesson 1
Introduction to the Music of World War II
Lesson Pre-Requisites: Students will have completed the pre-test prior to this lesson.
Objectives:
Students will be able to identify and define musical propaganda from the World War II
era.
Students will be able to determine the causes and effects of wartime propaganda within a
musical context.
Students will be able to perform difficult compositions in an ensemble with skillful
musicianship and accuracy regarding blend and balance.
Materials Required: Computer, YouTube, if YouTube unavailable, recordings of World
War II Era Music, Projector, Piano, Sheet Music, Whiteboard/Chalkboard
Vocabulary: Uncle Sam - American personification of pro-war sentiments; The Andrews
Sisters - American singing group that pushed pro-war sentiments during World War II and also
sang to entertain men at war; Propaganda - Any device used to promote a certain sentiment or
feeling
Anticipatory Activity (5 minutes): When students enter classroom, have a video playing
of World War II era music, The Andrews Sisters singing Boogie Woogie Bugle Boy (Link:
http://www.youtube.com/watch?v=qafnJ6mRbgk). Begin the lesson by having them write in a
journal while the video is playing and have them reflect on 1) How the music makes them feel,
2) What they believe the music is trying to portray, and 3) What era and country they think the
music is from. Students should be able to identify the music as American, and may be able to
identify the music as World War II era at about 30% accuracy.
Lesson Body (15 minutes): Begin by discussing the music of the World War II era
starting with American music propaganda. Within this section, discuss the timeframe of World
War II as being from 1939 to 1945, though American involvement was not prevalent until 1941
following the Japanese attack on Pearl Harbor. Troops were sent to battle Axis forces in late
1941 and the Axis forces were defeated in 1945 after an invasion of Germany. Introduce the
music of the Andrews Sisters and how they were huge pop singers of their time. Move towards
American marches such as John Phillip Sousas Stars and Stripes Forever. Discuss with the class
the importance of music in this era. At this time, private radio ownership was at its highest in
history, with over 95% of Americans owning a radio. Because of this, the United States
government of the time encouraged and, at times, required radio stations to promote the war
through song and political ads. These were known as propaganda. Have the students view
small clip of Bugs Bunny promoting war bonds (Link:
http://www.youtube.com/watch?v=OBsUEnkNULk). Bonds were used to help pay for the war with
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the intent of the United States Treasury paying them back in the end. This video will show how
much the United States relied on propaganda to promote the war.
Music Lesson (13 minutes): Begin with three minutes of warmups starting with z-slides
on oo, move to yawn sighs, Ee, Eh, Ah, Oh, Oo on a five-note scale, talk about breathing for a
final warmup, in for eight, out for eight.
Rehearse Battle Hymn of the Republic by Peter J. Wilhousky. Work on the quiet,
march-like section at the beginning, slowly building in dynamics towards the middle, flute-like
section. Talk about the piano part mimicking the war-time piccolo of the American soldiers.
Relate this song to World War II by discussing how this song was written by Wilhousky in
response to World War II and he used the song as an ironic text to promote anti-war sentiments.
Closing (2 mintues): To close, discuss the different types of propaganda and how they
were used in World War II. Hand out a worksheet as students exit the room. The worksheet
requires students to read the words to Boogie Woogie Bugle Boy and research the hidden
meanings of the underlined words. Additionally, they must write a 250 word response describing
how they would feel if war-time propaganda were circulated today.
State Standards addressed: FA 12.4.2.a, FA 12.4.2.b, FA 12.4.c, FA 12.4.1.e, FA
12.4.2.d, FA 12.4.3.a, FA 12.4.3.b
Assignment on the following page.
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WORLD WAR II UNIT: LESSON 1 Assignment

NAME_______________________________ Due___________________
Directions: Read the following selected lyrics to Boogie Woogie Bugle Boy by the
Andrews Sisters. Pay careful attention to the underlined words or phrases. Once you have
read through the text, research the underlined words/phrases and write down the
meanings you find for these words in the context of World War II on a separate sheet of
paper. You may also include how these were used in World War II. After you have
defined the underlined words, write a 250 word response about how you would respond if
this manner of propaganda music was used today. Include this response on the separate
sheet of paper as well. PLEASE STAPLE YOUR SEPARATE PAPER TO THIS PAGE
AND TURN IN.
BOOGIE WOOGIE BUGLE BOY
He was a famous trumpet man from out Chicago way
He had a boogie style that no one else could play
He was the top man at his craft
But then his number came up and he was gone with the draft
He's in the army now, a-blowin' reveille
He's the boogie woogie bugle boy of Company B
They made him blow a bugle for his Uncle Sam
It really brought him down because he couldn't jam
The captain seemed to understand
Because the next day the cap' went out and drafted a band
And now the company jumps when he plays reveille
He's the boogie woogie bugle boy of Company B
He puts the boys to sleep with boogie every night
And wakes 'em up the same way in the early bright
They clap their hands and stamp their feet
Because they know how he plays when someone gives him a beat
He really breaks it up when he plays reveille
He's boogie woogie bugle boy of Company B
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Day 2, Lesson 2
Goreckis Symphony no. 3, Symphony of Sorrowful Songs
Objectives:
Students will be able to analyze the musical meaning within Goreckis Symphony no. 3.
Students will be able to identify compositional techniques used for Goreckis Symphony no. 3.
Students will be able to determine and understand the historical context that influenced
Goreckis Symphony no. 3.
Students will be able to sing together and alone with good musicianship regarding ensemble,
blend and balance.
Vocabulary: Glottal - A voice technique where the tongue and larynx are used to stop the sound,
as in the gl sound of glory; Henryk Gorecki - a Polish composer who lived through the
Holocaust and wrote music based off the sorrow he saw; Holocaust - an era in which Nazi
Germany systematically murdered members of Jewish descent; genocide - the systematic
extermination of a race or ethnic group; head voice - a voice technique in which the upper range
is used while avoiding the use of whistle or falsetto.
Materials needed: Projector, computer, YouTube video of Goreckis Symphony no. 3, Symphony
of Sorrowful Songs, if no computer/YouTube available, iTunes recording, handout for words
within the song, music.
Anticipatory Activity (5 minutes): Begin immediately as students enter the classroom with
warmups with the Ave Maria text. Students will wonder why we are using this text but
continue with the warm-up because the scales are familiar. Move to zee, ah warm-up. Focus on
blend and balance. Talk about ensemble. When we sing, we tend to use our solo voice.
However, we need to focus more on a unified voice.
Transition (2 minutes): Have students get out their music and hand in the assignment from the
previous day. Ask if students found anything interesting.
Review from previous day (3 minutes): Allow students time to discuss propaganda music and
what it means to them. Talk about Battle Hymn and have them remember the idea of moving
from the march section to the flute-like section.
Lesson Body (27 minutes): Begin by singing through Battle Hymn of the Republic by Peter J.
Wilhousky. Sing the beginning to reinforce accuracy. Move to the mens In the beauty of the
lilies section. Talk about high notes and blend within the soprano section. Mine eyes has to
have the n pronounced as a voiced consonant, otherwise it sounds incomplete. Glory, glory
hallelujah! has to have a glottal on the gl sound.
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Move to The Star-Spangled Banner. Discuss the use of head voice in unison section between
men and women. Head voice will make it sound more unified, chest voice will make transitions
difficult. Originally based off of a dance song, so more of a waltz. Tempo needs to be slightly
brighter than most recordings for the World War II era. Meant to be a celebration of the United
States rather than a funeral song.
Have the students silently reflect on the Holocaust and bring up any prior knowledge they have.
They should have prior experience in eighth grade and ninth grade discussing the Holocaust.
However, I will review the basics such as what it was, what genocide was, and how it affected
the world. Pass out the word list (following page) and talk about the context of the words. These
words were taken directly from a Nazi concentration camp and were scrawled on the wall by an
eighteen-year-old Jewish girl. Play Henryk Goreckis Symphony no. 3, Symphony of Sorrowful
Songs. (Link: http://www.youtube.com/watch?v=miLV0o4AhE4)This song is incredibly
moving and I imagine some students may cry. Have them reflect on how the music made them
feel and how, even though the words are not in English, the music is powerful. Talk about the
drone and the E, G#, F# theme. Have the students determine how Gorecki created the sense of
sorrow.
Closing (8 Minutes): Students will discuss with their neighbor how the song made them feel and
determine how Gorecki made the song feel that way. To be discussed the following day.
State Standards addressed: FA 12.4.2.a, FA 12.4.2.b, FA 12.4.1.e, FA 12.4.2.d, FA
12.4.3.a, FA 12.4.3.b, FA 12.4.3.c, FA 12.4.3.d
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WORLD WAR II UNIT: Lesson 2 Handout

NAME:____________________________________DUE:_________________
The following are words from Henryck Goreckis Symphony no. 3, Symphony of
Sorrowful Songs.
The prayer is that of an eighteen year old girl inscribed on wall 3 of cell no. 3 in the
Zadopane concentration camp. Below the inscription were the words, Eighteen years old,
imprisoned since 26 September 1944.
While the song is playing, be thinking about the words and the music. How does Gorecki
convey the sorrow of the words and the sorrow of the Holocaust in his music? You will be
discussing this with a partner and turning in your thoughts tomorrow in class.
No, Mother, do not weep,

Most chaste Queen of Heaven
Support me always.
Hail Mary.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Day 3, Lesson 3
Dance Music of World War II: The Jitterbug
Objectives:
Students will be able to identify and perform World War II dances and music associated
with those dances.
Students will be able to perform World War II era music in an ensemble while
maintaining proper vowel shape, blend and balance.
Students will be able to connect World War II era dance music to historical contexts.
Vocabulary: Jitterbug - A popular dance style in the World War II era; Hemiola - A
musical term that defines a feeling of three in a two meter and vice versa
Materials Needed: Computer, Projector, YouTube video of the Jitterbug, music, handout
Anticipatory Activity (10 minutes): As students enter the door, music from their PE class
will be playing and videos of World War II era people are performing the Jitterbug. All the
chairs in the classroom will be moved to the back wall and the students will be asked to stand
and perform the Jitterbug as they were shown in their PE class. I will ask for soloists to perform
in front of the class. Then, we will turn on Boogie Woogie Bugle Boy and have the students sing
along while doing the Jitterbug.
Transition (3 minutes): Have the students grab the chairs and reposition the room. While
they are doing that, I will ask them to start thinking about the assignment from yesterday.
Lesson Body (30 minutes): Have the students discuss how they and their partner felt
about Goreckis Symphony no. 3. Pass assignments to the end of the row and have the person at
the end bring me the assignments as they take out their music for today. Rehearse Star Spangled
Banner from section B to the end, then work backwards to the beginning to reinforce the
ending. Talk again about high notes and head voice. Point out the dotted rhythms that are
prevalent in introduction sections. Harmonies added is a texture method to create new balance
and interest within a well known piece.
Pass out new song, My Country Tis of Thee. Discuss how originally it was stolen
from England since it is their unofficial National Anthem, God Save the Queen. Sight read this
piece and talk about musical value within the song. Vowel shape is incredibly important within
this piece as it is very well known and people know the words. Because of the compositional
value, we must use four bar phrases and avoid irregular breathing.
Move to Wilhouskys Battle Hymn and work the final part after the piano solo. Talk
about hemiolas within the music and the three feel in the piano will mess with the singers sense
of time. They absolutely must watch the conduct to see the beat. Talk about harmonic difficulties
at measure 64, and move forward to the end. Work it twice to reinforce. Work the beginning to
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measure 64 to work on transitionary pieces. IF TIME, have the men and women turn towards
each other and sing their solo sections to each other.
Closing (2 mintues): Students will be required to grab an assignment on the way out the
door (placed in a basket by the door) that discusses choral music during World War II. They
must come to class with at least five choral compositions, composers, or styles during World
War II.
Standards addressed: FA 12.4.2.a, FA 12.4.2.b, FA 12.4.1.e, FA 12.4.2.d, FA 12.4.3.a,
FA 12.4.3.b, FA 12.4.3.c, FA 12.4.3.d, FA 12.5.1.a
Assignment on following page.
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WORLD WAR II UNIT: Lesson 3 Assignment

NAME:_______________________________DUE:___________________
FOR TOMORROW: Find at least FIVE appropriate examples of choral compositions,
styles, or composers in the World War II era. You may use any academic sources provided you
produce a MLA citation.
Composers: Any person who created music in the World War II era.
Compositions: Any piece created in the World War II era.
Styles: Any new way of composing or performing music that was created or became
popular in the World War II era.
YOU MAY NOT USE: The Andrews Sisters, Peter J. Wilhousky, John Philip Sousa,
Propoganda Music
1) __________________________________________________________
CITATION:
2) ___________________________________________________________
CITATION:
3) ____________________________________________________________
CITATION:
4) ____________________________________________________________
CITATION:
5) ____________________________________________________________
CITATION:
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DAY 4, LESSON 4
CHORAL MUSIC IN WORLD WAR II
Objectives:
Students will be able to identify and perform choral music from World War II in a
realistic style with accurate balance, blend, and ensemble.
Students will be able to understand the factors that affected choral composition in World
War II.
Vocabulary: Dissonance - A type of harmony that is not accepted as consonant; Dona
Nobis Pacem - Lord, Give us Peace; tritone - An interval in music that is composed of a minor
fifth, believed in the Renaissance and Medieval era to be the interval of the devil.
Materials Needed: Projector, audio recordings/ YouTube videos of World War II era
choral music, music
Anticipatory Activity (5 mintues): As students come in the door, I will have a recording
of what students think is My Country Tis of Thee playing. However, it is Benjamin Brittens
recording of God Save the Queen. I will ask the students to recall what we learned yesterday
about this song. At least one students will remember that it was borrowed from England, and I
will talk about how the original is actually God Save the Queen.
Warmups (5 Minutes): Warmup using God Save the Queen, zz slides, OO ee
OO warmup, and One bottle of pop warmup.
Lesson Body (25 minutes): Students will be asked to take out their assignment from
yesterday and give one example of a style, composer, or composition they researched from the
precious day. I will list the examples they give on the board. If they do not get them, I will place
Benjamin Britten, Raulph Vaughn Williams, Barber, Hugo Distler, and Dona Nobis Pacem.
Ironically, while the United States was pushing propaganda music through popular radio with
groups like the Andrews Sisters, choral music was heading in an oddly different direction.
Benjamin Britten was a British composer who was very anti-war. He promoted British
nationalism while also fighting the war with his music. One of his pieces, God Save the
Queen, was written purposely as an irony to the war. Have the students listen again to Brittens
God Save the Queen. Discuss how the words in the beginning promote war and are sung very
softly, Brittens way to mourn the dead and unnecessary loss of life. In the middle, though,
where the song discusses the Queen leading Britain to peace, Britten has the choir sing this part
mightily and victoriously, hinting that peace is the only victory we need. He purposely accents
the phrase God save our holy Queen from wanton suffering to show the irony of the war
hurting the nation when it is unnecessary.
Vaughn Williams was also an ironic composer. He composed an entire setting of the
Catholic mass, but purposely altered the Dona Nobis Pacem section. Literally translated,
Dona Nobis Pacem translates to Lord, Give us Peace. However, the music sounds incredibly
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unrested throughout. Have the students listen to the music. In the whole song, the words Dona
Nobis Pacem are stressed with large dissonance and plagued with tritones and unbalanced
chords. However, in the last few moments, it is corrected and sounds beautiful, showing that
peace is really the resolution for the world.
Have the choir sight-read Dona Nobis Pacem in its simplified arrangement by Frank
Weber.
Closing (5 Minutes): Students will be asked to quickly review how choral music
represented war and how most choral composers felt in the World War II era. Students will grab
an assignment on their way out of the door. The assignment will ask them to reflect on the choral
music of World War II and how they felt the irony was portrayed. Are there any ways this music
could still have meaning today?
Standards addressed: FA 12.4.2.a, FA 12.4.2.b, FA 12.4.1.e, FA 12.4.2.d, FA 12.4.3.a,
FA 12.4.3.b, FA 12.4.3.c, FA 12.4.3.d, FA 12.5.1.a, FA 12.5.2.a, FA 12.5.2.b
Assignment on the following page.
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WORLD WAR II: Lesson 4 Reflection

NAME:________________________________________DUE:_____________
In class, we discussed the role of choral music in World War II. In general, how did
choral composers feel about the war? In what way did their music reflect these feelings? Do you
think this music still has value and meaning today and is applicable in modern society? Write a
minimum 250 word response below. Spelling and grammar will count and will be checked by
Ms. Empfield. (Content: 20 points, Spelling and Grammar: 10 points)
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DAY 5, LESSON 5
POETIC LITERATURE OF WORLD WAR II
Objectives:
Students will be able to understand interpretive meaning of poetic literature from the
World War II era.
Students will be able to identify and analyze poetic meaning within World War II era
poems and music.
Students will be able to perform poetic material with correct style in a musical setting.
Vocabulary: Fermata - a musical symbol that instructs the performer to hold the value it
indicates for longer than usual, usually at the discretion of the conductor, may be a cut-off,
breath, or no-breath fermata
Materials Needed: World War 2 poems website, Music, Projector, Computer, handout,
whiteboard
Anticipatory Activity (5 Minutes): Students will need to place assignments from
yesterday in the bin as they enter class. Begin by starting warmups immediately as students
enter. Zee, OH, ah for 5 steps, then do Hallelujah on a five note scale to prepare the Battle
Hymn. I love to sing, indeed I do on 8-5-3-1. Diction exercise, Dental Ts, Peytons
Kittens Hunting in the Mountains. Focus on ending consonants.
Transition (2 Minutes): Students will come to the front of the room and grab a sheet
containing a poem by Tom Walker. His poem, Bloody War - The Cause, focuses on the causes
of war and why humans partake in war. I will talk about how poem was another outlet for artists
to express their frustration with war and the written words was one of the protected outlets for
American and British to express their distaste because speech was protected by law.
Lesson Body (15 Minutes): Students will work in groups of three to analyze the poem by
Tom Walker. They will analyze why his poem is written the way it is, how he conveys his
distaste for war, and what they have learned in Language Arts to determine his writing style and
choices for his poem. In the end, they will write a response poem that will describe why they
agree or disagree with his poem.
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Music Rehearsal (20 Minutes): Students will rehearse the beginning of Dona Nobis
Pacem and focus on word-stress within the music. We will work the transitions of the piece and
sing through the difficult harmonies in the rhythmic section. Once they have worked that, move
to the peaceful ending and work on softer dynamic contrasts.
Move to Battle Hymn and have them sing the song straight through. Address any
vowel shape problems first and have them rehearse those sections out of tempo. Ask the choir to
show the cut-offs by tapping two fingers together at the cut-off. Talk about conducting over
fermatas and how that will look.
Work Star-Spangled Banner from the beginning and talk again about the dotted
rhythms. Ask the tenors and sopranos to sing the melody while the rest sing their parts. Have the
choir remove the notes and perform only the rhythm and words. Close by singing all the way
through the piece.
Closing (3 Minutes): For Monday, students will be required to work either alone or with
their groups to find one more example of poetry from the World War II era and turn it in. They
must also write a summary and response to the poem including how they feel it would be
addressed musically. Turn in group assignments from class today as they exit.
Standards Addressed: FA 12.4.1.a, FA 12.4.1.b, FA 12.4.2.a, FA 12.4.2.b, FA 12.4.1.e,
FA 12.4.2.d, FA 12.4.3.a, FA 12.4.3.b, FA 12.4.3.c, FA 12.4.3.d, FA 12.5.1.a, FA 12.5.2.a, FA
12.5.2.b
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WORLD WAR II UNIT: Lesson 5 Handout

NAME:_______________________________________DUE:_______________
With your group, read and analyze this poem by Tom Walker. Your group will need to
address how he wrote his poem, what he is saying, and how he conveys his message. Record
your findings below. Then, your group will need to write a short response poem that shows
whether you agree or disagree with his poem.
GROUP FINDINGS:________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
YOUR POEM:_____________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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WORLD WAR II UNIT: Lesson 5 Assignment

NAME:_______________________________________DUE:_______________
Alone or with your group from today, research World War II poetry and find an example
of a poem from World War II. Please make sure that your poetic example is appropriate. Once
you have read and analyzed the poem, write a summary and response to the poem. Address all of
the following: How did the poem make you feel? What style was the poem written in? What was
the poets voice like? What was the poets feelings towards war?
Please attach a copy of your poem so that I may read it or provide a citation with a link or
location I can access it.
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DAY 6, LESSON 6
CULTURAL/MUSICAL RESPONSE TO WORLD WAR II
Objectives:
Students will be able to understand the historical factors of World War II that led to
composers responses.
Students will be able to analyze and understand how music changed through World War
II.
Students will be able to perform World War II era music with appropriate balance, blend,
and ensemble.
Vocabulary:
Materials Needed: Music, Computer, Whiteboard, Music recordings from previous
lessons, review sheets
Anticipatory Activity (5 minutes): As students enter the classroom, they will hear the
Andrews Sisters playing again. Students will notice that the seats are once again against the wall.
They will be asked to perform the Jitterbug one more time choosing any partner they wish.
Transition (2 minutes): Students will be asked to move the chairs back into place and
come to the front to grab a worksheet. They may only come get a worksheet once their chair is in
place. As they move them, I will ask the students to think back and start remembering everything
they learned last week and start forming a list to discuss.
Lesson Body (33 minutes): Once the students are all seated, I will work one by one
through the review sheet and have students give the answers while I facilitate discussion. I will
correct errors where needed and provide additional information. This should last about fifteen
minutes. The students should recognize this piece because - Oh, look! Its the pretest, just
simplified! Once they have completed the review sheet, I will turn to the music and have them
give me a performance of each song while remembering everything that we have talked about
last week. If they miss something, I will remind them at the end and have them mark it in their
scores for tomorrows rehearsal.
Closing (5 minutes): Students will write a reflection statement on the biggest thing they
learned over the course of last week. They may not leave until I have the slip.
Standards Addressed: FA 12.4.1.a, FA 12.4.1.b, FA 12.4.2.a, FA 12.4.2.b, FA 12.4.1.e,
FA 12.4.2.d, FA 12.4.3.a, FA 12.4.3.b, FA 12.4.3.c, FA 12.4.3.d, FA 12.5.1.a, FA 12.5.2.a, FA
12.5.2.b
Mead 23
WORLD WAR II UNIT: Lesson 6 Review Sheet

NAME______________________________________DUE:_________________
VOCABULARY - Please define the following terms in your own words.
Uncle Sam Propaganda The Andrews Sisters Henryk Gorecki Glottal Genocide Holocaust Head Voice Jitterbug Hemiola Dissonance Dona nobis pacem Fermata -
Mead 24
SHORT ANSWER - Please provide a response to the following short-answer questions.
Why was propaganda important in World War II?
What types of propaganda were used in America in World War II?
What instrument does the piano often mimic in Wilhouskys Battle Hymn of the
Republic?
How does Henryck Gorecki display deep sorrow throughout his Symphony no. 3?
Why did choral composers often use irony in their work throughout the World War II
era?
Why is the text of Dona Nobis Pacem ironic?
Why was poetry important in World War II?
Mead 25
WORLD WAR II UNIT: Pretest ANSWER KEY

Correct answers are bolded and underlined.
NAME______________________________________DUE:_________________
MATCHING - Match the following definitions to the appropriate terms. (1 point each)
__B__1) Uncle Sam
A) Polish composer who composed

the Symphony of Sorrowful Songs
__D__2) Propaganda
B) American personification of pro-war

sentiments
__E__3) The Andrews Sisters
C) A voice technique that uses the

tongue and larynx to stop the sound
__A__4) Henryk Gorecki
D) Any device used to promote a certain

cause or behavior
__C__5) Glottal
E) Sang pro-war songs on the radio and

in war camps to promote the war
__F__6) Genocide
F) Systematic killing of a race or ethnic

group
__G__7) Holocaust
G) An era in which Nazi Germany

systematically killed Jewish people
TRUE/FALSE - For each statement, mark whether the answer is true or false by circling
T for true or F for false. You may only choose one response per item. (1 point each)
T / F You only use your diaphragm for singing in head voice.
T / F A popular dance in the World War II era was the Jitterbug.
T / F If the music is in a two meter and feels as though it is in a two meter, then the
song is characterized with a hemiola.
T / F Dissonance is cause by notes that are generally not described as consonant being
sung in harmony.
T / F The phrase dona nobis pacem is Spanish for give more pacing.
T / F A fermata is a term meaning to ferment.
Mead 26

Your response may be a list, a single sentence, or multiple sentences (2 points each)
It was used to promote support for the war, raise money, increase American morale
Radio ads, pro-war music, cartoons, posters, speeches
Republic?
The piccolo, also accept the war flute
By using a drone on A, the melody of E to G# to F#, the sad words, the slow tempo,
the minor chords
era?
They did not approve of war but wanted to write music about the war, so they used
irony to promote anti-war sentiments. Often people mistook it for pro-war music but
learned the real meaning afterwards. Used to mock their governments.
Dona Nobis Pacem means Lord, give us peace, but the song itself is not peaceful
It was another avenue for artists to express their distaste with war.
Mead 27
WORLD WAR II UNIT: Pretest

NAME______________________________________DUE:_________________
_____1) Uncle Sam

_____2) Propaganda

sentiments
_____3) The Andrews Sisters

_____4) Henryk Gorecki

cause or behavior
_____5) Glottal

_____6) Genocide

group
_____7) Holocaust

sung in harmony.
Mead 28
Republic?
era?
Mead 29
WORLD WAR II UNIT: Post Test

NAME______________________________________DUE:_________________
MATCHING - Match the following definitions to the appropriate terms. (2 points each)
_____1) Uncle Sam

_____2) Propaganda

sentiments
_____3) The Andrews Sisters

_____4) Henryk Gorecki

cause or behavior
_____5) Glottal

_____6) Genocide

group
_____7) Holocaust

T for true or F for false. You may only choose one response per item. (2 points each)
sung in harmony.
Mead 30
T / F All music of World War II was ironic.
T / F Choral musicians generally disagreed with the war.
MULTIPLE CHOICE: For each question below, select the correct answer. There is only
one answer for each question. (2 points each)
Which composer wrote irony into his music to promote anti-war sentiments?
A) Henryck Gorecki
B) Raulph Vaughn Williams
C) The Andrews Sisters
D) John Philip Sousa
Although Americans enjoy the song and claim the song as their own, which song did we
borrow from a British composer?
A) My Country Tis of Thee
B) Dona Nobis Pacem
C) Symphony of Sorrowful Songs
D) Battle Hymn of the Republic
From the songs that we are singing for our patriotic concert, which one contains dotted
rhythms in the opening lines?
A) Dona Nobis Pacem
B) Battle Hymn of the Republic
C) The Star Spangled Banner
D) My Country Tis of Thee
How old was the girl whose words are used in Henryck Goreckis Third Symphony?
A) 18
B) 16
C) 15
D) 17
Mead 31
Republic?
era?
Mead 32
ESSAY QUESTION: Please respond to the following essay question in complete
sentences. You will be graded both on your response to the question and the grammar, spelling,
and mechanics of your response. (10 points)
Compare and contrast the music of the Andrews Sisters to the Dona Nobis Pacem by
Raulph Vaughan Williams. How did each composer promote their own ideas? What about their
music is significant? Was the composer pro-war or anti-war? How did they convey their ideas
within their music?
Mead 33
WORLD WAR II UNIT: Post Test ANSWER KEY

Correct answers are bolded and underlined.
NAME______________________________________DUE:_________________
__B__1) Uncle Sam

__D__2) Propaganda

sentiments
__E__3) The Andrews Sisters

__A__4) Henryk Gorecki

cause or behavior
__C__5) Glottal

__F__6) Genocide

group
__G__7) Holocaust

sung in harmony.
Mead 34
T / F All music of World War II was ironic.
T / F Choral musicians generally disagreed with the war.
MULTIPLE CHOICE: For each question below, select the correct answer. There is only
one answer for each question. (2 points each)
Which composer wrote irony into his music to promote anti-war sentiments?
A) Henryck Gorecki
B) Raulph Vaughn Williams
C) The Andrews Sisters
D) John Philip Sousa
Although Americans enjoy the song and claim the song as their own, which song did we
borrow from a British composer?
A) My Country Tis of Thee
B) Dona Nobis Pacem
C) Symphony of Sorrowful Songs
D) Battle Hymn of the Republic
From the songs that we are singing for our patriotic concert, which one contains dotted
rhythms in the opening lines?
A) Dona Nobis Pacem
B) Battle Hymn of the Republic
C) The Star Spangled Banner
D) My Country Tis of Thee
How old was the girl whose words are used in Henryck Goreckis Third Symphony?
A) 18
B) 16
C) 15
D) 17
Mead 35
It was used to promote support for the war, raise money, increase American morale
Radio ads, pro-war music, cartoons, posters, speeches
Republic?
The piccolo, also accept the war flute
By using a drone on A, the melody of E to G# to F#, the sad words, the slow tempo,
the minor chords
era?
They did not approve of war but wanted to write music about the war, so they used
irony to promote anti-war sentiments. Often people mistook it for pro-war music but
learned the real meaning afterwards. Used to mock their governments.
Dona Nobis Pacem means Lord, give us peace, but the song itself is not peaceful
It was another avenue for artists to express their distaste with war.
Mead 36
ESSAY QUESTION: Please respond to the following essay question in complete
sentences. You will be graded both on your response to the question and the grammar, spelling,
and mechanics of your response. (10 points)
Compare and contrast the music of the Andrews Sisters to the Dona Nobis Pacem by
Raulph Vaughan Williams. How did each composer promote their own ideas? What about their
music is significant? Was the composer pro-war or anti-war? How did they convey their ideas
within their music?
The Andrews Sisters were pro-war and promoted this sentiment by singing upbeat,
dance-like melodies that could be danced to. They entertained audiences and promoted
pro-war propaganda over the radio. In contrast, Raulph Vaughan Williams was anti-war
and wrote irony into his piece. He used the text setting of dona nobis pace, which means
Lord, give us peace, but put it into intense harmonies that sound anything but peaceful.
They do compare because they were both writing in response to the war and were both
interested in the outcome and in the end wanted peace.
Mead 37
PROJECT SUMMARY
Overall, I felt that this project was very useful. Often times, I feel that PE and Music
teachers specifically dont get along because they dont see how their content relates. However, I
feel that PE and Music relate because of their treatment as specials or extra-curricular. For
this reason, music and PE teachers have to stick together and fight to maintain their programs. I
found that incorporating movement was very easy through dance and, while it may not have been
in every lesson, gave credence to learning about dance music in World War II. The students will
surely enjoy a dance and it is proven that movement helps students learn.
I feel that this collaboration is absolutely realistic because World War II is such a broad
topic and spanned so many content areas. Every single content area within a school could
collaborate on World War II Units. Music and movement was very much intertwined because of
the dance aspect of the propaganda music. Movement can also be incorporated for march music
in a band setting. For language arts, there is so much that was written and the students can write
so much about how the war made them feel and how they feel about propaganda.
I also feel this project is successful because it engages the students in something that is
historically relevant. Students are always interested in the Holocaust because of its deep
emotional ties and the impact it had on the world. We always hope that history will not repeat
itself, and having students learn of our mistakes will help ensure that something like that never
happens again.
I also feel that if I were in a school with Kattie and Kelsey, this topic would be
exceptionally fun and easy to do because of how fun and energetic both of them are. They are
both incredibly passionate and are so fun to work with. In the end, I feel our students would have
learned and had fun learning about World War II.

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Mead 1

Cross-Curricular Unit Assignment

Context of the School:

Choir Scope and Sequence

WORLD WAR II UNIT: LESSON 1 Assignment

WORLD WAR II UNIT: Lesson 2 Handout

No, Mother, do not weep,

WORLD WAR II UNIT: Lesson 3 Assignment

WORLD WAR II: Lesson 4 Reflection

WORLD WAR II UNIT: Lesson 5 Handout

WORLD WAR II UNIT: Lesson 5 Assignment

WORLD WAR II UNIT: Lesson 6 Review Sheet

What types of propaganda were used in America in World War II?

Why is the text of Dona Nobis Pacem ironic?

Why was poetry important in World War II?

WORLD WAR II UNIT: Pretest ANSWER KEY

A) Polish composer who composed

B) American personification of pro-war

__E__3) The Andrews Sisters

C) A voice technique that uses the

__A__4) Henryk Gorecki

D) Any device used to promote a certain

E) Sang pro-war songs on the radio and

F) Systematic killing of a race or ethnic

G) An era in which Nazi Germany

SHORT ANSWER - Please provide a response to the following short-answer questions.

WORLD WAR II UNIT: Pretest

A) Polish composer who composed

B) American personification of pro-war

_____3) The Andrews Sisters

C) A voice technique that uses the

_____4) Henryk Gorecki

D) Any device used to promote a certain

E) Sang pro-war songs on the radio and

F) Systematic killing of a race or ethnic

G) An era in which Nazi Germany

What types of propaganda were used in America in World War II?

Why is the text of Dona Nobis Pacem ironic?

Why was poetry important in World War II?

WORLD WAR II UNIT: Post Test

A) Polish composer who composed

B) American personification of pro-war

_____3) The Andrews Sisters

C) A voice technique that uses the

_____4) Henryk Gorecki

D) Any device used to promote a certain

E) Sang pro-war songs on the radio and

F) Systematic killing of a race or ethnic

G) An era in which Nazi Germany

What types of propaganda were used in America in World War II?

Why is the text of Dona Nobis Pacem ironic?

Why was poetry important in World War II?

WORLD WAR II UNIT: Post Test ANSWER KEY

A) Polish composer who composed

B) American personification of pro-war

__E__3) The Andrews Sisters

C) A voice technique that uses the

__A__4) Henryk Gorecki

D) Any device used to promote a certain

E) Sang pro-war songs on the radio and

F) Systematic killing of a race or ethnic

G) An era in which Nazi Germany

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E3) The Andrews Sisters

A4) Henryk Gorecki

E3) The Andrews Sisters

A4) Henryk Gorecki