Change in Community and Music

Clarissa Hendricks 3
rd
Grade

Standards (Music and other Academic Area):
Social Studies: Standard 4: Societies change over
time. Benchmark 4.2: The Student will analyze the
continuity and change and the vehicles of reform,
drawing conclusions about past change and future
change.
Music: Re8.1.3a: Demonstrate and describe how the
expressive qualities such as dynamics and tempo are
used in performers interpretations to reflect
expressive intent.

Objectives:
Given a map of Junction City and access to Google Earth,
Students will draw a map of one block in Junction City 147
years in the future.
Given a portion of an Opera song from 1867/ a pop song
from 2014, Students will demonstrate changes in
tempo/dynamics through movement in their bodies.
Given an Opera song from 1867 and a pop song from 2014,
Students will complete a venn diagram with similarities and
differences in music then and now.

Materials:
Map of Junction City in 1867
Google Earth
Me on the Map by Joan Sweeny
Opera song O Patria Mia from Aida
http://www.youtube.com/watch?v=OKh2baZH3aE

Let it Go from the movie Frozen

http://www.youtube.com/watch?v=moSFlvxnbgk


Background for teachers:
The Junction City Opera House was built in 1882 and remodeled
in 2013. Junction City was founded in 1867. By 1873 there were
roads laid out with the names that we still use today. The county
used to be named Davis county. Remember to review the terms
tempo and dynamics.

Introduction/Building Background Knowledge:
1. Play O Patria Mia quietly in the background.
2. Ask Students the Big Q: How has our
community changed over time? Write it on the
board and keep it there as a guiding question
throughout the lesson.
3. Display map of JC in 1873.
4. We are in Junction City right now. We are in
Junction City in 2014. This is a map of
Junction City in 1873. That was 141 years ago!
This map is a representation of our town.
5. Read Me on the Map
6. Just like in the story we can all find our
special place on the map, even though the map
was made along time ago we can still find our
school on the map. Show students the school on
the map. ( or tell them the intersection and see if
they can locate it). This building wasnt there in
1873, it looks like there were houses here then.
(true for Franklin and Jefferson schools).
7. Ask: In what ways do you see right away that
Junction City has changed?
8. If students need prompting ask what are some of
your favorite places to go in Junction City?
Answers may include froyo, movies, pool. Do
you think those places were around in 1873?

Body: (Step-by-step scaffolding that includes teacher
modeling, guided work, and independent work)
1. Have you noticed the music playing in the
background? You have!/You Havent! Well
lets listen to it a little closer.
2. Play the first few minutes of O Patria Mia from
Aida. After it has played a few minutes: In the
1800s opera was the popular music. People
still listen to Opera today, but there are new
types of music that have taken over as most
popular.
3. This time while Im playing the song I want
you to move your bodies with the music. When
you hear a change in the dynamics of the
music change how you are moving. You might
be going nice and steady and then the music gets
louder and you move faster or move up a level
with your body, however you want to do it, just
so I can see you have changed your movement.
MODEL this for the students.
4. We are going to listen to a song that I am sure
all of you are familiar with, but I want you to
listen to it in a new way. We are listening for
changes in dynamics. How does the music get
louder or softer to add expression?
5. Play a portion of Let it Go.
6. This time I want you to move your bodies
along with the music and change it up every
time there is a change in dynamics. Just like
we did with the Opera song.
7. Play the first few minutes of Let it Go again.
While moving bodies and changing with the
changes in dynamics.
8. Play each song again, this time looking for
change in tempo.

Closure:
1. Teacher will draw a large venn diagram on the
board. Students will work together to brainstorm
ways that the songs/styles of music are alike and
different. Students will complete their own venn
diagram with 2 differences and 2 similarities.
2. Return to the map of Junction City and tell
students that we are going to use google earth to
explore the areas of Junction City featured on
the map from 1873. Google earth will give us
an accurate idea of what JC is currently.
Model what this will look like on the computer at
the smart screen while students shadow on their
computers. Allow them to choose a street, block,
or intersection to focus on.
3. After choosing a block, street or intersection,
students will find it on google earth and using the
new information that they have + their previous
experience as a citizen of JC they will draw a
conclusion about why the changes have taken
place and make an inference about what future
changes might look like. They will depict this on
a map of their on, being sure to include three
sentences about their conclusions and inference
and visions of future changes.

Assessment (linked directly to objectives):
Did the students move his/her body at appropriate time to
reflect the changes in tempo and dynamics?
Did the student complete a venn diagram with 2 similarities
and 2 difference of popular music in 1873 and popular
music in 2013?
Did the student draw a map with predictions for change in
the future 141 years from now on one block, street, or
intersection in Junction City, based on their inferences?

Adaptations/Extensions (include at least one strategy for
differentiation):
If student has difficulty manually writing he or she can
dictate to faculty, staff or a recording device.
If child feels uncomfortable drawing he or she can describe
the ideas about future change in written word.

Rationale: Why is it important that students learn my lesson?
What will they gain from my content?
Students will gain an awareness of their surroundings and a
new perspective on their community and its background. It
is important for us to know that each and every community
has a unique history and that it shapes us, just as much as
we shape it. They will hopefully gain a sense of community
and ownership of their piece of the map, they can learn to
take care of something that they feel is a part of them.


Next Steps/ Connections to Other Subjects: What lesson will
come next? How will you build on this learning?
This lesson can lead into learning why people chose this
spot to settle, what makes our particular population
fluctuate (movement of Army troops). You could also
discuss changing landscapes, such as rivers moving, and
the human impact on the land. We could take a trip to the
Konza Prairie and The Flint Hills Discovery Center to see
what the area would have looked like before it began to be
developed and used by farmers. We could then learn about
the ecosystems the plants and animals of the prairies.