Objectives and Goals



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Date03.05.2016
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Sheila Kahrimanian
Grade Level: 8
Subject: Social Studies

Time Required: 2 class periods



Objectives and Goals:

  • The students will be able to identify songs of both the North and South during the Civil War through primary source documents.

  • Through listening and analysis the students will complete a worksheet about Civil War songs using primary source documents of both the North and the South.

  • The students will be able to empathize with the soldiers and the hardships they faced and how song alleviated these hardships.

  • The students will comprehend the cycle of history by an awareness of how songs today alleviate the hardships of life during war.

Common Core Standards:

  • Cite specific textual evidence to support analysis of primary and secondary sources

  • Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains remains related to history/social studies

  • Integrate visual information (examples: charts, photographs, songs, videos) with other information in print and digital texts.

  • Analyze the relationship between a primary and secondary source on the same topic.


Anticipatory Set: 30 minutes

  • Discuss music and how it influences the lives of soldiers.

  • Transition into the influence of music on lives of soldiers during Civil War.

  • Springboard through class discussion of how song is valuable for today’s soldiers and freedom fighters.

  • Play song “Goober Peas” from U-tube- Johnny Cash and Burl Ives are great examples. You may choose your own selection but this is fun and educational.

Direct Instruction:

  • Pass out worksheet on “Music that Inspires; Yesterday and Today.

  • With them review objectives and questions on worksheet.

  • Display the songs’ lyrics - hand out or reproduced on smart board.



  • To entice learning and ease individual practice, as a group have the students answer the directed questions with the teacher using “Goober Peas” as an example or another song.

Guided Practice: 1 class period- 40 minutes

  • Give each student or in groups designated by number of students hand out 8 songs with their lyrics from the Civil War time period.

  • 4 songs will be from North (designated by displaying on blue colored sheet).

  • Example of Northern song from Library of Congress website

    • http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName=cw1/cw101440/amsspage.db&recNum=0&itemLink=h?ammem/amss:@field(DOCID+@lit(cw101440))

  • 4 songs will from South (designated by displaying on red colored sheet).

  • Example of Southern song from Library of Congress website

    • http://lcweb2.loc.gov/diglib/ihas/loc.rbc.amss.as101370/default.html

  • Using the song lyrics, each student will analyze the song by answering the questions on the worksheet,

  • If possible, let the students listen to their songs during class on computer.

  • Teacher will be walking around room checking for understanding and listening for peer response, interaction and evaluation.

Closure: 1 class period-40 minutes

  • The teacher will collect the worksheets on Music that Inspires: Yesterday and Today.

  • The teacher and students will discuss the influence of song during the Civil War and significance it had on the lives of the soldiers.

  • Students will share their responses and evaluations.

  • If time permits the teacher can show one or two of the songs using teacher-tube or u-tube.

Independent Practice:

  • The students will complete Music that Inspires: Yesterday and Today worksheet at home if all requirements are not completed in allotted class time.

  • After class analysis students will complete On Your Own Activity: Find a song today that would be inspiring to a soldier in Afghanistan. Include the lyrics, artist, and year of publication.

  • Students will answer question in essay form. Why did you choose that song and how do you feel it is beneficial to a soldier serving today.

Required Materials and Equipment:

  • Teacher: worksheets created by teacher - computer technology and websites of Civil War Songs - Library of Congress

  • http://www.youtube.com/watch?v=IpHiURKkY0Q (This is a sample-Yellow Rose of Texas-Southern Song)

  • http://www.youtube.com/watch?v=ecIVIFLo0uE (This is a sample-When Johnny Comes Marching Home Again- Northern Song)

  • http://memory.loc.gov/cgi-bin/ampage?collId=amss&fileName=cw1/cw101440/amsspage.db&recNum=0&itemLink=h?ammem/amss:@field(DOCID+@lit(cw101440))


Assessment and Follow-Up:

  • I will observe to determine if the students are able to identify songs of both sides during the Civil War.

  • After listening and analysis I will determine if the students were able to complete the worksheet on song analysis. (85% accuracy)

  • Through class discussion I will observe to determine if the students are able to empathize with the hardships the soldiers experienced.

  • Through class discussion I will observe to determine if the students comprehend how songs today alleviate the hardships of war.

  • Essay Evaluation- Through the On Your Own Activity I will determine that the student will be able to write about the value of music on the lives of soldiers logically and in a real life analysis. (85% accuracy)

Lesson overview-TPS - Music during the Civil War

Overall, the lesson went very well. It went a little longer that I originally planned for but I also ended up using the Independent practice as an essay grade for their test on the Civil War.

Anticipatory set- We had been doing the Civil War for a few days so the students had some background knowledge of the war and I started out with a light hearted viewpoint by playing Goober Peas on U-Tube and as I got into more depth it got much more serious.

Direct Instruction and then Guided Practice- During this activity they read sheet music provided to them which could be found on websites or listened to and answered questions based on the lyrics. We first did this together using Goober Peas as an example and then they did it in groups which went very well. It was a time for song analysis and group discussion. I put them in groups of 2 and 3 representing both the North and South. This is when the Library of Congress Websites could be made available. This went well and I walked around listening to them interact while they answered the questions. The next day we went over the questions together and based on grading and class discussion the students learned more about the culture and entertainment during the Civil War time period.



Independent Practice - This was my favorite part and I feel it tied the whole lesson together. I instructed the students to find a song from today that would be inspirational to a soldier fighting in Afghanistan today. The student response was exceptional. It ended up extending the lesson a day or two but was well worth it. I let the students share their songs on the smart board and I happened to have a women observing a student that day and she commented on what a great lesson it was which was nice to hear. Two of my favorites were Beethoven : Symphony No. 9, and American Soldier by Toby Keith.


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