Part 1: Unit Planning Template

							                               Standards-Based Unit Planning Template

Part 1: Unit Planning Template

Teacher(s)     Bradley, Richard and Leonard

Subject(s)/Course(s):____US History__ Grade/Level: _____9-12_____

Unit Topic/Focus: _____Civil Rights Movement-Music component

Integration with other content areas (if applicable)____English___________

Estimated time for implementation: 1 Block/ 2 traditional classes

Connections to previous/future learning: ___Students should be familiar with the evolution of American
Society from previous studies of the Reconstruction era through the 1970s.


Standards (see Combined Curriculum Documents and others):
   Academic Expectations            Program of Studies                  Core Content for
                                                                          Assessment
2.14                               SS-H-CS-S-5                        SS-HS-1.1.2
2.16                               SS-H-CS-S-3                        SS-HS-1.3.1
2.20                               SS-H-HP-S-1                        SS-HS-2.3.1
                                   SS-H-HP-S-3                        SS-HS-2.3.2
                                   SS-H-GC-S-1                        SS-HS-5.1.1
                                   SS-H-GC-S-3                        SS-HS-5.2.6



Other Standards (e.g., national, district, English language proficiency, Kentucky World Languages
Framework, technology, Kentucky Occupation al Skill Standards, etc.):

Several national standards align with Kentucky Core Content. Technology will be a key
factor in this unit.



Unit Organizer:
A statement or question that:
     Focuses on realistic issues or problems
     Communicates the content standards in a way that engages students
     Connects learning to prior knowledge, experiences, skills, beliefs, and customs
    Music is one area that the nation would unite more quickly than others. The Civil Rights
    era still impacts musical groups today. Students will be familiar with some of the music
    and other songs will be new, but similar to what students know.




Part 1: Unit Planning Template
                               Standards-Based Unit Planning Template

Essential Questions (3-5 questions that guide lesson planning/focus):
Each question reflects
    Selected content standards
    Connection of learning with living
    Thinking, Problem-Solving, Application of Learning
    Engaging, Student-Centered Instruction
   How did artists use music to convey the messages and goals of the Civil Rights Movement?
   What impact did popular music and the use of music have on the Civil Rights Movement?
   How did popular culture and the youth respond to the music of the era?



Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical acts involved in
producing and comprehending text.
.
   1. Students will examine various lyrics and discuss the rhymes and verses.
   2. Students will identify the context of the songs and the messages or intent of the
       songs.
   3. Students will read and listen to lyrics from various songs discussing the time period
       and its impact on modern day music and musicians.
   4. Students will record notes based on videos, lectures and various readings.




Connections to Career/Workplace: These are the skills necessary for a successful transition to
postsecondary education or work and a desire for life-long learning in a global society.
   1. Students will continue to build their research skills.
   2. They will expand their knowledge of different cultures.
                                Standards-Based Unit Planning Template

Part 1: Unit Planning Template

Culminating Activity/Assessment:
A product or performance that
    Allows learner to demonstrate their knowledge of targeted content standards through a variety of
       formats (Universal Design).
    Offers choice to meet learners differentiated needs.
    Directs the development of instructional strategies and activities.
    Includes scoring guide/rubric to inform learners of expectations.
Focus:
   Students will read lyrics and listen to music of the Civil Rights era. The students will identify the thesis of
   the song, infer the author’s point of view, identify figures mention or referred to in the song, and predict the
   impact the song had on the movement.

Rubric should be based on historical facts, but since art is always interpretive, also on how well the student can
justify his or her answer. Highest scores will include factual representation of issues, demonstrating knowledge
of both sides of the issue and also include a factual historical reference.
Allow students to set standards for lower scores in the rubric scale.

Student Learning:
Students will be very familiar with lyrics and songs, but may lack in skills of connecting the context to historical
events. Some terminology may be necessary for students to learn.

Performance Task:

Procedure:
Students will be chosen for groups in random selection process. Pass out a set of lyrics of all the songs to be used
to all students. Assign each group one or two songs to study. Each group should answer the following questions
about their song:
     What is the author’s thesis?
     What is the author’s point of view regarding the civil rights movement?
     Who and/or what events of the movement are mentioned or referred to in the song?
     How do you think this song impacted the Civil Rights Movement?
After allowing ample time for the groups to answer the above questions, have a group share their findings about
one of their songs. Next play the song for the whole class, encourage the students to read along with the lyrics
and even sing if they like. Ask the whole class if they agree or disagree with the group’s findings. Move on to
the next song and repeat procedure.

Teachers may want to surf youtube for possible videos of these songs. The visuals of the clothes, hair length,
stage movements and shows will also help students identify with the message.

Suggested Music:
We Shall Overcome – Pete Seeger
Keep Your Eyes on the Prize
Oh Freedom – John Baez
I Shall Not Be Moved – Gospel
This little light of Mine – Gospel
Only a pawn in their game – Bob Dylan
                                Standards-Based Unit Planning Template

Get on Board
Peace Train; By: Cat Stevens
Ain’t Gonna let Nobody Turn Me Around
Abraham, Martin, and John; By: Dion
Society’s Child; By: Janis Ian
Blowin in the Wind; By: Bob Dylan
Everyday People; By: Sly and the Family Stone



Resources/Technology:
Resources to be used that support teaching and learning within the unit of study. Resources should include
multiple means to access curriculum (i.e., audio, visual, multi-media, technology).

Students will use a variety of resources such as: ipods, CDs, cassette or internet
streaming.
Teachers may use the same items, LCD projectors, computers and the internet as well.

Some songs can be found here.
http://www.historynow.org/06_2006/interactive.html

Some songs can also be found here
www.youtube.com




Part II: Click here for lesson plan template