Musical Cultures

This is conceived as a social studies unit, which addresses post WWII culture, and the effect of reconstruction on musical education. The musical cultures of Germany and Japan will be discussed and examined. The students will be exposed to changes in American education during the same period focusing on the inclusion of Jazz in the curriculum. The students will have read and explored events directly following WWII.

Activity one:

Jazz during the late nineteen forties.

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 16.A.2.C Ask questions and seek answers by collecting and analyzing data from historic documents, images, and othe literary and non-literary sources.

Process:

1. Ask the students what they know about Jazz.

2. Ask the students what they want to know about Jazz.

3. Play the intro Ward and Burns' "Jazz a History of America's Music"

4. Ask students to describe what Burns Feels Jazz is, and its place in post WWII America.

5. Play "Take the A Train".

6. Respond to musical piece through creative drawing or abstract written definition.

7. Discuss student responses.

Materials:

Ken Burns and Geoffrey Ward's PBS documentary "Jazz a History of America's Music"

Count Basie "Take the A Train" mp3

Activity two:

Orff’s approach to teaching German folk music .

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 18.B.2.B Describe the ways in which institutions meet the needs of society.

Social Science 16.A.2.C Ask questions and seek answers by collecting and analyzing data from historic documents, images, and othe literary and non-literary sources.

Social Science 15.A.2.B Describe how incomes reflect choices made about education and careers.

Process:

1. Introduce the students to the basic tenets of Orff Schulwerk.
2. Ask the students why Orff educated students in this manner. Exploring financial, political, and cultural reasons.
3. Allow students to explore Orff instruments.
4. Walk students through an Orff based lesson.
5. Ask students if this differs from how they were taught music, and discuss difference.
6. Allow students to compose their own works.

Materials:

Orff-Schulwerk

Studio 49 Orff instruments

Recorders

Activity three:

Suzuki’s approach to teaching Japanese musicians .

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 15.A.2.B Describe how incomes reflect choices made about education and careers.

Process:

1. Introduce the students to the basic tenets of Suzuki.

2. Ask the students why Suzuki educated students in this manner. Exploring financial, political, and cultural reasons.

3. Play portion of Circle Round.

4. Discuss differences and similarities of all three musical cultures.

5. Students will respond to the Suzuki method by writing what they like or dislike.

Materials:

Video “Circle Round”

Object Box: The Middle Ages

by Derek Cook

OBJECT BOX 1: MEDIEVAL LIFE

NCSS Thematic Strand: I - Culture

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

>16.D.1(W): Identify how customs and traditions from around the world influence the local community.
>16.D.2(W): Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).

Activity: After the teacher reads passages from the book Life in the Middle Ages: The Countryside, put the students in groups of three or four, assign them each a roll to play as part of a peasant family, and have them discuss within the group what it would be like to be part of that family in the Middle Ages. After adequate time has been given for the discussion, have each group share with the rest of the class their opinions on what life would have been like for a peasant family during the middle ages. Make suggestions and/or guided questions to cover any important information that students might have missed.

Contents of Box: Life on a Manner poster, Life in the Middle Ages: The Countryside by Hinds, Kathryn, Medieval History time chart poster, The Medieval Town poster

Resources: Hinds, Kathryn. (2001). Life in the Middle Ages: The Countryside. New York: Benchmark Books
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 249
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 130
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 131

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OBJECT BOX 2: THE CHURCH

NCSS Thematic Strand: V – Individuals, Groups, and Institutions

State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).
>18.B.2b: Describe the ways in which institutions meet the needs of society.

Activity: The teacher will read passages from Art and Civilization: Medieval Times and then lead a discussion as to why the church was so important in the lives of individuals during the Middle Ages. The students will be reminded of the remoteness of manors and now interaction with other communities in such cases was not common, thus propagating generational isolation that required a system of order supplied by the church. Then the students will be placed into small groups to discuss and list any institutions in their community that have a heavy influence on their lives. Each group will share their list with the rest of the class. After the teacher guides a short discussion about the lists, each student will be asked to write a short paragraph about whether or not they believe that institutions such as those discussed from the lists should in fact be an influence on the community. The students should also give examples of positive and/or negative effects of the institution.

Contents of Box: The Medieval Church poster, Art and Civilization: Medieval Times by Bardi, M., Di Pasquale, G.

Resources: Bardi, M., Di Pasquale, G. (2002). Art and Civilization: Medieval Times. New York: Peter Bedrick Books/McGraw-Hill
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 132

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OBJECT BOX 3: NOBILITY

NCSS Thematic Strand: VI – Power, Authority, and Governance

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>IL.16.B.3c(W): Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.
State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Activity: Volunteers will be asked to read passages from Good Masters! Sweet Ladies! Voices from a Medieval Village. The teacher will then ask the students what was different about being of noble birth as compared to being a common peasant. The teacher will then lead a discussion about the obligation and responsibility of governance over a population and then the threats from abroad during the Middle Ages. After the discussion the teacher will group the class into four teams to play a basic game of the King Maker board-game. As homework, each student will be asked to write a few paragraphs trying to persuade their audience as to whether it was more advantageous to be a noble or peasant during the Middle Ages.

Contents of Box: King Maker board-game, Good Masters! Sweet Ladies! Voices from a Medieval Village by Schlitz, Laura Amy

Resources: Schlitz, Laura Amy. (2007). Good Masters! Sweet Ladies! Voices from a Medieval Villiage. Cambridge: Candlewick Press
SIUC Morris Library - 3rd floor IMC 3-D GAMES 271

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OBJECT BOX 4: CASTLES

NCSS Thematic Strand: VIII – Science, Technology, and Society

State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>16.E.5a(W): Analyze how technological and scientific developments have affected human productivity, human comfort and the environment.

Activity: In groups of three or four, the students will be given ample time to explore the interactive PC game. After all of the students have been acquainted with the game, the teacher will lead them in a discussion as to the different features of a castle and their respective functions. The student will be asked to consider the advancements or building techniques of the time period, yet the limitations of such technology as compared to modern day. The students will then be put in pairs in which they will design and draw a castle that must stay true to the building technologies discussed from the Middle Ages. The students will also be asked to label special features on their castles and what function they serve. Each pair of students will share their drawing with the rest of the class, after which the drawings will be displayed on a bulletin board.

Contents of Box: Castle Explorer game (software)

Resources: SIUC Morris Library - 3rd floor IMC - IMC00198 271 (enquire at help desk)

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OBJECT BOX 5: KNIGHTS

NCSS Thematic Strand: X – Civic Ideals and Practices

State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Activity: After reading the book Knights the teacher will lead a class discussion about what they learned from it and the other visual aides. Then the teacher will have the students participate in a mock jousting tournament. Two students will face each other at a sizeable distance apart so that they will be able to approach each other at a decent pace. Have each student tape an inflated balloon to his/her upper arm, just below the shoulder. Using Styrofoam swimming pool noodles have students joust, trying to knock off each other’s balloon. Set standard for winning a match, and keep track of students in a tournament bracket. Foil paper can be worn for fun. After the game is over, the teacher will ask the students to consider what a knight meant to a community during the Middle Ages and what his service to the Lord required of him. The teacher will discuss how matters of loyalty trumped personal satisfaction.

Contents of Box: Knights by Steele, Philip, Knight Puppet, Giant Knight Puzzle, Knights and Knighthood poster

Resources: Steel, Philip. (1998). Knights. New York: Kingfisher
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 129
SIUC Morris Library - 3rd floor IMC 3-D SOCI 378
SIUC Morris Library - 3rd floor IMC 3-D STORY AID 337

Object Box: Illinois

Object Box # 1: Arrowhead carvings

NCSS Thematic Strand: Culture and Cultural Diversity

IL Social Science Standard: 16.C.1a (W) Identify how people and groups in the past made economic choices (e.g., crops to plant, products to make, products to trade) to survive and improve their lives.

Activity: First, as a class we will inspect the differences in the arrowheads on the poster and determine which ones the Indians used for what purposes. Then, after the children have discussed the arrowheads and the differences among them, each student will get a bar of soap and a plastic knife. They will choose one of the arrowheads to carve. From this activity they will see the difficulty and precision involved in this practice.

Resources: Morris Library: CMC Poster Collection, Social Studies, # 102.ed

Object Box # 2: History of Illinois

NCSS Thematic Strand: People, Places, and Environment

IL Social Science Standard: 16.B.1a (US) Identify key individuals and events in the development of the local commu­nity

Activity: After reviewing historical facts of Illinois, the students will play histo-bingo. Each student will be given a game card and markers. I have a list of questions or facts to which the answers are on their bingo cards. An example of the question/fact and answer is: I would say, December 3, 1818 and the corresponding game piece would be, statehood date. The same rules apply as are applied in regular bingo.

Resources: Morris Library: IMC, 3-D, Game 307.

Object Box #3: Geography of Illinois

NCSS Thematic Strand: People, Places, and Environments

IL Social Science Standard: 17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

Activity: After learning many facts about the geography of Illinois such as: the border states, highest point, rank in area, rivers, and area. Each student will be given a Geo-Bingo card. The teacher will read a fact about the geography of Illinois and the students will place their bingo marker over the corresponding answer spot on their card. For example the teacher would read 57, 918 feet and the student would place their marker of the box labeled highest point. The students can be given instructions about what type of bingo applies to each game played; diagonal, across, or four corners.

Resources: Morris Library: IMC, 3-D, Game 306, http://www.merriam-webster.com/cgi-bin/nytmaps.pl?illinois

Object Box #4: Illinois Geography Facts

NCSS Thematic Strand: People, Places, and Environments

IL Social Science Standard: 17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

Activity: To learn the basic facts about the geography of Illinois; highest point, border states, area and rivers, student in groups of 2-4 will use the Illinois state website http://www.illinois.gov/facts/ and collect as much information as they can find. Once students have found five facts about Illinois the class will discuss and share the facts each group found. (Specific facts to be found can be given by the teacher, but there should be an option to find and interesting fact or one the students think is “cool” to share so not every group has all of the same facts during discussion.)

Resources: http://www.illinois.gov/facts/

Object Box #5: Illinois State Symbols

NCSS Thematic Strand: People, Places, and Environment

IL Social Science Standard: 16.B.1a (US) Identify key individuals and events in the development of the local commu­nity

Activity: To introduce the unit about Illinois the students will learn about the state symbols. In pairs students can choose or be assigned a state symbol to research. Each pair will need to investigate their symbol using the websites given. After researching their information students can draw or print a picture of the symbol. After their research is finished the pairs can use their best handwriting and pictures to make a poster about their symbol to display in their classroom and present to their peers.

Resources: http://www.museum.state.il.us/exhibits/symbols/

Object Box: The Constitution

Object Box 1: The Constitution

NCSS Thematic Strand: Power, authority, and governance
IL Social Science Standard:
State Goal 14: Understand political systems, with an emphasis on the United States
State Goal 16: Understand events, trends, individuals, and movements shaping the history of Illinois, the United States, and other nations
16.A.3b: Make inferences about historical events and eras using historical maps and other historical sources.
Activity: Students will view a copy and poster of the Preamble to the Constitution and the Constitution. After students have viewed the documents, they will view the short clip from School House Rock about the Preamble. Students will then write one paragraph describing why they think the founding fathers decided to join together in order to complete the document we now call the Constitution of the United States.
Content of box: Photo copy and poster of Preamble, Photo copy and poster of Constitution, Video clip of School House Rock: The Preamble
Resources: http://www.usconstitution.net/constpix.html#const
http://www.youtube.com/watch?v=aNb9AoY5XXE

Morris Call Number: IMC Poster Collection Gov#2 31911008794688

IMC Poster Collection Gov #1 31911008795032


Object Box 2: Father of the Constitution
NCSS Thematic Strand: People, places, and environments
IL Social Science Standard:
State Goal 16: Understand events, trends, individuals, and movements shaping the history of Illinois, the United States, and other nations
16.A.1b: Ask historical questions and seek out answers from historical sources ( e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
Activity: Students will view a portrait of James Madison. Students will complete a KWL chart on the founding father and list facts that they know about the founding father and his contributions to the Constitution, facts that they want to know about the founding father, and after reading the book, I Know America: Our Constitution, will complete the what we learned portion of the chart.

Content of box: Portrait of James Madison, the book, I know America: Our constitution

Resources: http://www.let.rug.nl/usa/P/jm4/about/madison.htmabout/madison.htm

Johnson, L. C. (1992). I know America: Our constitution. Connecticut: Millbook Press.

Morris Call Number: IMC 342.73 31911001346858

Object Box 3: The Constitutional Convention
NCSS Thematic Strand: Individuals, groups, and institutions
IL Social Science Standard:
State Goal 16: Understand events, trends, individuals, and movements shaping the history of Illinois, the United States, and other nations.
16.A.2c: Ask questions and seek answers by collecting and analyzing data from historic documents, images, and other literary, and non-literary sources.
Activity: Before viewing the portraits of the Constitutional Convention, students will answer questions about what they think the founding fathers looked like and did during the convention. Students will then open an envelope that contains the portraits of the convention and compare their predictions to what they viewed in the portraits. Students will work in groups to discuss why the founding fathers were presented in this way and why their predictions were correct or incorrect.
Content of box: Photo copies of portraits of Constitutional Convention

Resources: http://www.teachingamericanhistory.org/convention/paintings.html

Object Box 4: The Bill of Rights
NCSS Thematic Strand: Civic ideals and practices
IL Social Science Standard:
State Goal 14: Understand political systems, with an emphasis on the United States
14.C.2: Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state, and nation (e.g., voting, protection under the law).
Activity: Before discussing the Bill of Rights and describing what each amendment ensures, students will make an educated guess about what the first ten amendments are and how they protect Americans. After the students have listed what they believe are the first ten amendments, they will view a photo and poster of the actual document. As a class, the students and teacher will discuss the Bill of Rights and determine if the students' guesses were correct. The class will review the book, The Bill of Rights and will then create their own Bill of Rights for the classroom setting after reflecting on the Constitutional Bill of Rights.
Content of box: Photo copy of Bill of Rights, the book, The Bill of Rights

Resources: http://www.usconstitution.net/constpix.html#const

Stein, R. C. (1992). Cornerstone of freedom: The bill of rights. Chicago: Children's Press.
Morris Call Number: IMC Poster Collection Gov #7 31911008795032

IMC 342.73

Object Box 5: The Thirteen States
NCSS Thematic Strand: People, places, and environments
IL Social Science Standard:
State Goal 16: Understand events, trends, individuals, and movements shaping the history of Illinois, the United States, and other nations
16.A.3b: Make inferences about historical events and eras using historical maps and other historical sources.
Activity: Students will view a map of the original thirteen states that existed during the writing of the Constitution. Using the map and a list of delegates from the Convention of 1787, students will then identity and locate the different states and identify one delegate from each state that was present during the Constitutional Convention in May of 1787.
Content of box: Map of the original thirteen states (colonies)

Resources:

Morris Call Number: IMC Poster Collection History #86 31911008798127

Civil War: Example of 1 Object Box (of required 5)

via Confederate Currency: Color of Money

Civil War

Object Box 1: Confederate Currency (Images of Slavery & Cotton)
NCSS Thematic Strand: Culture
IL Social Science Standard: 16.C.2.a - Describe how slavery and indentured servitude influenced the early economy of the United States.

Activity: First, (without seeing examples that are in an envelope) students predict what images they will find on Confederate currency (e.g., president, monuments, flag). Second, students will open the envelope to examine examples of images found on many Confederate bills and identify common themes. Third, students will make predictions about why images of slavery and cotton dominated these bills. Finally, students will read the "Historical Context" article and revise their conclusion(s) about why the Confederacy used these images on its currency.

Resources: Images on Confederate Bills: (A, B, C, and D) and Historical Context article