Voices of the Civil War (elementary)Last changed: 05/30/2019 12:54pm
|Grade Level Program||Access|
|I tailor the length to school's needs, so this will be anywhere between 45-70 minutes.|
BOTH of these options work, so it is up to teachers to select whether their students would be better engaged in groups of 20 or in multiple classrooms at once.
- In-School Performance (intended for the entire grade level to experience together)
- In-School Performance (intended for individual classes of a grade level to experience separately)
|Vocal performance with instruments, historical background on the songs, and classroom projects about the material.|
|Access to a smart board or projector.||A little space at the front of the room.|
|I CAN imagine the past by listening to and singing along with songs written during the Civil War. I CAN distinguish between primary and secondary sources. I CAN use new vocabulary to talk about music as a primary source. I CAN study a moment in American history by using music from that time. I CAN learn how music was a way of distributing information in the past, much like the Internet is today.|
"Voices of the Civil War" makes history come alive for students by hearing popular songs from earlier eras. A presentation includes a performance of 6-8 songs, with the option of one or two additional songs to be taught to the students to sing along.
Teachers will also be provided with extension assignments for students if they would like to extend the lessons learned beyond my time in the classroom. A presentation on the Civil War includes songs from the North and South, both before the war and in its immediate aftermath. It features songs from soldiers, from family members, from slaves, and from abolitionists.
|Caregivers are always welcome as audience members!|
|Grade 5: History: Change, Continuity and Context 5.3: Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.|
|Grade 5: History: Perspectives 5.4: Explain why individuals and groups during the same historical period differed in their perspectives.|
|Grade 5: Music: Responding: Anchor Standard #MU:Re7.1: Perceive and analyze artistic work. MU:Re7.1.5 Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.|
|Grade 5: Music: Responding: Anchor Standard 7: Perceive and analyze artistic work. a. Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).|