Last updated: April 5, 2022
Lesson Plan
I Know That Tune!
Folk Music, Traditions, Opinions, & Historical Facts
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- Grade Level:
- Middle School: Sixth Grade through Eighth Grade
- Subject:
- Literacy and Language Arts,Social Studies
- Lesson Duration:
- 60 Minutes
- Common Core Standards:
- 6-8.RH.4, 6-8.RH.8, 8.RI.5, 8.RI.6, 8.RI.7, 8.RI.8, 5.SL.5, 5.SL.6, 6.SL.6, 7.SL.6, 8.SL.6, 6-8.WHST.1, 6-8.WHST.7
- State Standards:
- New York State Learning Standards: Social Studies
Standard 1 – Intermediate; Key Idea 1, Key Idea 2, & Key Idea 4
Standard 2 – Intermediate; Key Idea 1 & Key Idea 4
New York State Learning Standards: The Arts
Standard 3 – Intermediate 5 – 6; Performance - Thinking Skills:
- Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Essential Question
How does public opinion influence the way historic events are remembered?
Objective
At the end of this lesson, students will be able to:
1. Analyze & Interpret three songs used during the American Revolution.
2. Compare and contrast opinions and memories of the American
Revolution.
3. Recognize how opinion and historic events influenced popular Revolutionary
era song lyrics.
Background
Like opinions, songs change over time. Lyrics and tunes are flexible and have often been used to express political opinions. Analyze three historic songs and how/why they changed over time. Create new versions of popular songs to reflect current events.
Preparation
Prerequisites: Introduction to the American Revolution and/or British Colonial History.
Materials for Students: Pen/Pencil & Paper; Copies of song lyrics.
Materials
The lesson plans, song lyric histories, and question and answer guide needed to complete the "I Know That Tune" lesson plans.
Download I Know That Tune: Teachers' Materials
Song lyrics and worksheets needed for students to complete the "I Know That Tune" lesson plans.
Download I Know That Tune: Student Worksheets
In the guide that follows, you will find links to instrumental versions of the songs provided for the lesson plan, sheet music samples, period artwork, and music instrument history, to be used in conjunction with the lesson plan. This resource, combined with the song histories provided in the “I Know That Tune!” lesson plan, may be helpful for music arts extension lessons, to reinforce the ideas that were discussed in the class, or as a resource for continued learning. Happy learning!
Download Supplemental Sheet Music & Instrument Guide
Lesson Hook/Preview
Time: 5 – 10 minutes
1. As class begins, teacher plays one of the sample songs for the students.
2. Class discusses what they thought the song’s message was and how it makes them feel. Students take turns sharing their thoughts.
3. Using the students’ answers to previous question, teacher discusses the role of tradition in culture and society, including as a way to record events.
4. Teacher introduces role of public opinion in recording events. Examples may be useful, i.e. recalling an event to a friend that changes the story. Ask how many people have experienced this and give an example.
Procedure
Development
Time: 20 – 30 minutes
1. Class is divided into groups of 4 to 5, and groups are given remaining song samples (i.e. the songs not used by teacher for example).
One set of sample song lyrics to each group. Groups read through different song lyrics and versions.
2. Students answer discussion questions on lyrics sheets (answers will vary).
Closure
Time: 20 minutes
1. Student groups present answers to rest of class.
2. After each presentation, whole class is invited to present alternate answers.
3. Class answers questions: “Do you think the lyrics were effective in influencing their intended audience?” & “Why or why not?”
This question can be posed as an informal vote to illustrate how the song
lyrics influenced personal opinions in the class vs. past audiences.
Continued Learning Activity
Time Varies
As a follow‐up project, or homework assignment, have students re‐write the lyrics to one of the sample songs, or the lyrics to a current popular song, to reflect their opinions on a current local/national affair, political debate, or issue that they feelstrongly about.
OR
Students will research examples of modern opinion (e.g. the 60s protest era) in music and compare them to a song from the sample activity.
Have students present their songs or research in groups during next class period.
Vocabulary
Folk Music: noun
1. Music, usually of simple character and anonymous authorship, handed down
among the common people by oral tradition.
Tradition: noun
1. The handing down of statements, beliefs, legends, customs, information, etc.,
from generation togeneration, especially by word of mouth or by practice: a story
that has come down to us by popular tradition.