SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC Music in the Civil War vs Todays music CK
Name Miss Swiger
Subject Social Studies
Grade Level 5th grade
Date/Duration 2 class periods, 40 minutes ea.
Big Ideas Students will utilize primary and secondary sources to compare
and contrast cultural documentation
Importance of the arts in regards to history
The function of the arts and culture during times of war

Essential Questions What are similarities and differences between music from the
Civil War Era to todays music?
What is the significance of art and culture during times of war?
What other symbolic patriotic songs do we have?
How can we compare and contrast music styles, instruments, and
the function of music during this time period with music of today?

PA/Common 8.3.5. C. Differentiate how continuity and change in United States

Core/Standards History are formed and operated
8.3.5. B Illustrate concepts and knowledge of historical
documents, artifacts, and places critical to United States History
8.3.5. A Compare and contrast common characteristics of the
social, political, cultural, and economic groups in United States
History
9.2.5. E Analyze how historical events and culture impact forms,
techniques, and purposes of works in the arts
9.1.5. E Know and demonstrate how arts can communicate
experiences, stories, or emotions through production of works in
the arts

Objective All students will identify three similarities and three differences
in class discussion between the music and culture of the United
Bloom's Taxonomy States during the Civil War compared to today.

Webb's Depth of
Knowledge (DOK)
Formative & Formative:Students will complete a T chart graphic organizer that
Summative compares Civil War Era music to todays music
Assessment Students will engage in think pair share activity to further
Evidence thinking as to why the arts are important.
Use question/answer techniques to activate prior knowledge of
music they have heard before.

Summative: Students will independently write 5 paragraphs

compare/contrasting one piece of civil war music to another song
of their choice.



ISTE Standards for When Johnny Comes Marhcing Home Youtube Recording:
Students https://www.youtube.com/watch?v=ecIVIFLo0uE
Dixie Land Youtube Recording:
Framework for 21st https://www.youtube.com/watch?v=o3UUS1kx5oE
Century Learning
American Soldier youtube clip
https://www.youtube.com/watch?v=2hLBUkcFJoY
Primary Source- When Johnny Comes Marching Home
http://www.pbslearningmedia.org/resource/00f8923f-d69d-
4be2-a378-6e6a4199591c/civil-war-music/
https://www.loc.gov/item/ihas.200001128
Patrick Gilmore
http://www.loc.gov/pictures/item/99471795/

Accommodations,
Modifications Provide hard copies of primary resources
Lyric sheets for students
Provide visual aids for students with disabilities
Provide manipulatives
Assign seats appropriate for student learning
Provide assistive technology appropriate for students to complete
tasks
When students march, have students with physical disabilities use
instruments to keep beat
Rubrics for writing assignments
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan Prior knowledge will include musical terms, functions of music in relation
to culture of different time periods, and is this music still used today?
Introduction Activating Prior Knowledge
Using a version of an old song to introduce roots of the
original piece of music
Hook/Lead-In/Anticipatory Set
Students will identify if this song is familiar
Have students stand up and march to The Ants Go Marching
http://bussongs.com/songs/the-ants-go-marching.php
Ask students if they are familiar with this song, and if they have
heard of march songs before

Introduce that this song is based off of When Johnny Comes

Marching Home and was written during the Civil War Era
Explicit Big Idea Statement
Instructions Why were marches written during times of war and how is it
 different from todays music?
Essential Questions Statement
What are similarities and differences between Civil War Era music
and music we hear today?
What was music used for in the Civil War Era?
Are their any songs like that today?
Objective Statement
Identify three (3) similarities and three (3) differences between
Civil War Era music and todays music in a short paper
Transition
After students are done marching, they will return to seats and
review the objective for the day. After, students will break into
groups to discuss with peers thoughts on the content
Key Vocabulary
March, parody, pseudonym, sheet music, horn, flute, percussion
Lesson Procedure PreAssessment of Students
Using youtube clips of sound, asking students if music from the
civil war era is familiar and if it is still heard today. Students will
assess pictures of civil war instruments and ones that are still in
use today, and if anyone in the class plays these instruments. Ask
students why music is important in a think-pair-share activity.
Modeling of the Concept
Teacher will discuss with students how culture was affected by
music, and why music played a role in the war for soldiers. Show
students how it compares to todays music with sound and video
examples. While going through, assess students through
questioning about if they notice any similarities and differences.
Teacher will record responses on the board
Guiding the Practice
Teacher will break students up into groups to fill out a T chart to
compare Civil War Era music to todays music
Teacher will further thinking by scaffolding questions regarding
music content and why it was helpful for families back home, or
brought comfort to soldiers
Providing the Independent Practice
Students will choose their own patriotic song in which they will
relate similarities and differences to a civil war era song of their
choosing. Students will write five paragraphs on the songs of their
choosing. A rubric will be provided.
Transition
Students will share with the class their ideas of how civil war
music relates to todays music, and how it relates to the song they
have chosen. Students will go to computers to further independent
research on patriotic songs
Reading Materials Computer for sound clips
Technology YouTube clips, if internet does not work have CD player with songs
Equipment recorded
Supplies Print outs of sheet music, vocabulary sheets, T charts, and writing
rubric
Students will need pencil/paper and computer for independent
 learning

Evaluation of the Formal Evaluation
Learning/Mastery Students will orally give three examples of how music has stayed
of the Concept the same or changed over the years.
Students will write a paper based on their ideas and compare it to
another piece of music of their choice

Informal Evaluation
Assess students on class participation and socialization with peers
during group activities

Closure Summary & Review of the Learning
Ask students if the essential questions were answered during class
discussion
Ask students as a group what they think about civil war era music?
Do they like it? Not like it? And why?
Were students able to select a song and were they able to relate
similar traits to civil war music?
Homework/Assignments
Students will follow rubric to complete writing assignment
compare/contrasting patriotic song of their choice to civil war era
music

Teacher Were enough music examples given for students to successfully see
Self-reflection differences and similarities in how culture has changed over time?
Were students able to make personal connection to the music or
the meaning behind it?