EDUC 429

Teacher Candidate: Grade: 5th grade Alison Haynes Subject/EEDA/SSCA:

Lesson Plan 3
Social Studies

Date & Time of Lesson: Thursday, Feb. 14, 2013 10:30 A.M.

Learning Objective:
Students will correctly answer three questions from the text about jazz music. By the end of the lesson, students should be able to write facts about how African Americans used the arts to express their ideas and emotions, and show how they lived.

Standards:
South Carolina Academic Standard 5-4: The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s. South Carolina Academic Indicator 5-4.1: Summarize daily life in the postWorld War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. National Music Standards: Standard 8 - Understanding relationships between music, the other arts, and disciplines outside the arts. Standard 9 - Understanding music in relation to history and culture.

Developmental Appropriateness:
The students previously learned two weeks ago in Chapter 7 of the social studies text about the Roaring 20s, the Harlem Renaissance, and the Great Migration, and how these influenced African Americans to use the fine arts to express their feelings and ideas about their lives. This lesson is show students important musicians during the jazz age. The students will follow along while the teacher or a fellow student is reading, and they will be able to comprehend the text, and then take part in a class discussion about the text. Students are able to work independently and with other students cooperatively and effectively. If not, they understand the consequences that have been in effect and practiced all year. Students are also aware of the fine arts and how to use them to analyze history. The students know they can sit on the floor at the front of the room if they cannot see the white boards or SmartBoard-this has been known by students all year.

Assessment(s) of the Objectives:

Pre-Assessment: Review what the roaring 20s and the Harlem Renaissance. Also, review how poetry and art was used by African Americans to express their feelings about their lives. The teacher will observe student interaction and answers during this time.

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Lesson Plan 3

During-Assessment: Students will read pages 312-313 in their social studies textbook. At the bottom of each page students are to answer the review questions: Page 312-who were some of the important musicians of the early days of jazz music? Page 313-How did jazz influence life during this time period? What other types of entertainment developed as a result of jazz? The teacher will monitor student participation and answers. Post-Assessment: To check for student understanding throughout the three lessons focusing on the arts that peaked during the 1920s and 1930s (Harlem Renaissance), students will write two facts for each lesson (a total of six facts) they learned this week. The first lesson was about Langston Hughes and his poetry, the second was about Jacob Lawrences paintings, and this lesson is about jazz music and how it influenced the growth of culture in various forms. The facts that students write should not come straight from any readings during the lessons. The students should think of detailed and in-depth facts that they learned in each lesson. (Example of unacceptable: Langston Hughes was a poet.)(Example of acceptable: Langston Hughes was graduated from Central High in 1920.)

Accommodations:
Repeat and rephrase directions for ESOL and LD Resource students. After all students complete the post assessment, they are to turn in their facts and read. Both ESOL students will have a peer monitor sit beside them throughout the lesson to ensure that they stay on task and make sure they are getting what they need from the read aloud. The teacher will use proximity to closely monitor all ESOL and LD Resource students throughout the lesson to ensure they are getting the concepts of the lesson and completing their work thoroughly by checking during the post assessment to see if they need help communicating their thoughts.

Materials:
- Social Studies textbook Foresman, S. (2005). Social studies growth of a nation. (p. 314). Glenview, Ilinois: Pearson.

Use of Technology: The speaker system will be used for students to listen to examples of jazz music. The jazz music was retrieved from YouTube, and then converted into an MP3 file. The SmartBoard will be used to display the two videos of dances: the Charleston and the Lindy Hop.

Procedures:

1. Review the Roaring 20s and the Harlem Renaissance.

Why were the 1920s called the roaring 20s? What was the Harlem Renaissance? What did African Americans do during the Harlem Renaissance? What types of fine

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arts did they use to express their feelings?

Lesson Plan 3

2. Read page 312 in the textbook. Stop at the end of each page and ask review questions. Page
312: Who were some of the important musicians of the early days of jazz music? Get out your social studies textbook, and turn to page 312 and 313. Follow along as I read. Now that we have read the first page, 312, look at the review question and take a moment to think to yourself: Who were some of the important musicians of the early days of jazz music? What was jazz influenced by? (How did it come about?) Where did it originate?

3. Teacher will play two samples of jazz music from Louis Armstrong and Duke Ellington.
(The music was gotten from YouTube.) MP3

4. Read page 313 in the textbook and answer this question:

How did jazz influence life during this time period? What other types of entertainment developed as a result of Jazz?...answersnovels, such as The Great

Gatsby, were written and new types of dances were formed, like the Charleston and
the Lindy Hop. Show students The Great Gatsby and read a section of it on page 54. It talks about jazz music being the entertainment. Then, tell students the themes of the book: F. Scott Fitzgeralds points that he wanted to address in the book are the decline of the American dream, the spirit of the 1920s, the difference between social classes, the role of symbols in the human conception of meaning, the role of the past in dreams of the future.

5. Then, display a video of the Charleston and the Lindy Hop on the SmartBoard.
Now I want to show you a brief video of the Charleston and the Lindy Hop, so you will be familiar with it. Use http://artsedge.kennedy-center.org/podcasts/fiveminutedancelesson-swing.xml to show modern people doing the Lindy Hop and the Charleston. [If time permits, you may show the entire video and teach the class the dances.]

6. Review: What were the roaring 20s? Why was it called that? Now we know about three
fine arts, or ways, that African Americans expressed their feelings during the Harlem Renaissance. Name those. (writing, painting, and singing/playing music) Jazz came about during this time. What influenced jazz to come about? Where did it originate? What were two things that jazz influenced? (dance and writing)

7. To check for student understanding throughout the three lessons focusing on the arts that
peaked during the 1920s and 1930s (Harlem Renaissance), students will write two facts for

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Lesson Plan 3

each lesson (a total of six facts) they learned this week. The first lesson was about Langston Hughes and his poetry, the second was about Jacob Lawrences paintings, and this lesson is about jazz music and how it influenced the growth of culture in various forms. The directions will be displayed on the SmartBoard for all to see. Now, on a clean sheet of paper, I want you to write six facts, two from each lesson I have taught you. The first lesson was on Langston Hughes and his poetry; the second lesson was on Jacob Lawrences paintings; the third lesson was about jazz and its impact on American culture during the 1920s. Turn it in when you are done, and read.

References:
Ideas were furnished by Alison Haynes and Miss Dorothy Zahn

Activity Analysis: Objective - After two previous lessons of how the fine arts were used during the 1920s to
express peoples feelings about life, the students will learn about jazz music, where it originated from, and how it impacted the American culture. It helped develop new novels and new dances, which will be explored in this lesson.

In this lesson, students will learn about jazz music and how it impacted the development of other things in the American culture of the 1920s. When students first heard about jazz music and different dances, they were very interested and wanted to hear and see examples. I wanted to share this part of history with them, because sometimes, it does not get shown to the students as much as the major events. From experience with this group of students, they will be actively engaged in the music samples and the videos of the Charleston and the Lindy Hop. The music will be played through the speaker system in the classroom, and the videos will be displayed on the SmartBoard. By letting students listen to two jazz songs from two famous musicians, they can understand how jazz brings out emotions, and how people wrote these songs to relate to their lives during the Great Migration and the Harlem Renaissance.