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Lesson Plan
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\n\"Off\n\n
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\nCurated OER\n
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\nOff the Record\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nMusic reflects culture and culture is reflected in popular music. Reading an article on how hip-hop has affected the lives of two young men of different races launches an investigation of the development and influences of various musical...\n
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\n\"Banding\n\n
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\nCurated OER\n
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\nBanding Together\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the effect that a particular culture can have on popular music. They develop their own music groups, each representing a style of music and a historical culture and perform their group's concert for the class.\n
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\n\"Say\n\n
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\nSay It Loud!: A Celebration Of Black Music In America\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents watch a video that highlights the role of artists' images throughout the history of Black music in the United States and describe the influences of the civil rights movement on Black culture.\n
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\n\"Introduction\n\n
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\nCurated OER\n
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\nIntroduction to the Rich European Jewish Culture\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the culture of rich, European Jews. Using photographs, they discuss their feelings about them and decide on two they would like to use. They respond to questions found on the analysis guide. They research the music of...\n
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\n\"Hip\n\n
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\nCurated OER\n
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\nHip Hop and Geography\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents study the various geographic regions of the U.S. and discuss how popular music is influenced by cultural/regional factors. Groups choose East Coast, West Coast, Midwest, or South in rap/hip hop music and create a PowerPoint or...\n
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\n\"Roots\n\n
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\nCurated OER\n
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\nRoots And Styles Of Black Music - Lesson 1\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents identify many genres of Black music. They identify Black music as a reflection of the culture. They study many historically influential Black music artists, producers, and other contributors.\n
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Unit Plan
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\n\"Africa:\n\n
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\nAfrica: Small Sounds From a Big Country\n

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\n\nFor Teachers\n\n8th\n
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\nStudents explore the music from Burundi, Zimbabwe, and Pygmy cultures. They listen to and discuss music from the African cultures, analyze the musical elements, write a song, and perform music.\n
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\n\"Protest\n\n
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\nCurated OER\n
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\nProtest Songs\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung scholars analyze and perform an American social protest song. They describe its historical setting, consider the effectiveness of the music and recognize that popular music is a reflection of American culture.\n
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\n\"Enjoying\n\n
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\nCurated OER\n
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\nEnjoying Latino Music\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents view different musical instruments from around Latino world, predict what sounds instruments will make based on their appearance, listen to and evaluate music from different Latino genres orally or in writing, and make...\n
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\n\"Ella\n\n
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\nElla Fitzgerald: Something to Live For\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine the basic characteristics of jazz, and its relationship to African-American culture and history. They listen to examples of jazz, conduct research, and create a 20th century timeline of music and historical events.\n
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\n\"Slices\n\n
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\nSlices of American Pie: The 1960s Through Music\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders examine political, cultural, and social movements through music. In this 1960s American history lesson, 11th graders explore the music of the decade in order to better understand the complexity of the time period....\n
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\n\"The\n\n
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\nThe Sounds of Change\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents recognize that music brings out feelings and emotions in people. In this music themes lesson plan, students explore the relationships between culture and music. Students answer questions about favorite choices in music.\n
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\n\"Global\n\n
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\nGlobal Music Patterns- Islamic Art\n

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\n\nFor Teachers\n\n7th - 11th\n
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\nStudents compose music using Islamic patterns. In this cultural arts lesson plan, students examine Islamic art and analyze the patterns. Students incorporate various Islamic patterns into a musical composition.\n
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\n\"Romare\n\n
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\nRomare Bearden's The Dove - A Meeting of Vision and Sound\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers explore African american culture of the late 1950's and 60's through various primary sources including literature, music, art and others. They then prepare and conduct a mock interview and present with the class.\n
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\n\"Dave\n\n
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\nDave Matthews Band - Lesson 3\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents discuss the impact of cultural diversity in the world around us, how it shapes conflict and unity, and relate the music of Dave Matthews Band to these societal issues and their own experiences. The compare Dave Matthews music to...\n
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\n\"Do\n\n
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\nDo You Really Know What Wealth Is?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine what it means to have wealth-a concept that turns out to be philosophical as well as economic-and examine the importance of music. They examine the concepts of wealth in Mali and in the United States and consider the...\n
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\n\"GET\n\n
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\nCurated OER\n
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\nGET UP, STAND UP: Fighting for Rights Around the World\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents explore basic human rights as they explore music by black artists. In this human rights lesson, students examine music as a cultural reflection of the justice issues. Students analyze Jamaican roots reggae of the 70s, American...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Gullah People of the Sea Islands\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders examine the lives of the Gullah-Geechee people. In this unique cultures lesson, 8th graders explore music, language, and slavery of the Gullah-Geechee people from the southern low-country in the United States. Students...\n
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\n\"Langston\n\n
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\nLangston Hughes and the Blues\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung scholars explore the connections between Langson Hughes and blues music. In this African American culture lesson, students compare and contrast blues music with poetry and short stories by Langston Hughes.\n
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\n\"Who\n\n
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\nWho are My Sisters and Brothers?\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nYoung scholars explore religion by completing a cultural diversity activity. In this human compassion instructional activity, students identify all of \"God's Children\" as their sisters and brothers. Young scholars read the book Frederick...\n
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\n\"Family\n\n
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\nFamily Origins and American Cultural Pluralism\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nStudents explore, analyze and discuss family origins, special legacies, and racial/cultural groups in literature and art that exposes them to positive examples in African-American history and culture. They encounter examples from dance,...\n
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\n\"Chinese\n\n
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\nChinese Calligraphy\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents explore Chinese culture and Chinese calligraphy. In this Chinese calligraphy lesson, students create paintings using Chinese techniques. Students describe the differences in Chinese art and other culture's art. Students listen...\n
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\n\"International\n\n
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\nInternational Festival: Mexico\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nStudents explore the culture of Mexico through music and food. In this multicultural activity, students read the book Mexico and listen to samples of Mexican music. Students use ingredients to make tacos.\n
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\n\"Christmas\n\n
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\nChristmas Around the World\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nStudents demonstrate an understanding of how different cultures celebrate Christmas by participating in artistic, musical, culinary and role play activities.\n
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