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Write a Rap SongCold War Unit AssessmentDescription: In this activity, students will compose lyrics for a rap song to identify and explain what you have and the events of the Cold War. Objectives: Students will be able to write a rap song that contains rhyming words. This activity should be a summary of what was learned from the past four weeks.Students will be able to associate rhythms identifying and explaining at least 10 items (events, policies, and famous people) from the list provided of the Cold War. Materials: paper pencils/pens Music if need beProcedure: You will be able to choose the events and people which you would like to identify and explain in your rap. You will work in groups no larger than three people. Each group will be graded collectively. Raps are talk songs. They are not sung; they are spoken. They have a very heavy beat and a lot of rhyme. Behind the speaker of a rap there might be original music, "scratching" sounds, or even parts of other people's songs. To write your own rap, begin with your topic. You have to know enough about your topic to rap about it.In your rap, you cannot say anything negative about the people, policies or topic! Tell the story of your topic in a rhyme. Most raps rhyme in couplets, which mean lines rhyme two at a time. Lines one and two rhyme with each other; but not with the other lines. Lines three and four rhyme with each other, but not with other lines, and so on. The two lines that rhyme together are a couplet."Students should begin their lyrics with a line that has a strong beat or rhythm. Rhyme the next line with the first. Try to repeat the same rhythm in the second line, too. Then begin a new rhyme with the third line. The fourth line should rhyme with the third line. Keep repeating this rhyming pattern. The beat can be different in different lines. Some lines can be short, and some can be long. You may want to have a refrain in your lyrics. A refrain is a group of lines that remains the same and is repeated throughout the song." There can be NO double meaning words or vulgarity in the rap. You can also include dance moves and background music with it while you are performing it. To be eligible for an “ADVANCED” grade you must perform your rap -you can either tape it or perform it live. In writing your rap you are NOT to simply identify the event or person, you need to indentify something you have learned about it. THIS IS CRITICAL! You are to write about AT LEAST 10 items from the list provided, including events, policies and people. Events or people from which to choose:This list may not be complete, if there are additional people or events you want to use in your rap please ask me first to insure it is applicable. 1. Harry Truman2. Red China3. Communism- (economic policy)4. United Nations5. Iron Curtain6. Containment7. Free market economy (capitalism)8. Truman Doctrine9. Marshall Plan10. NATO/Warsaw Pact11. Berlin airlift12. Korean War13. Khrushchev14, Divided Berlin15. Domino Theory16. Dwight D. Eisenhower17. John F. Kennedy18. Lyndon Johnson19. Vietnam War20. Joseph McCarthy21. Rosenbergs22. Bay of Pigs23. Cuban Missile Crisis24. Alger Hiss25. Fidel Castro26. Mikhail Gorbachev27. Berlin wall28. Perestroika 29. Glasnost 30. Détente31. Sputnik32. Emergence of CIA33. Arms race (weapons)Music rubric:Level 4 – ADVANCED- The student exceeds assignment requirements. The assignment is done exceptionally well; there is evidence of originality and/or extra effort in the completion. It is easy to understand the importance and or impact of the person or event on the Cold War. The rap was performed. Level 3 – PROFICIENT The assignment is completed, the work is done neatly, and the student followed all directions correctly. It is somewhat easy to understand the importance or impact of the person or the event on the Cold War.Level 2 – PARTIALLY PROFICIENT - Either the assignment is only partially completed, the work is not very neat, the student followed some but not all of the directions, or there is some combination of these factors. It is very difficult to understand the importance or impact of the person or event on the Cold WarLevel 1 – UNSATISFACTORY- The assignment is less than 50% complete, and/or the student did not follow the directions. I have no idea who the person was, nor the event, nor the importance. ................
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