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The EmancipatorsDay EightMusic LessonSongs of the Soldiers(60 minute lesson) Topic: Songs sung by soldiers during the Civil WarStandards: (According to the National Standards of Music Education) Students will be able to understand music in relation to history and culture. Objectives:Students will understand the importance of music to both North and South soldiers.Students will know the history behind the writing of the Battle Hymn of the Republic.Students will know the important musical instruments used during the Civil War. Students will be able to sing and play the Battle Hymn of the Republic. Materials Needed:-Overhead Battle Cry of Freedom chorus sheet-Doc camera or overhead projector-Internet Access Coffee cans-Long string (to attach Coffee cans around students’ necks)-Creative supplies (paper, scissors, glue, glitter, markers, cloth, etc)-Lyrics handout for Battle Hymn of the Republic-Drum making instructions-Rubric for assessing students’ drumsStrategies:Introduction: (10 minutes)Teacher-led discussion—tell students about the importance of songs for both the Northern and Southern armies. Soldiers sang songs when they were defeated; they had songs of victory when their battle was successful. It boosted their spirits and gave them something to do. Ask:What types of songs do you think soldiers sung?-Possible Responses: Marching songs, upbeat songs to boost spirits, depressed/sad songs because they were sick of fighting, songs with good beat, etc (this question is pretty open-ended)What types of instruments do you think they used?-Possible Responses: Guitars, flutes, drums, harmonicas, etc…What words would you expect to find in the song of a Civil War soldier?-Possible Responses: Words about the battle, words about the hunt for victory and freedom, words about their strength and courageShow students (via a document camera or overhead projector) the chorus from Battle Cry of Freedom. (Show both the North and South versions). What is similar? What is different? -Possible Responses: The tune is obviously the same, they both say, “shout the cry of freedom”, the Union calls the Confederates ‘traitors while the Confederates call themselves a ‘resistance’ etc. Lesson Steps:Activity One: Battle Hymn of the Republic (10 minutes) Have students listen to the Battle Hymn of the Republic (See you-tube address above). Also hand out the lyrics sheet. Ask students why this song might have been written? Tell the students that the song was written by Julia Ward Howe. She wrote the song as poem in reaction to another song written by the South. Once she had completed the words, they were put to the same tune as the south’s most current popular piece. However, Howe’s song soon became more popular for the North and is still known by many today. Ask students: “Other than singer’s voices, what instruments did you hear?” -Possible responses: Drums, trumpet Activity Two: Our Own Army Band (20 minutes)Once students have listed drums as an important instrument in many Civil War songs, introduce their next activity—making their own Civil War drum. Give them the handout for making their drum. Make sure you have the supplies ready and on hand for students to create their instrument. Tell them to be creative and consider making their drum a “Southern” or “Northern” one. (During this creative time, play other famous Civil War songs in the background). Activity Three: Using our Drums and Voices (20 minutes) When students have completed their drums, take a picture of each student with their own drum. Then, play the Battle Hymn of the Republic. Have students sing along with the words and pay attention to the drums in the song. Listen to the song again—this time, have students practice lightly with their drums. They should attempt to play in rhythm with the drum beat of the song. Listen to the song again—split the class in two. One half should play their drums, the other half should sing the song. Once the song is over, repeat and switch students’ roles. Finally, don’t use the recording of the song. Give students the starting pitch and have one half sing while the other half keeps beat with their drums. Repeat this and switch roles. Finally, don’t use the recording of the song again. Have students march while they sing and play their drums (since that’s what many Civil War drummers had to do)! Closure:Activity: Pop Quiz! Have students take out a sheet of paper and answer the following questions:Name two important instruments used in the Civil War. -Answers: Drums, trumpet, voicesWhy do you think beat was so important in the Civil War songs? (Think about what we did in our classroom playing of the songs?)-Answer: The drums kept the beat of the marching so soldiers had a beat to march withWho wrote The Battle Hymn of the Republic?-Answer: Julia Ward Howe What side (North or South) was this song written for?-Answer: The North (the Union)True or False: Sometimes the North and South ‘borrowed’ tunes from the other side. -Answer: TrueAssessment/Evaluation:Observation is key for this lesson. Students’ answers and participation in discussion should be assessed constantly. Students should receive a grade for their drum instrument. Give students a good grade if their drum is neat and creative. Give a lower grade for drums that look messy and were done in a hurry. Refer to the Rubric for exact evaluation of students’ drums. Finally, the Pop Quiz should be evaluated and assigned a grade. Assignment:Students should research Civil War Songs. They should come to the next Music class with another Civil War song. They should be prepared to share this song as well as some of the basic information about it (author, why it was written, for the north or south, etc). They should write this information on a sheet of paper so they’ll be able to read from it for the next class period. ................
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