WARMUPS - Music and the Westward Expansion

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Name: J. Jasper

Grade Level: 7th and 8th Grade

Content Area(s): Social Studies – U.S. History

Classroom Time: 2, 10-15 minute Warm-ups

Purpose: Review and create personal connection with the Westward Expansion

Skill Addressed:

Social Studies Skill: Westward Expansion

Music skill:Analyzing musical selections

Previous Skills: Students have studied the Westward Expansion

Supplies Needed:

Internet-connected computer, paper, writing utensil

DAY 1 WARMUP

Lesson Process:

1. Tell students they will be listening to music that was inspired by the Western United States, On the Trail from Fred Grofé's "Grand Canyon Suite"

- Music is available at: http://www.npr.org/templates/story/story.php?storyId=90871960 Click on the listen button underneath the information about On the Trail and it will open up a separate media player that will play the selection.

2. While students are listening to the piece of music, they should jot down ideas as to what settlers might be encountering along their way based on what they have read about in class – tell them to consider: time of day, weather, people they may encounter, obstacles, etc… - Examples: Wild animals, famine, lack of water, etc… .

DAY 2 WARMUP

Lesson Process:

1. Tell students they are to now put themselves in the settler’s/pioneer’s shoes.  Have students use their notes and ideas from their listening experience to create an “I Am” Poem after listening to the music piece

I am (the name of your settler/pioneer)
I wonder (something he/she may be curious about)
I hear (a sound he/she may hear on their journey)
I see (a sight he/she might see on their journey)
I want (a desire of him/her)
I am (the first line of the poem repeated)
I pretend (something he/she might pretend)
I feel (something he/she may feel on their journey)
I touch (something he/she may touch on their journey)
I worry (something that may bother him/her on their journey)
I cry (something that may make him/her sad)
I am (the first line of the poem)
I understand (something he/she knows is true)
I say (something he/she may say aloud/believe in)
I dream (something he/she may hope/dream for)
I try (something he/she makes an effort for)
I hope (something he/she may hope for)
I am (the first line of the poem repeated)

National Standard

Social Studies

• Understands United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans

National Music Standards

• Listening to, analyzing, and describing music.

• Understanding relationships between music, the other arts, and disciplines outside the arts.

TAKS Objectives

Social Studies, Grade 8, Objective 5

The student will use critical-thinking skills to analyze social studies information

Music TEKS

(5)Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:  (A) classify aurally-presented music representing diverse styles, periods, and cultures

The mission of Project GRAD is to ensure a quality public education for all students in economically disadvantaged communities so that high school and college graduation rates increase.