Teacher: Julie Douberly Grade Level and Subject Area: 9-12 Grade United States History Topic: Protest

Songs and Social Movements of the 1960s

Stage 1- Desired Results Established Goals: SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. Understandings: Students will understand that.. y y y Some resources are more reliable than others. Not all online sources are reliable. A researcher must consider several different aspects of a source in order to determine its overall reliability. Song writers have played an important role in creating awareness of social movements through protest songs. Protest songs were a vital part of many social and political movements in the 1960s. Essential Questions: y y y y y y How do you know if a source is good enough to use in an academic project? What does it mean for a website to be reliable? Why do people protest? How can music be used to affect social change? What impact do protest songs have on social protest movements? What makes a protest song effective?

Student will know. y The five criteria of the CRAAP test for evaluating websites (currency, relevance, authority, accuracy and purpose). Key facts about the major social and political movements of the 1960s (Civil Rights, Womens Liberation, AntiVietnam, etc.) The function of protest songs in social and political movements on the 1960s. The cultural, technological, and economic concerns that led to the writing of particular protest songs.

Student will be able to y y Evaluate given websites for their reliability, using the CRAAP test Locate reliable sources via a typical web search and explain why they are trustworthy Collect reliable sources for use in a project Explain the evolution of protest songs and social movements throughout the 1960s.

y y

y y

Stage 2- Assessment Evidence Performance Task: y Create a website with your group that serves as a collection of resources and information about certain protest songs. This will include embedded audio or video files of the songs, analysis of the lyrics, and an annotated bibliography. y y y y y Other Evidence: Utilize the CRAAP test method to evaluate web resources. Verbally respond to protest songs in group setting. Informal journal responses to at least two essential questions. Self-assessment with rubric. Completion of graphic organizers and participation in class discussions.

Stage 3 Learning Plan . Learning Activities: Day 1 y Students will view a video of Bob Dylans Subterranean Homesick Blues. y Students will work with a partner to complete the Subterranean Homesick Blues organizer with their ideas about the songs meaning based on what they have previously read about the 1960s. y Students will share ideas about lyrics with the class. y Teacher will go over expectations of website assignment (including a sample site) and assign students to cooperative learning groups. Day 2 y Students will view CRAAP test podcast before beginning research. y With groups, students will complete the blank CRAAP test sheet using the website from the podcast. y Class will share information about each section and their overall judgment of the site. y Students will search for web-based resources that explain the purpose and effect of each protest song, applying the CRAAP test to each source to locate the most quality sources available. Day 3 y Students continue research with groups. y Students may use the expanded evaluation site provided (Berkeley) to look further at the reliability of the sites they find for the project. Day 4 y With their group, students will create and publish a website which analyzes their three protest songs and includes an annotated bibliography of resources about those songs and the political/social movements they discuss. y Groups finishing early may complete the Wordle assignment, plugging the lyrics to their songs into the web program and creating a unique visual to complement their webpages front page. Day 5 y As a group, students will review and score their work using the provided rubrics, revising as necessary.

y y

Day 6 Students will complete both a self-assessment and peer-assessment of participation after completing the website. Students will be given the opportunity to explore the websites created by their classmates.

Lesson Resources Protest Songs Assignment Sheet https://docs.google.com/open?id=0Byqwdop2QnANWI2ZmU1NzQtOTc4Yy00MzI2LWJlMzAtM2IyMTdiMTM3MmU2 Protest Songs Assignment Rubric https://docs.google.com/document/d/1iFOVKgk4Ygrqv0i4oxWakB_uqOHkxP7petnlZbCt_I/edit Sample Assignment Website https://sites.google.com/a/georgiasouthern.edu/protest-songs-assignment-template/ CRAAP Test Handout http://www.csuchico.edu/lins/handouts/eval_websites.pdf CRAAP Test Podcast on YouTube http://www.youtube.com/watch?v=AWZRjU4vb8w&feature=youtube_gdata Blank CRAAP Test Organizer https://docs.google.com/document/d/11CIu2314BfcZhNWhKQya5q3HYdJoaJBh3Oy5YKnxCo/edit Subterranean Homesick Blues Lyrics Organizer http://www.pbs.org/wnet/americanmasters/education/lesson36_organizer17.html Extended Rubric for Evaluating Websites from UC Berkeley http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html Wordle Assignment https://docs.google.com/document/d/1n4sZCMJ9su7gNJLiJ1Mw5yMjHy1kBaV30y3yOoYmm1 A/edit Peer Participation Rubric www.intel.com/cd/corporate/education/apac/eng/387305.htm

References Bayless, R. (2011). FA 486-115 - The protest song in America. Retrieved from www.ct.tamus.edu/syllabi/.../FA486115SU11BAYLESS.doc Miss. Dempsey. (2011, May 11). Grade 9 English: Protest songs. [web log comment]. Retrieved from http://dempseyenglish.blogspot.com/2011/05/protest-songs.html