English - Kelsey Sherman

Essential question 1: “How can art be used in protest?”

Objective: Students will be able to create an infographic explaining how various art
forms can be used as self-expression, tying art to historical and current events.

Essential question 2: “How does art affect the community?”

Objective: Students will be able to create a graphic organizer that displays

various community relationships and how art creates an impact on each
relationship.

Essential question 3: “Why is art important and what are some ways that we
can use art to make a statement?”

Objective: Students will be able to write a persuasive essay in which they

explain the importance of art as a whole and express ways to creatively use
art to influence perspective.

Standards:

11-12.RI.7 Integrate and evaluate multiple sources of information presented in different

media or formats (e.g., visually, quantitatively) as well as in print in order to address a
question or solve a problem.

11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary
significance for their themes, purposes, and rhetorical features.

11-12.W.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.

Lesson Plan
Art - Morgann Hopson; Art Education

Standard:

VA.CN.10.HS3: Synthesize knowledge of social, cultural, historical, and personal life with
art-making approaches to create meaningful works of art or design.

Objectives:

- Students will be able to create an artwork surrounding a social issue they

personally care deeply about.

“How can we express personal opinions in artwork?”

- Students will be able to evaluate the effectiveness of choices made in artworks.

“What purposes can art serve in culture and society?”

https://docs.google.com/document/d/1xDgypsK2IQz11uu3PutVzJn7xiLnlO2YgbuZ
nR3xJGk/edit?usp=sharing link to my lesson plan

BLANK LESSON PLAN

https://docs.google.com/document/d/1mPCTyOUu4pIsdJdtq1j-1dXFnd7SPLmRsqs
2CLt5QxM/edit?usp=sharing
Christian Atkinson - TESOL:

Standard:

- 2: 1-2: Determine the meaning of idiomatic expressions and figurative

language (e.g., metaphors, similes, adages, and proverbs) in texts
about a variety of topics, experiences, or events
- 7: I-3: Summarize key ideas and information in detailed and orderly
notes, with charts, diagrams, or other graphics, as appropriate.
Objectives:
- Students will be able to analyze the reasoning and use of rhetoric in
texts in protest literature
“How are rhetorical devices used in literature to build protest
ideas?”
- Students will be able to interpret the meaning of protest art that
represents past events
“How does art become meaningful in taking a stance?”

Lesson plan link:

Brian Kohout - History
Standard: HS.H4.2: Explain how artistic, philosophical, and scientific ideas have
developed and shaped society and institutions.
Objectives:
- Students will be able to explain the impact art has had on society
throughout history.
- Essential Question: How has art shaped culture in the history of the
United States?
- Students will be able to explain how art is still relevant today and how it
can be used to bring change.
- Essential Question: In what ways can art be used to provoke
prosperous change in our society?
- Students will be able to explain the cultural significance of art and analyze
how art creates perceptions of society.
- Essential Question: What perceptions of society has art portrayed or
vice versa?

Lesson
Music - Chandler Weesner-Vazquez

Objectives (and essential questions):

1. Students will be able to identify the role music has historically played in the
context of protests.
“What impact can music make for societal/systemic change?”
2. Students will be able to identify qualities of musical composition and expression
and justify their significance in intent and interpretation.
“What techniques can be used to portray ideas and arguments in music?”
3. Students will compose and perform a musical piece that portrays other musical
works used in protest to portray clear intent and contextual importance.
“How can I use music to best communicate my voice to an audience?”

Standards:

MU:Cn11.0.T.IIIa: Demonstrate understanding of relationships between music and the

other arts, other disciplines, varied contexts, and daily life.

MU:Cr3.2.E.IIIa: Share varied, personally- developed musical works – individually or as

an ensemble – that address identified purposes and contexts.

MU:Re8.1.E.IIIa: Justify interpretations of the expressive intent and meaning of musical

works by comparing and synthesizing varied researched sources, including reference to
other art forms.

MU:Cr6.1.E.IIIa: Demonstrate an understanding and mastery of the technical demands

and expressive qualities of the music through prepared and improvised performances of
a varied repertoire representing diverse cultures, styles, genres, and historical periods in
multiple types of ensembles.

Lesson Plan