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Revolutions and Their Consequences

Arts Integrated Lesson Plans and Materials for Teaching Revolutions in Modern World History & Grade 11 Social Studies

Jump to topic: Propaganda Fandom Revolutionary Role Play Class-ional Anthem

Propaganda Fandom (Nationalism in Western Nations)

Pairs with Unit 2 – Revolutions and their Consequences

In this lesson, students will receive an introduction to the definition of nationalism and then use that definition to explore the impact that nationalism had on the development of Germany and Italy during the 18th and 19th centuries. They will then highlight the factors that caused people to unite, applying their learning to create propaganda that promotes something they are passionate about, using the same persuasive techniques that fueled nationalist movements.

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MSDE/BCPSS CONTENT STANDARDS AND INDICATORS

  • MWH.RC.8 – Analyze the regional causes and interregional and global impacts of nationalism during the 18th and 19th centuries.
  • MWH.RC.8a – evaluating the impact of nationalism on the development of Western (Germany, Italy) and nonWestern (China, India, Egypt, Mexico, or Argentina) nations.

C3 STANDARDS – SKILL DEVELOPMENT

  • D1.1.9-12. – Explain how a question reflects an enduring issue in the field.
  • D2.Geo.5.9-12. – Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
  • D2.His.4.9-12. – Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

COMMON CORE STATE STANDARDS

  • RI.11-12.5 – Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
  • SL.11-12.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

NATIONAL ARTS STANDARDS

  • Visual Art E:9-12:1 – Visualize and hypothesize to generate plans for ideas and directions for creating art or design that can elevate the community and influence social change. Apply knowledge of histories and traditions.
  • Visaul Art I:9-12:3 – Apply critical thinking and problem solving with use of art vocabulary to describe, analyze and interpret visual qualities perceived and recorded in works of art.

ESSENTIAL QUESTIONS

  • How did the political and economic revolutions in Western Europe lead to imperialism and the rise of nationalism throughout the world?

SUPPORTING QUESTIONS

  • What unites people into a nation?

OBJECTIVES

  • Content/Arts Integrated Objective: Students will be able to understand and demonstrate how propaganda was used to promote nationalism in Germany and Italy by creating their own propaganda for a “fandomˮ they are passionate about.
  • Language Objective: I can write a propaganda slogan with persuasive terms using visual support.

ASSESSMENT

  • Students will create a propaganda poster persuading their peers to join their “Fandom.ˮ
  • Poster criteria checklist:
    • Name of Fandom
    • 1 Clear, concise persuasive phrase or message
    • Message must strengthen your cause or weaken opponentʼs cause
    • Captivating image
    • Optional: Create a chant that supports your message
  • Art & Social Studies Standards Connection: By creating a propaganda poster about their personal Fandom, students will be able to deepen their understanding of motivational factors that lead to the formation of nations (like Germany and Italy).

MATERIALS & CLASSROOM SETUP

KEY SOCIAL STUDIES VOCAB

  • alliance, annexation, state-building, nationalism, unification movements of Europe, uprising

KEY ARTS INTEGRATION VOCAB

  • design, graphic, clarity

TEACHER BACKGROUND

ACCESSIBILITY

  • The propaganda poster can be created in various formats, including hand-drawn, digitally designed, or as a collage. Each student is expected to produce their own poster, but they may choose the medium that best suits their skills and creativity.

EXTENSION

  • Students may also create a chant or song to further promote their fandom. They can incorporate this musical element when presenting their propaganda poster.

WELCOME!

WHAT’S INSIDE THESE RESOURCES

SEE-THINK-WONDER ROUTINE

Return to Topic

Printable Version

Slides

Video Playlist

Video Playlist

Concept Map

OPENER/WARM-UP (3 MINS)

Option 1 (Slide 2)*

    • What is Nationalism? Project this question on the board and give students time to draw/label or write down ideas connected to nationalism)
Option 2 (Slide 3)* – See, Think, Wonder
    • What do you see in the image? What details stand out? What do you think is happening in the image? What does this make you wonder? What would you like to know about the image?
    • WATCH: See – Think – Wonder Strategy 

*Teacher can choose between the two options for the warm-up or Nationalism – Less…project as a split screen option to allow students to choose which activity they will complete

STEP 1: I DO – WHAT IS NATIONALISM?

    • Teacher asks students to share their ideas about what nationalism is (Can select students based on raised hands, equity sticks, or another method)
    • Teacher provides definition of nationalism (Slide 4)
    • LEARN MORE: OER Project Revolutions Guide

STEP 2: WE DO – NATIONALISM IN GERMANY & ITALY

    • Teacher and students watch video clip about nationalism (Slide 5)
    • Students will be assigned a partner and will be provided a handout with two short passages on the unification of Germany and Italy. Students will work with their partner to take notes about one of the nations (directions on Slide 6).
    • Teacher and students review details about the spread of nationalism in Germany & Italy (Slides 7 & 8).
    • Students add notes about the nation they did not select to their handout.
    • Class discusses factors that caused Germany & Italy to unite their sub- states into a nation

    STEP 3: WE DO – HOW IS PROPAGANDA USED TO UNITE PEOPLE?

      • Teacher and students will define propaganda (Slides 9 & 10)
      • Teacher and students will review examples of propaganda (Slides 11 – 15)
      • Students will look for and discuss themes seen in the examples of propaganda
        • The “See – Think – Wonderˮ method included in the lesson opener is an effective analysis routine for each propaganda poster example.

    STEP 4: YOU DO – PROPAGANDA POSTER

      • Teacher will explain propaganda poster assignment and review tips for efficient poster design (Slide 15).
      • Teacher will review criteria/rubric for the propaganda poster project.
      • Help students brainstorm by asking them who they are a fan of – this could be a musician, a sports team, an actor, an author, or anyone else they may idolize. During brainstorming, ask students to list reasons why they think someone should join or support a “fandomˮ that they are a part of, such as listing reasons why someone should be a Swiftie (fan of Taylor Swift). Provide classwide examples, as well as Slide 16 for an additional example.
      • Students will create their propaganda poster using large paper, markers, or digital resources. Students will peer review a classmateʼs poster based on the criteria using the checklist.
    Return to Topic
    Materials Google Folder

    ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

    All video content made in partnership with Baltimore’s Root Branch Media Group.

    MITCH HARRIS – BRING MITCH TO YOUR SCHOOL!

    Mitch Harris is an educator, actor, and writer with more than 12 years of experience integrating the arts into core subject areas in K-12 schools throughout the country and around the world. As a member of the Inner City Teaching Corps in Chicago, the Program Director of the Paramount Story Wranglers in Austin, and most recently a Resident Teaching Artist Fellow with Arts Every Day in Baltimore, Mitch believes that students learn best when utilizing their bodies, voices, and imaginations to actively embody curricular content in a way that sticks long after leaving the classroom. To connect or learn more about his work, visit www.mitchharris.org.

    COURTNEY YOUNG

    Courtney Young (she/her) is a first grade teacher at Dorothy I. Height Elementary School. She is a 5th year teacher and has worked in Baltimore City Schools for the past 12 years. Courtney has a passion for using the arts to create meaningful learning experiences for her students, while providing a safe environment that honors her students’ voices, backgrounds, and interests. Over the past two years, she has partnered with Arts Every Day to enhance her math and science instruction with arts integrated lessons centered on visual art, music, theater, and dance. Courtney holds a Bachelor of Science in Elementary Education from Coppin State University and a Master of Science in Early Childhood Education from Johns Hopkins University.

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    Revolutionary Role Play (Nationalism in Non-Western Nations)

    Pairs with Unit 2 – Revolutions and their Consequences

    Students will apply their knowledge of rebellions in China, India, France, Haiti, and the United States through a role-playing card game. Acting as various community members with differing motivations, they must decide whether to revolt and establish a new nation or remain under foreign rule. Political leaders can motivate community members through speeches appealing to cultural identity, fear-mongering, economic issues, and other factors. 

    Printable Version
    Z

    Standards
    Z

    Getting Ready
    Z

    Downloads
    Z

    TEACH!
    Z

    Creators

    MSDE/BCPSS CONTENT STANDARDS AND INDICATORS

    • MWH.RC.8 – Analyze the regional causes and interregional and global impacts of nationalism during the 18th and 19th centuries.
    • MWH.RC.8a – evaluating the impact of nationalism on the development of Western (Germany, Italy) and nonWestern (China, India, Egypt, Mexico, or Argentina) nations.

    C3 STANDARDS – SKILL DEVELOPMENT

    • D1.1.9-12. – Explain how a question reflects an enduring issue in the field.
    • D2.Geo.5.9-12. – Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
    • D2.His.4.9-12. – Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

    COMMON CORE STATE STANDARDS

    • RI.11-12.5 – Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
    • SL.11-12.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

    NATIONAL ARTS STANDARDS

    • Theater I:9-12:3 – Integrate cultural and historical contexts with personal experiences to create a character that is convincing and authentic in a theatre work.
    • Theater E:9-12:3 – Collaborate with others to synthesize knowledge of historical and cultural contexts, theatrical conventions, and personal experiences to develop a theatrical work.

    ESSENTIAL QUESTIONS

    • How did the political and economic revolutions in Western Europe lead to imperialism and the rise of nationalism throughout the world?

    SUPPORTING QUESTIONS

    • What unites people into a nation?

    OBJECTIVES

    • Content/Arts Integrated Objective: Students will be able to analyze and embody the often conflicting priorities of nationalism through a role-playing card game in which students take on the roles of revolters or loyalists.
    • Language Objective: I can verbally participate in a game with persuasive words using peer support.

    ASSESSMENT

    • Journal Response: What was your role and motivation and did you follow it? If you were to play this game without an assigned motivation, what would your personal motivation be and why?
    • Journal Handout

    MATERIALS & CLASSROOM SETUP

    • Only the slides, game cards and journal printouts included below are needed for this activity. However, costumes are always encouraged if possible.

    KEY SOCIAL STUDIES VOCAB

    • Conflict, Loyalists, Nationalism, Revolters, Separatists

    KEY ARTS INTEGRATION VOCAB

    • Character, Role, Motivation

    TEACHER BACKGROUND

    • Teachers should familiarize themselves with the games “Mafiaˮ or “Werewolfˮ to understand facilitation of this activity. While all the support you need is in the materials, it may be beneficial to watch a round of the game on YouTube or try playing once at home first.

    STUDENT PREREQUISITES

    • Students will need to know how several different revolts played out in world history. What were political, personal, and economic factors that caused the French revolution to succeed while the Indian Uprising of 1857 failed?

    ACCESSIBILITY

    • Not every student will love roleplaying. Make sure to give major speaking roles to students who would appreciate that kind of responsibility. If students are shy to speak up, have them write down their questions to be asked by another townsperson. Students who may be uncomfortable closing their eyes can instead turn to face the walls or cover their face with their hands.

    EXTENSION

    • This activity can be led multiple times with differing results. As a post-activity tie-in, try to have students analyze the revolution they just had (or didnʼt have) and tie it to a revolt from history. For example, maybe during gameplay, the revolution failed because the priest/church wouldnʼt support the revolution. Can students find an example of that? Additionally, you can give your leaders specific historical roles. For example, the revolutionary leader has to model themselves off of Simon Bolivar. What sort of motivations would he appeal to in his allotted time? Assigning the roles to students ahead of time can increase engagement and provide a formative assessment by asking students what sort of questions someone of their role and motivation might ask a leader.

    WELCOME!

    WHAT’S INSIDE THESE RESOURCES

    PRIOR KNOWLEDGE REVIEW & GAMEPLAY PREP

    GAME DEMO

    Return to Topic

    Printable Version

    Slides

    Video Playlist

    Video Playlist

    Concept Map

    PRE-TEACHING NOTES

    • In real life, people obviously donʼt set aside a time to vote on revolutions. The real process is much messier. Reinforce this to your students that this is a game, not a reflection of real revolutions.
    • For the first time you facilitate this game, select specific students you know can handle the public speaking aspect of the loyalist and separatist leaders.
    • Setting ground rules for your classroom is key, and certain things should be absolutely off limits. While racist, sexist, or close-minded remarks may have been part of the actual historical context, those things are not welcome in our classroom and will result in a failing grade.
    • Similarly, we have been diligent in using words like “eliminated,ˮ not “killedˮ or “assassinatedˮ in this activity. Keep a focus on using non-violent language during facilitation and redirect as needed.

    STEP 1: REVIEW

      • Use Slide 2 to review and activate prior knowledge with students:
        • Nationalism sparked revolutions in Western and NonWestern countries
        • Although not all revolutions were successful, they provided opportunities for groups to advocate for political change, cultural heritage, and self-determination
        • Ask students to share their ideas about what nationalism is, use this as an opportunity to check for understanding.
        • Show the definition slide from Lesson 1 again to reinforce

    STEP 2: INTRODUCE THE GAME

    WATCH: Prior Knowledge Review & Preparing Gameplay

      • Explain to students that today, we’re going to explore how nationalism shaped historical revolutions by participating in a role-playing card game. In this game, you will take on different roles and decide whether to revolt or remain loyal to current rule.
      • Explains the premise of Revolutionary Roleplay: Revolutionary Roleplayʼs basic premise is that a community (your classroom) must choose to either revolt against their current rule, or remain loyal to them. With that in mind, each player receives a card revealing their role in society (soldier, farmer, teacher) and their motivation (religion, peace, freedom). You will make decisions based on the role you are assigned, not on your personal opinions.
      • Introduce Player Roles (Slide 4)
        • Separatist Leader: can give 1 minute speech per round persuading people to revolt
        • Loyalist Leader: can give 1 minute speech per round persuading people to remain
        • Insurrectionist: can eliminate one random player before the vote [cannot eliminate the leaders]
        • Flip Flopper: you always vote for whoever spoke to you most recently, it doesnʼt matter what they say
        • Media: you can influence or misinform someone else, i.e. vote for them
        • Priest: if you reveal yourself as the priest, those motivated by religion will vote the same as you, but you may also be eliminated for revealing yourself
        • Doctor: you can bring one person back to life each vote
        • Committed: you may vote for whoever you want, but once you vote for a side, you must stick with that side until the end of the game
        • Other Roles:
          • Farmer
          • Soldier
          • Banker
          • Teacher
          • Artist
          • Merchant
          • Engineer
          • Shop Owner
      • Introduce Player Motivations (Slides 5 & 6)
        • Culture: You are motivated to do the best for you and those who look and think like you. Discreetly choose someone in the class to be your “twinˮ and vote the way that they vote each round
        • Economy: You are motivated by the economy. A country isnʼt a country unless it protects the wealth and property. Youʼll join the side that you think will make you the most money.
        • Fear: You are motivated by fear. Youʼll side with the person who makes you feel the safest, even if it makes someone else less safe.
        • Family: You are motivated by your family. Whatever happens to the country isnʼt nearly as important as your close loved ones. Youʼll join the side you think benefits your children the most.
        • Freedom: You are motivated by personal freedom. Whether itʼs a foreign government or your own, youʼll side with the team that provides you the most freedom to do what you want.
        • Us Vs. Them: You are motivated not by any one thing in particular. But you hate the thought of them having what you have. Youʼll side with anyone who talks bad about the other side.
        • Peace: You couldnʼt care less about revolting or remaining. You will side for whoever stops the bloodshed and makes sure you stay alive. ○ Religion: Youʼre motivated by your faith. Youʼll vote any way the Priest votes. If the Priest dies, you no longer vote. If you donʼt know who the priest is, vote for whoever you want.

    Optional: Show the Game Demo included in these resources.

      STEP 3: FACILITATION (SLIDE 7)

      1. Pass out a role card to each student. A player’s role is who they are for the duration of this game. Their motivation is the underlying reason behind their choices. Students will flip over their card and reveal their role and motivation. Students should not share either their character or motivation with anyone else for the entirety of the game.

      2. Despite their own views or feelings, students must vote in accordance with the motivation listed on their card and how well the opposing leaders appealed to that priority. If their priority was not addressed, they can infer and vote for the person they think might represent their priority. If no motivation is listed on the card, students can vote for whoever they want (unless there are other explicit directions on the card).

      3. The leader of the loyalists gets 1 minute to give a roleplay speech and persuade the rest of the class to remain. Three townspeople can then ask one question each (reflecting their motivations), followed by 30 seconds of turning and talking to a neighbor.

      4. The leader of the separatists then gets 1 minute to give a roleplay speech and persuade the rest of the class to revolt. Again, 3 townspeople can then ask one question each (reflecting their motivations), followed by 30 seconds of turning and talking to a neighbor to help them make up their minds.

      5. Instruct students to put their heads down and close their eyes. The vote is about to begin.

      6. Then say, “Insurrectionist, open your eyes. You may choose one person to eliminate.ˮ Have the student point to the person they want to eliminate (cannot be a leader). When doing the final tally of the vote, this vote is not included (unless saved by the Doctor).

      7. Next say, “Doctor, open your eyes. You may choose one person to save.ˮ Have the student point to the person they want to save. If it is the same as the one who the Insurrectionist eliminated, then they are saved and nobody is eliminated.

      8. Then say, “Media, open your eyes. You may choose one person to vote to misinform.ˮ Have the student point to that person to take over their vote.

      9. Then, open the vote on whether we should revolt or remain. Say, “All in favor of revolting, raise your card. All in favor of remaining, raise your card.ˮ A vote can only succeed with a 2/3rd majority.

        • a. If a vote passes by 2/3rds, the new country is unified as a nation.
        • b. If the vote fails by 2/3rds, the country remains under foreign rule.
        • c. If neither side prevails by 2/3rds, we go to another round of speeches followed by a round of voting.
        • d. Repeat steps 3-8 until we reach a consensus.
          • i. In round two, everyone must reveal their role (but they are allowed to lie)
          • ii. In round three, everyone must reveal their role (truth only)

      10. If no consensus is reached by the end of the 3rd round, the loyalists win and the new country is not formed.

      RECOMMENDATIONS/HISTORICAL CONTEXT

        • It is recommended to facilitate a practice round so students can become more familiar with gameplay structure.
        • While this activity can be utilized to highlight any historical revolt, we recommend starting with the Indian Uprising of 1857, an ultimately failed rebellion of Indian soldiers (Sepoys) against the British. In this historical context, the Separatists (Sepoys) could credibly energize people whose motivation is Culture (Indians should be in charge of India), Freedom (if Britain is making our decisions for us, we arenʼt truly free), or Us vs Them (the British are bad, we are good). Meanwhile the British could credibly energize those whose motivation is Peace (if you donʼt rise up, there will be no bloodshed), Fear (weʼll protect you as long as you stick with us. Could get ugly if you donʼt), or Family (We have such global wealth that if you stick with us, your children will be better off long term). Additionally, arguments could be made on both sides for something like religion (+ British military incorporated Hindu holidays for soldiers, – British military forced Hindu soldiers to use pork byproducts).

      Return to Topic

      Materials Google Folder

      ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

      All video content made in partnership with Baltimore’s Root Branch Media Group.

      MITCH HARRIS – BRING MITCH TO YOUR SCHOOL!

      Mitch Harris is an educator, actor, and writer with more than 12 years of experience integrating the arts into core subject areas in K-12 schools throughout the country and around the world. As a member of the Inner City Teaching Corps in Chicago, the Program Director of the Paramount Story Wranglers in Austin, and most recently a Resident Teaching Artist Fellow with Arts Every Day in Baltimore, Mitch believes that students learn best when utilizing their bodies, voices, and imaginations to actively embody curricular content in a way that sticks long after leaving the classroom. To connect or learn more about his work, visit www.mitchharris.org.

      COURTNEY YOUNG

      Courtney Young (she/her) is a first grade teacher at Dorothy I. Height Elementary School. She is a 5th year teacher and has worked in Baltimore City Schools for the past 12 years. Courtney has a passion for using the arts to create meaningful learning experiences for her students, while providing a safe environment that honors her students’ voices, backgrounds, and interests. Over the past two years, she has partnered with Arts Every Day to enhance her math and science instruction with arts integrated lessons centered on visual art, music, theater, and dance. Courtney holds a Bachelor of Science in Elementary Education from Coppin State University and a Master of Science in Early Childhood Education from Johns Hopkins University.

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      Class-ional Anthem (Nationalism Fueled Conflicts)

      Pairs with Unit 2 – Revolutions and their Consequences

      Students will explore how uniting a nation can lead to internal conflicts. Using examples of national anthems, they will create a “class-ional” anthem, writing lyrics that reflect the class’s values, priorities, and its role in the world.

      Printable Version
      Z

      Standards
      Z

      Getting Ready
      Z

      Downloads
      Z

      TEACH!
      Z

      Creators

      MSDE/BCPSS CONTENT STANDARDS AND INDICATORS

      • MWH.RC.8 – Analyze the regional causes and interregional and global impacts of nationalism during the 18th and 19th centuries.
      • MWH.RC.8b – analyzing how nationalism was a source of tension and conflict in places such as the Ottoman Empire.

      C3 STANDARDS – SKILL DEVELOPMENT

      • D1.1.9-12. – Explain how a question reflects an enduring issue in the field.
      • D2.Geo.5.9-12. – Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
      • D2.His.4.9-12. – Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

      COMMON CORE STATE STANDARDS

      • RL.11-12.6 – Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
      • RI.11-12.5 – Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
      • SL.11-12.1d – Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
      • SL.11-12.3 – Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

      NATIONAL ARTS STANDARDS

      • Music E:9-12:1 – As both a self-directed learner and as a collaborator with others, create musical works that clearly communicate personal, cultural, or historical experience, using appropriate technology as available
      • Music E:9-12:2 – Incorporate refinements to personal musical ideas through analysis and implementation of feedback

      ESSENTIAL QUESTIONS

      • How did the political and economic revolutions in Western Europe lead to imperialism and the rise of nationalism throughout the world?

      SUPPORTING QUESTIONS

      • How did the spread of nationalism cause conflicts between various groups within a nation?

      OBJECTIVES

      • Content/Arts Integrated Objective: Students will be able to directly relate Nationalism to their classroom by creating a Class-ional Anthem that represents their class, their values, and the way they wish to be seen in the world.
      • Language Objective: I can write and verbally share an anthem about my class with descriptive words using a concept map.

      ASSESSMENT

      • The students’ performance of their class-ional anthem will serve as a (per)formative assessment allowing them to demonstrate their understanding of both music and nationalism through the creation of their song.
      • Students complete the Class-ional Anthem Self-Evaluation
        • Check the boxes that apply: How did you participate today?
          • Completing concept map
          • Writing individual song lyrics
          • Verbally sharing an idea for the class song
          • Performing the class song
        • Short Answer:
          • What are you most proud of in this activity?
      • Offering multiple ways to demonstrate their understanding of social studies and arts standards ensures that every student can be assessed in a way that suits their strengths.

      MATERIALS & CLASSROOM SETUP

      KEY SOCIAL STUDIES VOCAB

      • National Anthem

      KEY ARTS INTEGRATION VOCAB

      • Tone, Tempo, Emotional Resonance

      TEACHER BACKGROUND

      • Teacher should have a routine in place for starting and stopping a turn and talk. A small visual timer will provide a distinct stopping point for each turn and talk.
      • WATCH: Teacher Toolkit: Turn and Talk

      STUDENT PREREQUISITES

      • Students should have some background knowledge of the countries whose national anthems will be studied in this lesson. This information will have been taught in lessons 1-2 of the Unit 2 Unit Plan. This lesson can be seen as a culminating activity for the standards taught in lessons 1-2.

      ACCESSIBILITY

      • Students may work with a partner for peer support. Those needing help with ideas or descriptive language can use a word bank with visual aids. Students who finish quickly can record their song using a computer or phone.

      EXTENSION

      • If there are multiple social studies classes using the same classroom, you can have students analyze the class-ional anthems of other classes. What does their anthem tell you about them, their values, etc.? Do you think this anthem represents their class accurately? This can be extended to include a class flag, motto, etc.

      WELCOME!

      WHAT’S INSIDE THESE RESOURCES

      SONGWRITING 101

      Return to Topic

      Printable Version

      Slides

      Video Playlist

      Video Playlist

      Concept Map

      OPENER/WARM-UP

      Students will watch a video clip of Whitney Houston performing the United Statesʼ national anthem at the superbowl in 1991 (Slide 2) and participate in a class discussion about the song. (Start video at 1:10)

      Discussion Questions:

        • What is the tone of the song?
        • What is the tempo of the song?
        • How does this song make you feel?
        • What instruments evoke these feelings?
        • What message is the song promoting?
        • What does it tell people about America?

      WATCH: Whitney Houston – National Anthem

      STEP 1: I DO – WHAT IS A NATIONAL ANTHEM?

      Lead students in a discussion about the lesson opener:

        • (Slide 3) Ask: What is a national anthem? What makes a song a good national anthem?
        • Give a brief overview of what a national anthem is and discuss some themes usually found in national anthems

      STEP 2: WE DO – NATIONAL ANTHEMS AROUND THE WORLD

      Using Slides 4-8, invite students to listen to and analyze the lyrics of several national anthems (United States, India, Italy, and Mexico) 

        • Students will turn and talk with a partner about the following questions after listening to each of the anthems:
          • What is the tone of the song?
          • What is the tempo of the song?
          • How does this song make you feel?
          • What instruments evoke these feelings?
          • What message is the song promoting?
          • What does it tell people about this country?

        STEP 3: YOU DO – CLASS-IONAL ANTHEM PROJECT

        WATCH: Songwriting 101

        Provide students with a blank Class Song Concept Map to brainstorm ideas for their class-ional anthem.

          • Students should include descriptive details about their class
          • To spur this conversation, start with the simple question of “who are we?ˮ or “What do we want our anthem to say about us?ˮ
          • Given the examples of other national anthems in the slides, students may have varying ideas. Students may suggest ideas like:
            • To show strength, to honor the bravery of our people, to celebrate the things that make us great, to highlight our natural beauty, etc.

        Students will use the information from their concept map to compose lyrics for their song.

          • Once the class has decided on a clear message or two, ask students to come up with couplets that show that message using the concept map provided.
            • For example, if the theme is honoring the bravery of our people, we might start by trying to rhyme a word with brave – cave, save, wave. An example might be “Our classmates are so valiant and brave If we were in danger, its us they would saveˮ
            • Students can work on these lines individually or with a partner.

        Hear out student suggestions. There are no bad ideas at this point (unless theyʼre inappropriate). At this stage, the important elements are that the lines rhyme, and that theyʼre vaguely on theme.

        Facilitation tips:

        1. Rhyming dictionaries are a great resource! Donʼt be afraid to use them.

        2. This is an art, not a science. Language is flexible so give yourself and your students grace about slant rhymes, imperfect syllables, etc.

          • The first 6 lines should come directly from students in the form of 3 couplets. It is unlikely that these couplets will fit together, so try to add or remove words (adjectives are a good target for this) to make sure they have the same syllable count.
          • For example, using the previous line of
            • “Our classmates are so valiant and brave
              If we were in danger, its us they would saveˮ
              If another student comes up with
              “Brave Brave Brave classmates
              Protecting us against the fatesˮ
            • These donʼt necessarily match in terms of syllables. Guide students to add a few words to help flesh out the second couplet. You might ask students for a synonym for brave that has more syllables. Or adding some words to match (or at least get close) to the syllable count of the first couplet.
          • The combined lines might now read
            • Our classmates are so valiant and brave
              If we were in danger, its us they would save [couplet 1]
            • Brave, selfless, noble, classmates
              Protecting us against the fates [couplet 2]
          • Repeat for the next couplet, adjusting adjectives and rhymes as needed. The final couplet should incorporate the class name so the listener knows whose class this anthem is for.
          • Finally itʼs time to put each of the couplets together for an 8 line class-ional anthem.

        Facilitation Tip: You do not have to be a great singer or musician to facilitate this activity. The more confident and comfortable you are (or at least can appear), the more excited and confident your students will feel about engaging.

        STEP 4: YOU DO – PERFORMANCE

        Students will perform their class-ional anthem as a group. 

          • Option A: Students read the anthem aloud
          • Option B: Students set their anthem to the tune of one of the national anthems in the slides and sing along
          • Option C: Students choose to develop their own anthem melody to perform the song to

        Have your students perform their class-ional anthem and debrief with the reflection questions on Slide 11:

          • What was difficult about this process?
          • Did everyone get what they wanted?
          • Does this anthem represent all of us equally?
          • How does struggling to make every idea heard in this national anthem mirror nationalism more broadly?

        WATCH: Student Self-Evaluation

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        Materials Google Folder

        ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

        All video content made in partnership with Baltimore’s Root Branch Media Group.

        MITCH HARRIS – BRING MITCH TO YOUR SCHOOL!

        Mitch Harris is an educator, actor, and writer with more than 12 years of experience integrating the arts into core subject areas in K-12 schools throughout the country and around the world. As a member of the Inner City Teaching Corps in Chicago, the Program Director of the Paramount Story Wranglers in Austin, and most recently a Resident Teaching Artist Fellow with Arts Every Day in Baltimore, Mitch believes that students learn best when utilizing their bodies, voices, and imaginations to actively embody curricular content in a way that sticks long after leaving the classroom. To connect or learn more about his work, visit www.mitchharris.org.

        COURTNEY YOUNG

        Courtney Young (she/her) is a first grade teacher at Dorothy I. Height Elementary School. She is a 5th year teacher and has worked in Baltimore City Schools for the past 12 years. Courtney has a passion for using the arts to create meaningful learning experiences for her students, while providing a safe environment that honors her students’ voices, backgrounds, and interests. Over the past two years, she has partnered with Arts Every Day to enhance her math and science instruction with arts integrated lessons centered on visual art, music, theater, and dance. Courtney holds a Bachelor of Science in Elementary Education from Coppin State University and a Master of Science in Early Childhood Education from Johns Hopkins University.

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