WebQuest

The Music of America!

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Basic Information
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Designer(s)
Jennifer Wentworth
Summary
Students will get an in depth understanding of one of America's native music genres and an introduction to many others.
Grade/Level
6-8
Time Frame
6 class periods each lasting 45 minutes.
Subject(s)
Music, Social Studies, Technology
Topic(s)
American Music Genres
Notes Computers will need to download the latest version of Google Earth to accomplish all of the activities in this lesson.
Standards and Key Concepts
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Standards
NY- New York State Standards
• Subject: Social Studies (1996)
• Learning Standard 1 : History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
• Level : Intermediate
• Key Idea : The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
s explain the ideas embodied in the Declaration of Independence, the United States Constitution, the Bill of Rights, and the New York State Constitution and show how these documents express fundamental and enduring ideas and beliefs
s describe how massive immigration, forced migration, changing roles for women, and internal migration led to new social patterns and conflicts; and identify ideas of national unity that developed amidst growing cultural diversity. (Adapted from National Standards for U.S. History)
 Performance Indicator : Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans describe the reasons for periodizing history in different ways
• Learning Standard 3 : Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
• Level : Intermediate
• Key Idea : Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, envi-ronment and society, and the use of geography.(Adapted from The National Geography Standards, 1994: Geography for Life)
s investigate how groups of people living in different geographic regions throughout the world interacted with and structured their natural environments to accommodate their varied lifestyles and economies; discuss national, regional, and global interactions
s draw from memory a map of the world on a single sheet of paper and outline and label the major physical features (e.g., continents, oceans, major mountain ranges, significant desert regions, and river systems) and important human features (e.g., major cities of the world, imaginary lines such as the prime meridian and the equator). (Taken from National Geography Standards, 1994)
s apply the five themes of geography to their study of communities and regions throughout the world. Describe how location, place, relationships within places, movement, and regions can be used to analyze different cultures and societies
s complete a geographic/historic study of their community or a region of New York State by focusing on the following questions: Where is your community or region located? How did it get there? What is it like to live and work there? What are its physical characteristics (e.g., climate, elevation, population density, size)?
 Performance Indicator : Map information about people, places, and environments
 Performance Indicator : Understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models
 Performance Indicator : Describe the relationships between people and environments and the connections between people and places.
• Subject: Arts (1996)
• Learning Standard 2 : Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
• Level : Intermediate
• Key Idea : Music
Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.
 Performance Indicator : use school and community resources to develop information on music and musicians (b)
 Performance Indicator : demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures (e)
• Learning Standard 4 : Understanding the Cultural Dimensions and Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
• Level : Intermediate
• Key Idea : Music
Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture.
 Performance Indicator : identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world (a)
 Performance Indicator : identify from a performance or recording the titles and composers of well-known examples of classical concert music and blues/jazz selections (b)
 Performance Indicator : discuss the current and past cultural, social, and political uses for the music they listen to and perform (c)
UnderstandingsStudents will gain a thorough understanding of their assigned American Music Genre, and will gain a basic understanding of the other selected music genres through the presentations of other groups.
Essential Questions

"What are some of the music genres that are native to the United States?"

"Are there any cities that seem to be a common birthplace for many of America's music genres?"

"How has the music impacted American culture, and how has American culture impacted the music?"

Knowledge and Skills Students should have a basic concept of how to naviagte websites and how to make a PowerPoint presentation prior to starting this project.
Performance Tasks and Assessment
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Performance TaskSee webquest
Performance PromptSee webquest
Assessment/Rubrics
See rubric on evaluation page of webquest.
Learning Experiences and Resources
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Sequence of Activities
1) Introduce what a genre is.
2) Listen to some music and decide which genre it is.
3) Introduce the webquest and their expectations and goals
4) Show them the example Powerpoint on Rap so they can see what their goals are and the quality of the work that is expected.
5) Let them choose groups of 3 or 4.
6) Have the draw a music genre from a hat for them to research.
7) Let them log onto the computers and reach the webquest.
8) Let them go to Google Earth and show them how to use it.
9) As a tester, let them look at their houses.
10) Then show them how to measure from school to their house in miles and inches.
11) Have them take a picture of their house with google earth.
12) Have them go to the Webquest and go through the Title, Introduction, Tasks and Process pages with them.
13) Let them work and help when needed.
14) After research is done, have them download the powerpoint templette from the Process page of the webquest and use that to make their Powerpoint.
15) Present their Powerpoints to the class.
Differentiated Instruction

Content: Multiple options for taking in information

-          Visually Impaired alterations: Increase the size of the font on the internet webpages by going to “view,” then “Text Size” and selecting a larger font that is easier to read.

-          ESL students or students with low-reading abilities: Visit websites using the search engine Nettrekker.com.  When visiting the websites, use the option through Nettrekker that will read sections for them when asked.

 

Process: Multiple options for making sense of the ideas

-          Partner advanced students with slower students and ask the higher student to help teach the slower learner when they are confused and keep them up to pace.

-          Work individually if they are more advanced and would like to further study the topic.

 

Product: Multiple options for expressing what they know

-          Provide a template for students to use when designing their PowerPoint.  This way, it will help keep them organized and give them a starting point to make sure they include all necessary information.

-          Allow them to provide information verbally as a presentation instead of in a PowerPoint and possibly make a poster with the necessary pictures that need to be included.

Resources
  • Technology resources:
    Internet Explorer, Netscape, Google Earth, PowerPoint, Projector
  • The prime number of computers is 1 per student, the minimum is 1 per group.
  • Students Familiarity with Software Tool:
    Students should have a basic skill set for Internet navigation, typing and PowerPoint.

The Public URL for this WebQuest:
http://zunal.com/webquest.php?w=10169
WebQuest Hits: 8,436
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