SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Music in the Civil War vs Todays music

Miss Swiger
Social Studies
5th grade
2 class periods, 40 minutes ea.
Students will utilize primary and secondary sources to
compare and contrast cultural documentation
Importance of the arts in regards to history
The function of the arts and culture during times of war

What are similarities and differences between music

from the Civil War Era to todays music?
What is the significance of art and culture during times
of war?
What other symbolic patriotic songs do we have?
How can we compare and contrast music styles,
instruments, and the function of music during this time
period with music of today?

Objective

All students will identify three similarities and three

differences in class discussion between the music and
culture of the United States during the Civil War
compared to today.

Formative:Students will complete a T chart graphic

organizer that compares Civil War Era music to todays
music
Students will engage in think pair share activity to

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

8.3.5. C. Differentiate how continuity and change in

United States History are formed and operated
8.3.5. B Illustrate concepts and knowledge of historical
documents, artifacts, and places critical to United
States History
8.3.5. A Compare and contrast common characteristics
of the social, political, cultural, and economic groups in
United States History
9.2.5. E Analyze how historical events and culture
impact forms, techniques, and purposes of works in the
arts
9.1.5. E Know and demonstrate how arts can
communicate experiences, stories, or emotions through
production of works in the arts

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

further thinking as to why the arts are important.

Use question/answer techniques to activate prior
knowledge of music they have heard before.
Summative: Students will independently write 5
paragraphs compare/contrasting one piece of civil war
music to another song of their choice.

When Johnny Comes Marhcing Home Youtube

Recording:
https://www.youtube.com/watch?v=ecIVIFLo0uE
Dixie Land Youtube Recording:
https://www.youtube.com/watch?v=o3UUS1kx5oE

American Soldier youtube clip

https://www.youtube.com/watch?v=2hLBUkcFJoY
Primary Source- When Johnny Comes Marching Home
http://www.pbslearningmedia.org/resource/00f8923fd69d-4be2-a378-6e6a4199591c/civil-war-music/
https://www.loc.gov/item/ihas.200001128
Patrick Gilmore
http://www.loc.gov/pictures/item/99471795/

Provide hard copies of primary resources

Lyric sheets for students
Provide visual aids for students with disabilities
Provide manipulatives
Assign seats appropriate for student learning
Provide assistive technology appropriate for students to
complete tasks
When students march, have students with physical
disabilities use instruments to keep beat
Rubrics for writing assignments

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Prior knowledge will include musical terms, functions of music
in relation to culture of different time periods, and is this music
still used today?
Activating Prior Knowledge

Using a version of an old song to introduce roots

of the original piece of music
Hook/Lead-In/Anticipatory Set
Students will identify if this song is familiar
Have students stand up and march to The Ants Go
Marching
http://bussongs.com/songs/the-ants-go-marching.php
Ask students if they are familiar with this song, and if
they have heard of march songs before

Explicit
Instructions

Lesson
Procedure

Introduce that this song is based off of When Johnny

Comes Marching Home and was written during the Civil
War Era
Big Idea Statement
Why were marches written during times of war and how
is it different from todays music?
Essential Questions Statement
What are similarities and differences between Civil War
Era music and music we hear today?
What was music used for in the Civil War Era?
Are their any songs like that today?
Objective Statement
Identify three (3) similarities and three (3) differences
between Civil War Era music and todays music in a
short paper
Transition
After students are done marching, they will return to
seats and review the objective for the day. After,
students will break into groups to discuss with peers
thoughts on the content
Key Vocabulary
March, parody, pseudonym, sheet music, horn, flute,
percussion
PreAssessment of Students
Using youtube clips of sound, asking students if music
from the civil war era is familiar and if it is still heard
today. Students will assess pictures of civil war
instruments and ones that are still in use today, and if
anyone in the class plays these instruments. Ask
students why music is important in a think-pair-share
activity.
Modeling of the Concept
Teacher will discuss with students how culture was
affected by music, and why music played a role in the
war for soldiers. Show students how it compares to
todays music with sound and video examples. While
going through, assess students through questioning
about if they notice any similarities and differences.
Teacher will record responses on the board

Guiding the Practice

Teacher will break students up into groups to fill out a T
chart to compare Civil War Era music to todays music
Teacher will further thinking by scaffolding questions
regarding music content and why it was helpful for
families back home, or brought comfort to soldiers
Providing the Independent Practice
Students will choose their own patriotic song in which
they will relate similarities and differences to a civil war
era song of their choosing. Students will write five
paragraphs on the songs of their choosing. A rubric will
be provided.
Transition
Students will share with the class their ideas of how civil
war music relates to todays music, and how it relates to
the song they have chosen. Students will go to
computers to further independent research on patriotic
songs
Reading
Computer for sound clips
Materials
YouTube clips, if internet does not work have CD player
Technology
with songs recorded
Equipment
Print outs of sheet music, vocabulary sheets, T charts,
Supplies
and writing rubric
Students will need pencil/paper and computer for
independent learning

Evaluation of
Formal Evaluation
the
Students will orally give three examples of how music
Learning/Master
has stayed the same or changed over the years.
y of the
Students will write a paper based on their ideas and
Concept
compare it to another piece of music of their choice

Informal Evaluation
Assess students on class participation and socialization
with peers during group activities

Closure
Summary & Review of the Learning
Ask students if the essential questions were answered
during class discussion
Ask students as a group what they think about civil war
era music? Do they like it? Not like it? And why?
Were students able to select a song and were they able
to relate similar traits to civil war music?
Homework/Assignments
Students will follow rubric to complete writing
assignment compare/contrasting patriotic song of their
choice to civil war era music

Teacher
Self-reflection

Were enough music examples given for students to

successfully see differences and similarities in how
culture has changed over time?
Were students able to make personal connection to the
music or the meaning behind it?