# TPACKing for a Wonderful Educational Trip/Group 1

* Chan centre performing arts concert tessler
The Mitchell School for the Performing Arts is committed to excellence in the areas of academics, technology, and the performing arts. Students attending this school encounter rigorous academic programs infused with technology, while their interests and talents in the performing arts are nurtured.

## Introduction

| Subject Area | History, with an emphasis on Music History |
| Grade Level | 9-12 |
| Standards | Iowa Core Curriculum's Social Studies standards for History, as of August 1, 2010. |
| Context | Mitchell Charter School for the Performing Arts is a relatively small high school that infuses rigorous academics with technology and which nurtures each student’s interest and talents in the performing arts. Teachers and students have adequate technology resources at their disposal, including digital devices for each student. |
| Written By | Brandyce Deb Joshua Wilson Marty (wiki editor) |

## TPaCK'd Lesson Plans

To see the specific lesson plans associated with each standard listed below, please click here

## Standards, Activities, and Technologies
### Understand the origins, central ideas, and global influence of world religions

| Activity | Activity Types* | Technologies |
| Knowledge building | Teacher gives an overview of the five most widespread religions View presentation and images, listen to audio/video, take notes. | PowerPoint YouTube DVD audio & video files |
| Knowledge expression (convergent) | Teacher checks for understanding by posing questions during the presentation. Students respond in real time. Students take notes with a word processor. After presentation, students take an online quiz | Student response system Quizlet |
| Knowledge building: Research, Sequence information. | Conduct research about a selected religion, organize information, and share with classmates | Wikipedia National Geographic other approved encyclopedic sources Social bookmarking tools like Diigo Google Docs |
| Knowledge expression: Create a timeline | Using timeline creation software, students develop an illustration of major religious events, incorporating digital images. | Timeline Maker |
| Knowledge expression (Divergent) | Create, and deliver presentations; upload to wiki or VoiceThread for reference | presentation software video cameras website wikis or VoiceThread |
| Knowledge Expression: Discuss, Critique | Students analyze and comment upon peer's presentations | Wiki or VoiceThread |

### Understand cultural factors that have promoted political conflict

| Activity | Activity Types* | Technologies |
| Knowledge Building | Research how music reflects and affects political and social conflicts within cultures. Use for research. | digital audio and video archives Google Docs or word processor Social bookmarking sites |
| Knowledge expression (Convergent) | Students respond to teacher prompts and share their research | Asynchronous discussion tools |
| Knowledge expression (Divergent) | Each student assumes the persona of a musician, living in a time of conflict, and writes about that person’s life and music. students upload their narratives to a wiki and include links to audio/video clips and other relevant web resources. | Wiki Costumes or props, as desired Prezi, PowerPoint, or word processors Video cameras, camcorders |

### Understand the role of culture and cultural diffusion on the societal development

| Activity | Activity Types* | Technologies |
| Knowledge Building | Research and explore the music of different cultures | eBooks journals websites Social bookmarking Google Docs or word processors |
| Knowledge building | Listen to and experience the music of different cultures | YouTube Audio recordings Online radio and television Podcasts |
| Knowledge Building: Compare/Contrast | Compare and contrast musical styles, tonality, role/purpose of music, instrumentation | mind mapping software venn diagramming applications word processing software |
| Knowledge Expression: Product-Oriented Divergent | Students design exhibits to synthesize and present information depicting the influence of culture on music. | VoiceThread Jing Prezi |

### Understand individual and group roles within a society as promoters of change

| Activity | Activity Types* | Technologies |
| Knowledge Building | Students identify and research composers representing classical musical periods | digital databases web sites electronic publications wiki sites |
| Knowledge Building (Product-Oriented Divergent) | Students author a newspaper or write journal articles about the importance of composers' works and how they impact the direction of music. | desktop publishing software word processing applications web and/or wiki pages to publish news or a story. |
| Knowledge Building (Participatory Divergent) | Students conduct mock interviews with composers, exploring their impact on music history | audio and/or video creation software (i.e., Movie Maker, iMovie, GarageBand) microphone video camera |

### Understand the significance of historically influential people in political and intellectual leadership roles, inventions, discoveries, and the arts

| Activity | Activity Types* | Technologies |
| Knowledge Building | Students synthesize their understanding about the roles of musicians in politics | Prezi |
| Knowledge Building and Expression | Students use asynchronous discussion to debate the evolution of music in the 20th century with the goal of building knowledge. Regardless tools used, the communication plan must be clear. Online communication has standards, just like face-to-face communication. Set guidelines and establish expectations. Use only tools with which teacher is familiar. | Discussion boards Blogs Social networking sites Email |
| Knowledge Building | Conduct research about ways in which politics influence music composition and create a report explaining how political issues influence musicians. | Wikipedia Google Other electronic resources |

### Understand how significant religious, philosophical, and social movements impact society and social reform

| Activity | Activity Types* | Technologies |
| Knowledge Building | Conduct research on the ways that religion impacts music Write a report about religion's impact on music. | Wikipedia National Geographic other online encyclopedic sources |
| Knowledge Building: Sequence Information | Research the history of musical instruments in religious ceremonies. Use editing software illustrate the role of musical instruments in religious ceremonies. | Wikipedia National Geographic other online encyclopedic sources iMovie Moviemaker |
| Knowledge Evaluation | Watch a video about music, dance, and religion in South American cultures to analyze and evaluate the relationship between music and dance. | YouTube |

### Understand patterns of social and cultural continuity in various societies

| Activity | Activity Types* | Technologies |
| Knowledge building | Visit a museum and/or interview a local musician about a musical genre’s historical roots | Transportation Communication methods |
| Knowledge Expression | Students use digital video cameras to record portions of their field trip or interviews, then use video editing software to create a documentary. Upload presentations to class website | Cameras Recording equipment Audio and video editing software Class or school website |

### Understand significant changes, and the effects of these changes, caused by technology, industrialization, urbanization, and population growth

| Activity | Activity Types* | Technologies |
| Knowledge building | Students research instruments using digital archives, and create graphic models using imaging tools and drawing software. | Wikipedia National Geographic other approved encyclopedic sources Social bookmarking tools like Diigo Google Docs |
| Knowledge Expression | Students create graphic models about chosen instruments | imaging tools and drawing software. |

### Understand concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity

| Activity | Activity Types* | Technologies |
| Knowledge Building: Compare/Contrast | Listen to audio recordings of music, from past to present, in a particular genre of music. Students perform a piece of music from the genre we are learning about and create a video. | audio/video recordings instruments video cameras audio/video editing software |

### Understand significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation states, and social, economic, and political revolutions

| Activity | Activity Types* | Technologies |
| Knowledge Building | Research music genres and socio-economic conditions. | Wikipedia National Geographic other approved encyclopedic sources Social bookmarking tools like Diigo Google Docs |
| Knowledge Building | Teacher leads a discussion to generate questions on how songs can relate to a certain period of time in history. | Smart Boards |
| Knowledge Building | Engage in a simulation of what it was like at certain period of time and make an event out of it (ex. Jazz Club in the 60's, the first Woodstock,etc.). | Costumes and props as desired |
*Activity types derived from http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb2011.pdf