History Lessons/The Cold War - Scott Galloway – ACCESS (OCDE)
Standards: 11.8
5. Describe the increased powers of the presidency in response to…the Cold
War. 8. Discuss forms of popular culture, with their emphasis on their origins
and geographic diffusion (e.g. jazz and other forms of popular music…)
Standards: Grades Nine through Twelve: Historical Research, Evidence, and
point of View:
2. Identify bias and prejudice in historical interpretations 4. …evaluate and
employ information from multiple primary and secondary sources and apply
it in oral and written presentations.
Standards: 10.9 – Students analyze the international developments in the
post-WWII world
1. Compare the economic and military shifts caused by the war,
including…the development of nuclear weapons… 2. Analyze the Cold War…
Essential Questions:

What was The Cold War?

How does the public’s perception of the threat of nuclear war
compare/contrast with government propaganda?

How does a textbook interpretation of history (a secondary source)
differ from a personal account?

How is a musical composition influenced by the culture that creates it?

How have song lyrics expressed the tensions of The Cold War?

How do textbook accounts of The Hiroshima bomb differ from primary
sources such as accounts from Hiroshima survivors, song lyrics, and
U.S. Government propaganda?

How can you use primary sources to understand and explain The Cold
War?
Procedure
1. Teach about the cold war. Front-load student with vocabulary words.
Discuss the difference between capitalism and communism. Have
students complete the vocabulary worksheet as independent practice.
Student will read (or read to them) the textbook interpretations of the
Cold War and Hiroshima.
2. Lesson # 1 - Ground Zero 1945: Have students read the introduction
and study the drawings by Hiroshima survivors. Students will find textbased questions/answers. Students will complete the form to analyze a
primary source, and then use the response frames to write a
paragraph (or more) to compare textbooks with another source.
3. Lesson #2 - Survival Under Attack – Official U.S Government Booklet.
Students will read study, and discuss the booklet, then use the
response frames to write a paragraph (compare and contrast, etc.)
4. Lesson #3 – Cold War Song Lyrics. Students will read and analyze the
lyrics of “Duck and Cover,” “The Great Atomic Power,” and “Winds of
Change.”
5. Lesson #4 – Music/Geography/Culture – Read, discuss, complete
worksheets
6. Lesson #5 – Nuclear Disaster Cooperative Learning exercise
About Response Frames

A Response Frame is a mechanism to support academic language
production.

Response frames help students answer questions – aloud or in writing
– by providing academic language with which to respond.

A response frame is not a “fill-in-the-blank” cloze worksheet (for one
word only), but rather a vehicle for students to “show off what they
know” and write it out in paragraph form.

Envision the ideal response and be ready to provide a model

Response frames are flexible – the student can re-write it the sentence
when necessary
The Cold War (1947 to 1989) - Intro/Summary (in textbook form)
At the end of World War II, there was no general peace treaty. The United States
and the Soviet Union were the principal victors, and they had completely different
forms of government. Great Britain was in no condition to hold the title of worldwide
defender of Democracy, so President Truman took up that burden (The Truman
Doctrine), vowing a policy of containment of the spread of communism. Winston
Churchill, the Prime Minister of Great Britain, described that an "Iron Curtain" had
been drawn through Europe, separating the Democratic Western countries and the
communist eastern countries that had come under the control of the U.S.S.R. The
capitol of Germany had been divided and the Russians prevented the US from
bringing in food by blocking all roads to Berlin. The Berlin Airlift had initiated a
competition between the two great superpowers.
The U.S. had displayed its destructive power by dropping two atomic bombs on
Japan at the end of WWII - and the USSR possessed nuclear weapons by 1949. A
great production of nuclear weapons on both sides ensued, and simultaneously the
"space race" illustrated the competition of technology superiority. Tension increased
between the two great superpowers, causing great political and public anxiety over
the concept of "mutual assured destruction" (MAD), the predicted result if the Cold
War were to indeed turn "hot."
For discussion…
“Capitalism is a cooperative effort – socialism is not! If you were caught with more
than 100 rubels in your possession, you were guilty and you faced a firing squad –
because it is impossible for an individual to have that much money in that system.”
-
Anatol Podolsky M.D. – an Orthopedic Surgeon in Newport Beach, Ca. - was born
in St. Petersburg, Russia. He was an athlete and a member of the USSR National
Team in figure skating. He immigrated to the US having escaped the U.S.S.R.
when he was 25 years old, and he worked as a coach until he was accepted at
UCI medical school. Among his students were Scott Hamilton, Tiffany Chin and
Sasha Cohen.
Atomic Bomb Statistics - from documentary Countdown to Zero 2010
 There are currently over 23,000 nuclear missiles in the world right now.
 It would take 26 minutes for one to reach the USA from Russia.
 Over 40 countries have nuclear weapons.
 There were 76,000 buildings in Hiroshima - 70,000 of them were flattened.
 Today’s nuclear bombs are significantly more powerful than the Hiroshima
bomb.
Events related to/Ramifications of – the Cold War
 The Berlin Airlift
 The Berlin Wall
 Korean Conflict
 Vietnam Conflict
 Space Race – competition of technology between USSR and USA
 Afghanistan War with the U.S.S.R.
 Cuban Missile Crisis
 Red Scare – McCarthyism
 Fall of the Berlin Wall in 1989
Cold War Vocabulary – Definitions from The American Heritage Dictionary
The Cold War – A state of political tension and military rivalry between nations that
stops short of full-scale war
Treaty – A formal agreement between two or more states.
Democracy – Government by the people - exercised either directly, or through
elected representatives.
Burden – Something that is emotionally difficult to bear.
Containment – 1. A policy of checking the expansion of a hostile power 2. A system
designed to prevent the accidental release of radioactive materials form a reactor.
Technology – The application of science, especially in industry
Communism – A system of government in which the State pans and controls the
economy, and a single often authoritarian party holds power
Doctrine – 1. A body of principles, presented for acceptance or belief, as by a
religious, political, or philosophic group 2. A statement of official government policy,
especially in foreign affairs
Capitalism – An economic system in which the means of production and distribution
are privately or corporately owned and development is proportion to the
accumulation and reinvestment of profits gained in a free market
Colonialism – A policy by which a nation maintains or extends its control over
foreign dependencies
Domino Effect- An effect produced when one event sets off a chain of similar
events.
Rival – One who attempts to equal or surpass another
Ramifications – complicating consequences or developments
Atomic – 1. of or relating to an atom 2. Of or employing nuclear energy
Propaganda – Materials disseminated by the advocates of a doctrine or cause
Vocabulary Worksheet (from Collins Cobuild Learner’s Dictionary)
1. A system of government in which people choose their rulers by voting for them
in elections is called_________________.
2. If you describe a problem or a responsibility as a _________________, you
mean that it causes someone a lot of difficulty, worry, or hard work.
3. A ___________ is a written agreement between countries in which they agree
to do certain things.
4.
_________________________ is the political belief that all people are equal,
that there should be no private ownership of business, and that workers
should control the means of producing things.
5. A__________________ is a set of principles or beliefs, especially religious
ones.
6. ______________________ is a economic and political system in which
property, business, and industry are owned by private individuals and not the
State (the government).
7. _______________ is when a country sends its people to inhabit and control
lands in other places.
8.
The argument for containing communism was also to prevent
_________________________________, which theorized that if one country
becomes communist, others around it would follow.
9.
The United States and the U.S.S. R. were _______________ during the Cold
War.
10. There were many _________________________ of the Cold War throughout
the world.
11. The ________________ bomb is also called a Nuclear Bomb.
12. ____________________refers to methods, systems, and devices which are
the result of scientific knowledge being used for practical purposes.
13. ____________________is the information, often inaccurate or biased
information, which a political organization publishes or broadcasts in order to
influence people.
14. When people refer to ________________, they are referring to the situation
of extreme political hostility and tension which existed between the Soviet
bloc and the United States together with its allies in the period after the
second world war and before perestroika (restructuring).
From AGS United States History by John Napp and Wayne King 2001
Why were Atomic Bombs dropped on Japan?
President Truman leaned that the United States had developed a new weapon called the atomic
bomb, or A-bomb. This bomb could end the war, but it would cause enormous loss of Japanese
lives. Truman was advised that over a million soldier’s lives would be lost of Japan was invaded
by land. Such an invasion would also kill countless Japanese people.
In an effort to avoid using the bomb the President gave one last warning to Japan. Japan, however,
refused to surrender. Truman decided that he must approve the use of the atomic bomb on Japan.
On August 6, 1945, from a plane named Enola Gay, the atomic bomb was dropped on the city of
Hiroshima. The weapon destroyed that major Japanese city and instantly killed o wounded
130,000 people. Three days later, a second bomb was dropped on the city of Nagasaki, killing or
wounding 75,000 people. On August 14, 1945, Japan asked for a cease fire – they wanted to end
the fighting. General Macarthur accepted the formal surrender of Japan on September 2, 1945.
World War II, the worst war in history, was finally over.
Lesson: Ground Zero 1945 – John W. Dower - Library of Congress
http:ocw.mit.edu/ans7870/21f/21f.027/groundzero1945/index.html
Focus question: How do textbook accounts of The Hiroshima bomb differ
from primary sources from the cold War such as accounts from Hiroshima
survivors, song lyrics, and U.S. Government propaganda?
Directions: After reading the Introduction by John W. Downer, write
answers (from the text) to these questions:
1. What does “ground zero” mean to most people today?
2. What did the phrase represent in 1945?
3. On what date did Japan surrender?
4. What was one argument against using the A-bomb on Japan to end
the war?
5. How many people died in Hiroshima and Nagasaki?
6. What are “hibakusha?”
Vocabulary
7. What does “stigmatized” mean? (Look this one up in a Dictionary)
Directions: Primary Source Analysis – Choose ONE of the drawings
from ‘Ground Zero 1945” - complete this worksheet:
Citation –name of Artist/Author:__________________________________
Personal information that is relevant to this primary
source________________________________________________________
_____________________________________________________________
Context: Time – When was this created?____________________________
_____________________________________________________________
Context: What was going on in the world when the Hiroshima bomb was
dropped? What was going in the world when the drawing was created?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Communication: What do the illustrations/narrations tell us about the artist’s
interests, feelings, or views? What is the purpose of the drawing?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What kind of imagery does the artist use to support his/her point?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Audience: Who is the intended audience?_________________________
_____________________________________________________________
_____________________________________________________________
Conclusion: How does this primary source further your understanding of a
topic you are currently studying?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Paragraph #1 (Hiroshima Drawings)
Directions: After reviewing the many drawings, write a paragraph
using the following prompts/response frames:
The drawings are convincing because…
Although it was drawn more than 50 years ago, it is still relevant today
because…
Ultimately, we should conclude that…
After studying the drawings, my understanding of the effects Hiroshima
bomb are different than simply reading the textbook, because…
Survival Under Atomic Attack – The Official U.S. Government Booklet
United States Government Printing Office – Washington - 1959
Questions for thought and discussion (DBQs)
When was this written and by who?
What is the overall "tone" or message of this pamphlet?
If you read this in 195_, would it make you feel better about surviving?
WHY would the government want you to feel this way?
How does the description of what to expect from an atomic bomb attack
differ from what you learned from the drawings by Hiroshima survivors?
Paragraph #2 (Government Propaganda)
Directions: After viewing the drawings of the effects of the Atomic
Bomb, compare and contrast this with the image created by the US
government booklet . Use the response frames below to write a
paragraph.
By comparing ___________ to __________, it becomes clear
that_________________.
The comparison reveals that ______________.
Although __________ is ________________, _________ is __________.
The most obvious difference is________________________________.
By comparing __________to ___ we learn____________________.
The differences are important because_______________________________.
NOTE: Do NOT just “fill in the blanks.” Write a paragraph. Us the
response frames to guide you.
Lyrics of songs written during The Cold War
1) SONG: “The Great Atomic Power” by the Louvin Brothers
About The Louvin Brothers…..from Wikipedia
The Louvin Brothers were an American country music duo composed of
brothers Ira Lonnie Loudermilk (1924 – 1965) and Charlie Elzer Loudermilk
(1927 – 2011). This duo helped popularize “close harmony,” a genre of
country music. They began their career in gospel music. Their songs were
heavily influenced by their Baptist faith and warned against sin. Nevertheless,
ira Louvin was notorious for his drinking, womanizing, and volcanic temper.
He was married four times: his third wife Faye shot him four times in the
chest and twice in the hand after allegedly he tried to strangle her with a
telephone cord. Although seriously injured, he survived. Faye is reported to
have said “if the bastard don’t die I’ll shoot him again!” when performing and
drinking, Ira would sometimes become angry enough on stage to smash his
mandolin when he was unable to tune it, and when sober glue it back
together. In 1963, fed up with Ira’s drinking and abusive behavior, Charlie
started a solo career. Ira died on June 20, at the age of 41. A drunk driver
struck his car head-on, and both Ira and his wife were killed instantly. At the
time, a Warrant for Ira’s arrest had been issued on a DUI charge.
Although the brothers are still remembered today for their musical talent,
they are also remembered for the unusual cover of their 1959 album Satan is
Real. Designed by Ira Louvin, the cover features the brothers in their best
white-linen suits standing in a rock quarry in front of a 12-foot tall plywood
rendition of the Devil as several hidden tires soaked in kerosene burn behind
them as fire and brimstone. It has become one of the most startling album
covers in country music history, and it has been posted in discussion threads
as an example of religious views of the era.
From the liner notes of Satan is Real album:
When Ira and Charlie, the Louvin Brothers, lift their voices in high country
harmony, an aura of truthfulness permeates the air. Their sincerity reaches
out and grabs you with such authority that you literally become a part of
their song. When they sing you can actually see the crimson clover and the
bright waving cornfields of the mountain home where they learned the
beautiful old ballads handed down by their kinsmen, and you can see the
little country church where they learned to song the wonderful gospel and
spiritual songs they love so well.
The Great Atomic Power
Artist: The Louvin Brothers (Ira and Charles)
Composer: Charlie Elzer Loudermilk
Label: Capitol/MGM
Genre: gospel (Baptist Faith)/country
Song: The Great Atomic Power
Origin: Alabama, USA
Year composed: circa 1952
Are you (are you) ready
For the great atomic power?
Will you rise and meet your Savior in the air?
Will you shout or will you cry
When the fire rains from on high?
Are you ready for the great atomic power?
Do you fear this man's invention
That they call atomic power
Are we all in great confusion
Do we know the time or hour
When a terrible explosion
May rain down upon our land
Meeting horrible destruction
Blotting out the works of man
There is one way to escape it
Be prepared to meet the lord
Give your heart and soul to Jesus
He will be your shielding sword
He will surely stay beside you
And you'll never taste of death
For your soul will fly to safety
And eternal peace and rest
There's an army who can conquer
All the enemy's great band
It's the regiment of Christians
Guided by the Savior's hand
When the mushrooms of destruction
Fall in all it's fury great
God will surely save His children
From that awful, awful fate
Questions for thought/discussion about the lyrics of “The Great Atomic Power”
Would this song make you feel better about the new atomic bomb if you were living
in the 1950's? Why or why not? Is it optimistic or pessimistic?
What is the intention of the composer - what is the "feel" of the song?
This song was written in the State of Alabama. Do you think it represents the culture
of this State? Why? What does the time and place of a song’s composition have to do
with its style and flavor and the people who created it?
Could this song be considered propaganda? Why or why not?
Text-based questions/responses
In the third verse, the composer compares the explosion to what form of fungi?
Directions: Compose a new (additional) verse!
Paragraph #3 (Song Lyrics)
Directions: Write a paragraph to explain and describe the lyrics of the song
The Great Atomic Power. Use the following response frames to guide you.
The Louvin Brothers music is best described as______________________.
______________________ is an illustration of_______________________.
A defining characteristic is ______________________________________.
They present the position that
_____________________________________________________________
and they urge us to ____________________________________________.
There is no doubt that___________________________________________.
The examination of __________________________leads me to believe that
_________________________________.
NOTE: Do NOT just fill in the blanks – I want you to write a paragraph
USING this tool of response frames!
2) SONG: Duck and Cover - 1951 Civil Defenses film – Archer productions
Wikipedia provides the audio clip (public domain)
There was a turtle by the name of Bert
and Bert the turtle was very alert;
when danger threatened him he never got hurt - he knew just what to do...
He'd duck! [gasp] - And cover! Duck! [gasp] - And cover! (male)
He did what we all must learn to do
(male) You (female) And you (male) And you (deeper male) And you!'
[bang, gasp] Duck, and cover!'
Excerpt from film: “This family knows what to do. Even a thin cloth helps protect them
– even a newspaper can save you from a bad burn.”
3) SONG: Winds of Change Band:The Scorpions (Klaus Meine, 1989)
The band wrote this song during a visit to Moscow in 1989. The previous year, they
became the first hard rock band to play Russia and they returned to play the Moscow
music Peace Festival. At this show, they were inspired by the sight of thousands of
Russian sheering them on even though they were a German band. (source:
songfacts.com)
Vocabulary
Moskva: Russian pronunciation of Moscow (the capitol), named after the river
Gorky Park: a famous park in Moscow
Balalaika: a 3-stringed Russian musical instrument
LYRICS:
I follow the Moskva, down to Gorky Park
Listening to the wind of change
An August summer night, Soldiers passing by
Listening to the wind of change
The world is closing in, Did you ever think
That we could be so close, like brothers
The future's in the air, I can feel it everywhere
Blowing with the wind of change
Chorus: Take me to the magic of the moment On a glory night
Where the children of tomorrow dream away - in the wind of change
Walking down the street, distant memories
Are buried in the past forever
I folow the Moskva, Down to Gorky Park
Listening to the wind of change
The wind of change, blows straight into the face of time
Like a stormwind that will ring the freedom bell
For peace of mind, Let your balalaika sing
What my guitar wants to say
Compare and Contrast – Song Lyrics
Vocabulary
Optimism – to expect the best possible outcome
Pessimism – to expect the worst possible outcome
Glasnost – an official policy of the former Soviet Union emphasizing candid (open) discussion of
social problems
Perestroika – restructuring of the Soviet economic and political system
Directions: Please answer the following questions – please number/ write your responses.
Comparing “Duck and Cover” and “The Great Atomic Power”
1. How does the outlook about the Atomic Bomb differ between “the Great Atomic Power”
and “Duck and Cover?” Which one is pessimistic, which is more optimistic?
2. Consider the sources – why would the different composers convey such differing images?
In what way are they trying to influence you? What is their goal?
Regarding Winds of Change –
1. When was this song written? This was at what point of The Cold War?
2. Do you believe the lyrics are optimistic or pessimistic?
3. In line 9, it mentions “two brothers” – what two things are they referring to?
4. In the chorus, it mentions a “glory night/” - what night was this?
IF you can listen to the music…
What does the feeling of the music itself say about the Cold War?
Is the feeling when listening to the song “Duck and Cover” happy or sad? Why?
*For more lessons using lyrics of songs to teach the Cold War, go to: The Rock and Roll Hall of
Fame & Museum – lesson plans
LESSON – Music/Geography/Culture
1) Anticipatory set
 Materials will include maps; atlases or globes or computer maps.
2) Objectives
 Develop student research skills using the internet, atlases, and globes.
 Increase their knowledge base of world geography.
 Recognize and compare the wide range of musical styles throughout the world.
 Understand geographical influences of culture on music styles.
3) Teacher input – direct teaching (lecture) and discussion
 Discuss the word culture: the attitudes, beliefs, and customs (to include the skills, arts,
traditions of a group). Culture can be described as anything that is considered “normal”
in a particular population. How does it relate to music variety in the world?
 Read Music Styles and Cultures
 Discuss how the culture and geography (physical geography, climate, economic situation,
etc.) of a location can influence musical styles. Music styles are a product of the cultures
that created them. The culture creates the style, and then the music in turn further
influences the culture (lyrics, etc.).
Example: Reggae/Jamaica – discuss how political conflicts and poverty influence Bob Marley’s
lyrics – Jamaican inhabitants are the descendants of very first slaves in the Americas - midnight
reggae festivals are common (equator, cooler at night), etc.
Example: Rock/San Francisco – discuss the left wing liberal democratic nature of the Bay Area
and the hippy movement of the 1960’s in the Haight/Ashbury district, etc. - compare the style
and lyrics of songs of Northern California bands like Santana, The Grateful Dead, etc. to those of
any Beach Boys song lyrics (Southern California)
Example: Compare the lyrics of John Denver’s “Thank god I’m a Country Boy” to that of the
any Rap song (compare country life to urbanization)
Example: Grunge/Seattle – discuss the “Seattle sound” of artists such as Jimi Hendrix, Alice in
Chains, SoundGarden, Nirvana, - indicative of the “feel” of the dark, rainy city
“Can anyone think of any other examples of how culture and music styles are directly related?
How does the culture of the composer influence the music, and vice versa?
4) Guided Practice
 Demonstrate the use of an atlas - ask students to locate selected significant music
locations on the globe, atlas, and internet – tutor as necessary.
5) Independent practice
 Instruct students to work independently or in groups and follow directions – photocopy
and distribute the Music Geography worksheet (following page).
Music Styles & Cultures
Culture plays an important role in music, because all music is a reflection of the people and
expressions of those who create it. Culture is the attitudes, beliefs, and customs/ traditions of a
group of people. Basically, culture is whatever is “normal” to any particular group at that time.
Styles of music develop as a result of the influence of the culture in which it is created. The lyrics
of a composition can tell you a lot about not only the composer, but the time and place in which it
the song was produced. The following summaries are brief descriptions of a sample of various
musical styles and the cultures that developed them (but certainly not all of them).
Classical – Classical music is a style of music that stands apart from traditional or popular music.
It includes Operas and Symphonies. It is played mainly on instruments such as the violin and
piano, often with a full orchestra. It reflected the scientific and romantic thinking of the times in
Europe from 1600 to 1825. Classical composers almost always wrote their works for specific
occasions. Symphony is a form of classical music written for an orchestra, which is composed of
55 musicians. Opera is a form of a musical play – depicting a story – in which all of the words
are sung. Wolfgang Amadeus Mozart (Austria 1756 - 1791) was considered a prodigy – he was
composing classical music at the age of five. Ludwig Von Beethoven (Germany 1770 - 1827)
continued to compose even after became deaf. Other notable classical musicians include Bach,
Tchaikovsky, Handel, Chopin, and Wagner.
Blues – Blues originates from Africans who were brought to the US for slavery. “Singing the
blues” was not just a form of entertainment, it was a way to relieve the hardships of slavery. The
blues also grew out of post-civil war conditions in the rural south and crowded northern cities as
hopes of freedom and were stifled by discrimination and few opportunities. The blues are meant
to make you feel better by getting it all out. Consider Frederick Douglas’ account when he said
“slaves sing most when they are most unhappy. The songs of the slave represent the sorrows of
his heart. He is relieved by them, only as an aching heart is relieved by its tears.” Blues is
typically based on a particular twelve bar progression. Blues is commonly associated with the
cities of Chicago, Illinois (jump blues), New Orleans, Louisiana (slow-tempo “lazy” beat), and
Texas (“Texas shuffle”). Famous blues musicians include Robert Johnson, T-Bone Walker,
John Lee Hooker, Howlin’ Wolf, Bo Diddley, and B.B. King.
Rap/Hip-Hop – Rap and hip-hop are a product of urbanization, which is the development of a
culture that is the result of the crowded intensity of a city lifestyle. Rap is an energetic and
“talky” form that often highlights the harsh realities of urban America.
Popular rappers include Snoop Doggie-Dog, Fifty-Cent, and Tupac Shakur.
Gospel – The word “gospel” comes from the root words meaning “good tale.” This reflects the
intent of the music – to tell the “good news” of the New Testament. In states such as Tennessee
and Mississippi, members of the Baptist church would sing spirited songs accompanied by
tambourines, drums, and piano.
Jazz – Jazz, like Blues, is authentic American music. Jazz developed, or evolved, from blues
when blacks were taught to use traditional wind instruments such as saxophones in the military
during the Civil War (1861 to 1865), the Spanish American War (1898 to 1901) and World War I
(1914-1919). Jazz, as well as Rock and Roll, helped to break down social racial barriers when
white people would visit black nightclubs to experience the talent of black jazz musicians. Jazz is
largely based on the concept of improvisation, spontaneous musical invention, which means
making it up as you go. There are, of course, certain boundaries and a general arrangement of the
tune to follow, but what goes in between is up to the musician, especially during a solo. Generally,
jazz music emphasizes the “back beat” – the accent is on beats two and four rather than one and
three. There are many varieties of Jazz including Ragtime, Dixieland, Be Bop, Swing, Latin Jazz,
just to name a few. Jazz is strongly associated with New Orleans, Louisiana, the birthplace of
Jazz, and the many Jazz musicians who are from there, such as Luis Armstrong. Other notable
jazz musicians include Miles Davis, Duke Ellington, Count Basie, Dizzie Gillespie, and
Charlie Parker, Wynton Marsalis, and Branford Marsalis.
Motown – Motown is actually the name of the record label (record producing company) created
by Barry Gordy in Detroit, Michigan in 1959. There were so many black artists “signed” (having
a business contract) with this label that its name became synonymous with a certain style of
soulful music created by these musicians in the fifties, sixties, and seventies that evolved from
gospel and early rhythm and blues. It developed into what became known as “the Motown
sound,” which Wikipedia describes as “a style of soul music with a distinct pop influence.”
Examples of musicians who developed the Motown sound are Marvin Gaye, the Jackson Five,
James Brown, TheTemptations, and Diana Ross.
Reggae – Reggae is a style that has a strong Afro-Cuban background with strong melodic basslines. A musician from Jamaica named Bob Marley made reggae popular worldwide. It is
commonly associated with the Rastafarian religion, which believes that Africa is the black
person’s spiritual home, to which they are destined to return. Reggae lyrics often express the
struggle of the people of the poor Caribbean countries and the governments that they believe are
oppressive. Other notable reggae artists/bands include Steel Pulse, Bunny Wailer, Third World,
and Eek-A-Mouse.
Rock – Rock developed in the 1950’s from a combination of rhythm and blues, country, and
gospel. Rock is often perceived as a rebellious or anti-establishment style of music, representative
of a young generation that seeks its own identity. After WWII and during the “cold war”
(America’s commitment to contain communism and competition with Russia to build nuclear
weapons), the ideology of the 1950’s was of security and stability. Musicians such as Elvis
Presley were a symbol to many young people’s protest against the conservative ways of their
parents. In the 1960’s, rock was a medium for protesting against the actions of the government
(Vietnam, etc.). Rock played a significant role in breaking down the racial barriers of the time.
When “white” radio stations began playing “black music” and white kids went to black
neighborhoods to hear black bands and were not bothered, you had a breakdown of the racial
barriers that were prevalent in that time. Rock has developed into many separate categories,
although many would agree that these titles are created by the industry simply in order to know
what to call a genre in order to market it. Rock progressed from R&B (Rhythm and Blues) type
bands such as Presley and Chuck Berry to the “British Invasion” (The Beatles, The Rolling
Stones, etc.) which includes what we now call “classic rock,” then there was “pop” or “soft” rock
(The Eagles, etc.) then “punk rock” (Sex Pistols, etc.) then “Hard Rock” (Led Zeppelin,
Aerosmith, Van Halen)” and “Heavy Metal” (Black Sabbath, Judas Priest, etc.), then “speed
metal” (Anthrax, Pantera) and “Goth” (Marilyn Manson, etc.).
National Anthems – Most countries have their own officially designated national anthem, which
is a song of praise or devotion to one’s country. Anthems are the musical equivalent to the
country’s motto or flag and are meant to stir pride and evoke patriotism. They are often
performed on ceremonial occasions, particularly to honor the head of state. Our national anthem
is the Star Spangled Banner – the lyrics were written about the U.S. flag that flew over fort
McHenry during a battle of the war of 1812 and were then put to a tune that was originally a
British drinking song. It was written by Francis Scott Keys, a witness to the event. He was
being held as a prisoner on a British ship during the battle.
Funk – Another authentic American style is funk – an offshoot of soul, R&B, Motown and rock.
This danceable style emerged in the 1960’s and 1970’s. Some would say that James Brown
(signed to Motown) was the creator of this style. Veteran musician George Clinton of the band
Parliament (later known as Parliament-Funkadelic or P-Funk) is often credited as an innovator
of funk. Strong bass lines and a “slap-pluck” style of bass-playing are usually prominent. It
usually promotes a heavy downbeat or emphasis “on the one” (the first beat of the measure). It
was a great influence on the development of disco and hip-hop. Popular funk bands include The
Meters, Bootsy Collins (bassist for P-funk and James Brown), The Brothers Johnson, and
Cameo. Two popular bands of funk in the 70’s were Sly and the Family Stone and Tower of
Power – both from the San Francisco Bay Area.
MUSIC – Cultures/Styles worksheet
1. The customs and traditions of a group of people is called
it’s______________________.
2. Write the names of two famous composers of classical music.
3. Classical music was created in countries located in which continent?
4. Name one city that is closely associated with the style known as “The Blues.”
5. Jazz music emphasizes the “back beat” or “upbeat” rather than the “down beat” – this
puts the accent on beats ______________________ rather than the “one” and “three”
beats.
6. Name two people who are famous Jazz musicians.
7. The record label Motown originated in (this place) _____________________.
8. The Beatles came from a country known as The United Kingdom
of_________________________________________________.
9. The Star Spangled Banner was written about a battle during which American war?
10. Our national anthem was written by _________________________________.
Lesson Plan – Cooperative Learning - Nuclear Disaster
I Introduction/Anticipatory Set
 Set behavioral standards - give overview/review of Cold War
II Objectives – Students will…
 exercise critical thinking skills
 practice collaboration – small group decision making skills
 recognize how each of the people in question contribute to a productive,
functioning society
 realize that when individual rights (Bill of Rights, etc.) are
neglected, decision makers “play god” – unfair/unethical use of power

realize the potential chaos associated with nuclear war

synthesize concepts – relate knowledge from different areas

evaluate - make choices based on reasoned judgement, and recognize
subjectivity
III Instruction


Read the directions (see attached), answer students’ questions
Read Duties – explain that each student has a specific task
Facilitator – acts as the leader and keeps the group working – encourages
participation
Observer – carefully watches the performance of the group to point out its
strengths and weaknesses. Fills out Group Evaluation form
Questioner – the only person in the group who is to direct group questions
regarding the assignment to the teacher. This person will inform the members of
the group.



Recorder – keeps track of the work and decisions/conclusions
Set behavioral standards
-“Please maintain a tolerable volume level”
Review vocabulary words (ethics, dilemma, consensus, etc.) and encourage
students to use them during the lesson
Ask students to move into their groups of four (five if necessary)
IV Guided Practice: Moving from group to group…




stress the significance of the decision at hand
encourage discussion - play “devil’s advocate”
encourage “higher level” thinking (Socratic Method, Bloom’s Taxonomy)
keep students aware of their individual duties
V Closure/Evaluation/Independent Practice



Ask the Recorder of each group to review their conclusions with the class
Ask “How did it make you feel to have to make these decisions? Did it seem
fair? Did you notice any personal BIASES influencing decisions?
Make sure the Observer fills out the Group Evaluation form
Nuclear Disaster Lesson
Hypothetical Situation:
Three days ago, nuclear war broke out around the world with massive attacks in all
heavily populated areas. For the first two hours, radio broadcasts reported tremendous
damage and loss of life in all areas, including the total annihilation of most of Earth’s
population. For the past hour, there have been no radio broadcasts and no television
communication.
Fortunately, you and three other people (your group) were able to reach a fallout shelter
in time to take cover and survive the initial devastation. Unfortunately, there are another
twelve people outside of your shelter who also survived the initial blast, but will probably
die of exposure to radioactive fallout if they are not allowed to enter the safety of your
shelter within the next twenty minutes. You must assume that you and your group, and
those who are waiting to enter your shelter, are the only survivors of the war.
Here is the dilemma: there are already the four of you in the fallout shelter, and there
are twelve more people waiting outside, but there is not enough food, water, or other
supplies to keep all of you alive until the atmosphere is safe. To survive, the people
must stay inside the fallout shelter for at least three months. The problem is that if all of
you stay in the shelter, all of you will starve or dehydrate to death. There are supplies
enough to allow a total of only eleven people in the shelter. Your group and twelve more
makes sixteen – that means FIVE people have to be turned away. What are you going
to do?
Objective:
Your task is to decide, based on the information given, which seven people will be
allowed to enter the shelter (and live) and which five people will be required to stay
outside (and probably die). We will assume that those who are selected to stay outside
will do so peacefully. There are no police, and there is no enforcement of laws. There
are, however, ethical issues to deal with, but you must remember that at issue is the
survival of humans on Earth. The “bottom line” is that if human beings are to repopulate
Earth, such re-population will begin with those survivors chosen by your group. You
must carefully analyze the character of each person, and decide who is worthy of
survival and who must go.
Procedure:
Take five minutes to quietly and carefully read the instructions below, then examine and
evaluate all information about each of the twelve persons. Consider their health,
experience, age, sex, and intelligence. Choose the five you would have leave the
shelter. After you have read analyzed the information about the people outside the
shelter, you will be placed with a group of three other students (four to five per group).
Take five minutes to look over the information. After five minutes, you will move
into your groups. Your teacher will write the groups/members on the whiteboard.
Directions:
1. First, each of you in your group will have a separate duty. Look at the Duty
Cards and decide among you who will serve which roles. There are four duties:
inquisitor, facilitator, observer (evaluator), and recorder.
Inquisitor: This is the only person in the group who is allowed to ask questions to the
teacher. If your group needs assistance, you had better be clear about what question it
is that the inquisitor will present to the teacher. You should probably write it down. Be
sure to show the teacher your “duty card” to confirm that you are in fact the Inquisitor
when you approach the teacher.
Facilitator: It is the facilitator’s duty to keep the group on task. If someone is not
participating, you should solicit their involvement.
Observer/Evaluator: The observer will pay attention to each member of your group and
determine whether or not they did their part to contribute to reaching a decision. You will
fill out a “participation analysis” form for each member of the group.
Recorder: The recorder will take notes about WHY your group made the decisions they
did, and write down your conclusions – be prepared to share this information with the
class.
2. You will need to decide on a name for your group. The recorder should write
down the name.
3. Now you should discuss the bomb-shelter situation, and each person should
present his or her decisions to the rest of the group. Remember, each group
member is responsible for fulfilling their role (duty) at the same time that you
analyze the information about each of the people outside. The goal is to reach a
consensus among the group as to who should stay in the shelter and who
should go. Fill out the forms I have distributed. Be prepared to present your
conclusions to the class.
Robert Robertson
Sex: Male
Age: 43
Health: good
Education: two years college
Work Experience: two years military,
fifteen years farming
Rachel Robertson
Sex: Female
Health: Excellent
Age: 13
Education: Middle School student
Work Experience: none
John Doe
Sex: Male
Age: 25
Health: Fair
Education: BA Degree, Education
Experience: Two years, Substitute Teacher
Teresa Twotone
Sex: Female
Age 28
Health: good
Education: PhD, Music theory
Work Experience: performing musician
Fanny Frued
Sex: Female
Age: 50
Health: fair (heart condition)
Education: Masters Degree in Psychology
Work Experience: 20 years as a mental
health case-worker
Matt Musclehead
Sex: Male
Age: 29
Health: Excellent
Education: technical school graduate
Work Experience: 10 years heavy
construction and welding
Lucy Lovely
Sex: Female
Age: 24
Health: Excellent
Education: High School graduate
Work Experience: 3 years experience retail
sales
Barry Budget
Male, Husband of Bessy Budget
Age: 60
Health: good
Education: BS in Business
Work Experience: 5 years Bank Teller, 5
years financial
advisor, Bank President 20 years
Bessy Budget
Female: Wife of Barry Budget
Age: 62
Health: fair
Education: AA Degree
Work Experience: 35 years Homemaker
Nancy Knowsbetter
Sex: Female
Age 39
Health: poor
Education: medical School graduate
Work Experience: 10 years general family
medical practice
Wayne Wire
Sex: Male
Age 54
Health: Excellent
Education: High School Graduate, highly
trained in electronics
Work Experience: 25 years US Navy
electronics technician
Bernie Burnout
Sex: Male
Age 48
Health: Poor
Education: High School Diploma
Work Experience: 10 years at a car wash
Evaluator’s form
Group Member:____________________________________
Did this member contribute to the discussion? Circle one: Yes No
Write down one notable question or comment or opinion that they
shared with the group.
_______________________________________________________
_______________________________________________________
_______________________________________________________
Group Member:____________________________________
Did this member contribute to the discussion? Circle one: Yes No
Write down one notable question or comment or opinion that they
shared with the group.
_______________________________________________________
_______________________________________________________
_______________________________________________________
Group Member:____________________________________
Did this member contribute to the discussion? Circle One: Yes No
Write down one notable question or comment or opinion that they
shared with the group.
_______________________________________________________