Text Only Cases: Wise Practice Database
(items to be linked by IU in blue)
Case Lesson
Topic: Cold War: Music Analysis
Persistent Issue: What actions are justified when pursuing the welfare or security of a
nation?
Central Question: Was the United States justified in its continued pursuit of nuclear
weapons following the conclusion of World War II?
Grade Level: 10
Case Type: Text Only: Music Analysis
Physical Location (URL) of Folder containing Lesson Files:
http://dp.crlt.indiana.edu/textcases/musicanalysis-coldwar
Existing Location on PIH Network:
Admin Public Folder – Summer 2008 Seminar Unit – Music Analysis Activity
Lesson Summary and Narrative: (extract from materials on PIH Network; use blue for
items IU needs to link)
Purposes:
- Students will analyze 4 Cold War era songs to determine what perspective they provide
on the unit's central question.
- Students will interpret the tone, melody, and rhythm of 6 Cold War era songs.
- Students will summarize the evidence and perspective of each Cold War era song.
Materials:
- PIH Website
- Cold War Analysis Sheet - Song Set A
- Cold War Analysis Sheet - Song Set B
- Computer Lab
Assessment:
Students will be informally assessed as they complete the Song Analysis Activity.
Students will be also be assessed on the thoroughness and thoughtfulness of their Cold
War Analysis Sheets.
Narrative:
After the class is introduced to the main concepts of the Cold War in an interactive
lecture, students will be broken into pairs and will be directed to examine a total of six
Cold War songs, each of which includes embedded definitional, background, and
metacognitive links. Three songs favor the development of nuclear technologies while
three songs oppose their development.
1. Prior to beginning work, the class will be reminded that they will be hired to write and
give a persuasive speech taking a position on nuclear proliferation that also accounts for
opposing positions.
2. Students will be given hard scaffolds that will assist them in analyzing the song sets
and in synthesizing information they collect.
Interpreting Cold War Songs Activity (see below for activity narrative)
Cold War Analysis Sheet - Song Set A
Cold War Analysis Sheet - Song Set B
Document Analysis Activity: Cold War Historical Music
Was America justified in pursuing nuclear weapons following the conclusion of World War
II?
Directions
You have been hired by an American special interest group to develop a persuasive speech that
will seek to convince the public that America should or should not pursue the development of
more nuclear weapons. The position you will argue is up to you but it should be well grounded in
evidence from our unit of study.
Work in pairs to analyze the two Cold War Song Sets that are linked below. Be sure to complete
the accompanying handouts. You will need them to assist you in writing your persuasive speech.
Keep in mind that the persuasive speech you create must include arguments supporting your
chosen perspective but it must also include criticisms of the opposing perspective.
Steps for Success
1. Plug in your headphones and independently listen to the song while reading along with the
lyrics. Pay attention to the words, the tone of the song, and its melody.
2. Together with your partner, reread the songs without the music, paying close attention to the
embedded information.
3. Complete the handout that matches the song set you are examining. It will assist you in
thinking through the songs and in synthesizing what you learn.
Cold War Song Set A
Atom and Evil
Atomic Sermon

Cold War Analysis Sheet - Song Set A
Cold War Song Set B
When They Drop the Atomic Bomb
Dawn of Correction

Cold War Analysis Sheet - Song Set B
Lesson Materials: (list items in order of use here; title clearly; provide electronic copy)
1. Cold War Analysis Sheet - Song Set A (.doc)
2. Cold War Analysis Sheet – Song Set B (.doc)
3. Music Analysis Activity
a. Atom & Evil (.asf & .html) – annotation doc provided
b. Atomic Sermon (.asf & .html) – annotation doc provided
c. When They Drop the Atomic Bomb (.mp3 & .html) – annotation doc
provided
d. Dawn of Correction (.mp3 & .html) – annotation doc provided
Student Work Samples: (list items if available; provide electronic version or photo)
Case Background
Teacher Biography: (cases in which one teacher was main creator: write or extract from
PIH Network)
Jay Howell has been a member of the PIH staff since June 2006. His primary obligations
include assisting in various aspects of the Persistent Issues in History (PIH) summer
seminar, coordinating PIH Lesson Study activities, editing PIH video cases, and various
other curriculum development activities.
Jay graduated from Auburn University with a B.S. degree in Secondary Social Science
Education in 2001 and a Masters in Education in 2008. He is currently completing his
doctoral work at Auburn.
Prior to returning to Auburn, Jay was employed at Eagles Landing High School in
McDonough, Georgia where he taught World History and World Geography for 5 years.
Additional Materials: (link to unit related materials)