American History and Music MashUp

Idbin Acosta and Kenneth Bonanken

National University
 American History and Music MashUp

Learning Outcome

The students will understand the impact music had on the people in the U.S. during the

1920s.

Content Area Standards (content area, number, and full statement from each

discipline WITH DOK level identified.)

California Content Standard for Social Science (9-12 grade)

11.5 Students analyze the major political, social, economic, technological, and

cultural developments of the 1920s.

California State Standards for Music Education Content area standard (9-12 grade)

3.1 Identify the sources of musical genres of the United States, trace the evolution of

those genres, and cite well-known musicians associated with them.

DOK Level:

Level 2- Skill/Concept

Pre-Assessment (To be submitted for assignment 4B; shown at end of document)

The students would make a list of as many musicians and songs they can name from the

1920s. The musicians can be from anywhere as long as they had an impact in the U.S.

during this decade. Half a point extra credit will be rewarded to the student for every

correct listening.

Post-Assessment (To be submitted for assignment 4B; shown at end of document)

Students will create a presentation for the class about a musician or song who/that had a

major influence on the culture in 1920. The students will be given a list of questions that

they will be asked to answer for their project:

 Who is the musician/What is the song you chose to present about?

Share the musician/song's background (history, meaning, etc.).

What is the significance this musician/song had on the nation during the 1920s?

What might have been different had the musician/song not had his/her/its effect on

the nation?

Learning Product/Presentation/Expression - The actual lesson design.

After students take the pre-assessment quiz, they will be presented the unit in American

History, which goes over the 1920s, more specifically American culture of the decade. The

students will be introduced to music and artists of the era, as well as how their music

influenced American culture and how music in general was important to the people of the

U.S. during this period. The students will also get to listen to some of the most famous

songs and voices of that decade, as well as the influence it has had on the evolution of music

from the 1920s to today. Lastly, the students will get to individually look into artists and

songs of their choosing and present what they learned about the song or musician they

chose to research.

Rationale - Why are you doing what you are doing...?

The U.S. has always had a rich culture that is now shared with the entirety of the world.

Music is a big part of American culture and has been for decades. The Roaring 20s, although

almost a century ago, was similar in the sense that culture was widespread and music has

often been the pinnacle of culture.

Reflection (Bonanken) - Reflect on the process of collaborating with a classmate, and

the insights you have gained.

Working with a classmate, Idbin in this case, was easy. We are both students who want to

do things quickly and efficiently. He is my ideal work partner, and we also got along quite

well. However, personally I am someone who prefers to work alone. Creating lesson plans

is no different. Although I do see the good that can come out of multiple subjects being

taught collaboratively in special cases like this one, I still believe it is better to keep the

general subjects separated.

Formative Assessment

Artist/Song List

Name as many musicians and songs from the 1920s in the United States as you can. Half a

point of extra credit will be added to the final grade of your presentation for every musician

or song correctly named from the 1920s.

1. _________________________ 17. _________________________

2. _________________________ 18. _________________________

3. _________________________ 19. _________________________

4. _________________________ 20. _________________________

5. _________________________ 21. _________________________

6. _________________________ 22. _________________________

7. _________________________ 23. _________________________

8. _________________________ 24. _________________________

9. _________________________ 25. _________________________

10. _________________________ 26. _________________________

11. _________________________ 27. _________________________

12. _________________________ 28. _________________________

13. _________________________ 29. _________________________

14. _________________________ 30. _________________________

15. _________________________ 31. _________________________

16. _________________________ 32. _________________________

Rubric

Credit No Credit
Artist/Song Artist/Song specific to the Artist/Song not specific to
1920s in the US the 1920s in the US
Summative Assessment Rubric

Presenting Your Artist/Song

For this activity, you will research and present a musician or song that left an impact on the

culture of the American 1920s. When creating your presentations, be sure to explain the

following in as best detail as you can:

Who is the musician/What is the song you chose to present about?

Share the musician/song's background (history, meaning, etc.).

What is the significance this musician/song had on the nation during the 1920s?

What might have been different had the musician/song not had his/her/its effect on

the nation?

Be sure to give credit to your resources in a reference list (APA format). Extra credit will be

given for using visual aids (PowerPoint, Prezi, etc.)

Rubric

4 3 2 1 0
Artist/Song Artist/Song Artist/Song N/A Artist/Song Not
was chosen chosen, not chosen, not me
and clearly clearly stated clearly stated t
stated in Title in title. in document.
Background Details on Details on Details on Details on Not
information musicians life musicians life musicians life musicians life me
on subject and rise are and rise are and rise are and rise are t
clearly described with described with mentioned;
described with some detail; little detail; songs details
detail; songs songs details songs details on writer,
details on on writer, on writer, performer, etc.
writer, performer, etc. performer, etc. are mentioned.
performer, etc. described with described with
clearly some detail. little detail.
described with
detail.
How the Presentation Presentation Presentation Presentation Not
musician/son describes the describes the describes the mentions the me
g influenced musician/song musician/song musician/song musician/song t
American s impact on s impact on s impact on s impact on
culture in the American American American American
1920s culture in the culture in the culture in the culture in the
1920s in great 1920s in some 1920s in little 1920s.
detail. detail. detail.
What may Presenter Presenter Presenter Presenter Not
have been explains in explains in explains how briefly explains me
different had detail how detail how he/she how he/she t
the he/she he/she believes things believes things
musician/son believes things believes things may have been may have been
g not had its may have been may have been different had different had
impact on the different had different had the subject of the subject of
nation at that the subject of the subject of the the
time. the the presentation presentation
presentation presentation not had the not had the
not had the not had the impact that impact that
impact that impact that he/she/it had he/she/it had
he/she/it had he/she/it had on American on American
on American on American culture. culture.
culture. culture. Arguments not Arguments not
Arguments are Arguments not backed up with backed up with
 backed up with backed up with sources. sources.
sources. sources.
Reference A reference A reference N/A A reference Not
Page page is turned page is turned page is turned me
in with the in with the in with the t
project; correct project; correct project; not
APA format. APA format APA format.
attempted.