Teaching to Learn, Learning to Teach

FIG. 3.5 (Continued)

SUBJECT: Social Studies/Global History GRADE: High School, 9 or 10

LESSON AIM: Can violent revolutions improve the world?

CONCEPT(S): Revolution, complexity, multiple perspectives, impact of revolution on peo-

ple and society.

MATERIALS: Cassette recorder and tapes of Bob Marley and the Wailers, “Get Up, Stand

Up” and The Beatles, “Revolution.”

INTRODUCTORY ACTIVITY:

A) Explain that today we are going to examine the debate between two famous philoso-

phers about the value of violent revolutions. I am going to play statements by them and

then we will discuss their ideas.

B) Listen to songs by Bob Marley and the Wailers, “Get Up, Stand Up” and John Lennon

and The Beatles, “Revolution.”

C) What are they saying about revolution? Whose philosophy comes closer to your views?

Why?

TRANSITION: What criteria should historians use to evaluate whether violent revolutions

improve the world?

ASSESSMENT: Was I comfortable and fluid in front of the class? Was I able to respond to

student questions? Did the depth and breadth of student participation in discussion dem-

onstrate interest in and understanding of the subject matter?

SUBJECT: Music GRADE: Middle School or High School

(developed by Dean Bacigalupo)

LESSON AIM: What is the message in this music?

CONCEPT(S): Musical imagery, content, context.

MATERIALS: Cassette recorder or CD player and a sample piece of music.

INTRODUCTORY ACTIVITY:

A) Explain that we are going to listen to sample piece of music. Our goals are to learn

how to listen carefully, how to describe what we hear, and how to discover the ways that

music makes us feel and stimulates us to think.

B) Listen to a sample piece of music.

C) Describe the musical content (speed, volume, voices, or instruments). Who do you

imagine is listening to this piece of music? Why? Where and when do you think it is being

played? Explain.

TRANSITION: How does the music make you feel? What does it make you think? How do

the composer and musicians use the music to present a message?

ASSESSMENT: Was I comfortable and fluid in front of the class? Was I able to respond to

student questions? Did the depth and breadth of student participation in discussion dem-

onstrate interest in and understanding of the subject matter?

102 CHAPTER 3