1. The Sounds of War Mrs. Birnbaum

2. In 1964, Bob Dillon captured the feelings of this restless age with his song The Times They Are A-Changing. One year after the death of President Kennedy, and the signing of the Civil Rights Act, Dillon felt the times were changing. His music captured the emotions of a nation.

3. Expression tends to reflect the social and cultural concerns of the society in which it is produced. Therefore, the emergence, development, and spread of rock music can only be fully understood in its social context. “The cultural appeal of rock depends not only on its intrinsic musical qualities but also on an energy that it derives from rock’s aura of rebellion.” (Robertson, 1987) In the award-winning novel Fallen Angels, Walter Dean Myers presents the myriad of experiences of a group of young men who “come of age” during their tour in Vietnam. During this turbulent time, many were concerned with the uncertainty of their future. These emotions and fears surfaced in the music written and sung by artists who used music as a vehicle to share their messages. Musicians and musical groups mentioned in Fallen Angels include: Ramsey Lewis, Wilson Pickett, Jimi Hendrix, Mary Wells, the Shirelles, the Temptations, Diana Ross and the Supremes, and Smokey Robinson and the Miracles. These artists and others during this era portrayed a social climate that caused many to question the beliefs and direction of a nation.

4. Your task is to create a sound track lyrics book and cover that will identify the social climate of the 60s and 70s, and then present that book and share what you discovered about the social climate to the class via a multimedia presentation.

5. Process Analysis : (during the project) Am I achieving my goal? What changes are necessary? How can I improve my project? Reflection : (after the project) Can I formulate a theory about war? Can I propose an alternative plan to avoid war? Can I assess the value or importance of war? What did I learn about the 60s and 702?

6. Step 1: Think about what you know about this time period. Then, brainstorm using a semantic map, the effects of war on a country. You can use the prior knowledge gained from reading and discussing Fallen Angels or The Things They Carried as a place to begin.

7. Step 2: Research music and evaluate the lyrics for those artists who had a message they wanted to send. Think about what the artists hoped to accomplish by using music as a vehicle to both identify the views on war and how music would heal the emotional trauma caused by war.

8. Step 3: Formulate a theory about how music is used during turbulent times as a voice of the people. Does the music provide inspiration and/or just entertainment?

9. Step 4: Develop a database to keep your information organized. Compare, contrast, and analyze the themes, tone, and message of the music. Now – you should be gathering a list of artists who reflect the political and emotional concerns of the era.

10. Step 5: Compile at least ten songs and make a lyrics book of the songs you selected.

11. Step 6: Design a lyrics book cover that is appropriate to the music you selected.

12. Step 7: Prepare a multimedia presentation that showcases your work and that you will use to present your discoveries to the class.

13. Resources There are many websites on the Vietnam War. If you type in anti- war music” from your search engine, you will see many sites to choose from. Remember – your focus is to look for music/lyrics that reflects the social climate during this time period.

14. Lyrics Book Rubric Category4321 Critical Thinking Consistently identifies the themes, tone, and message of the era. Shows clear understanding of connection between the music and the issue of war. Can explain ideas to others. Sometimes identifies the themes, tone, and message of the era. Most of the time shows a level of understanding between the music and the issue of war. Could explain parts of the connection. Rarely identifies the themes, tone, and message of the era. Draws unwarranted or ambiguous conclusions. Explanations are misleading. Never identifies the themes, tone, and message of the era. Lacks a level of understanding between the music and the issue of war. Could not explain the connection. Uses Technology as a Mind Tool Uses technology as a way to access information, and interpret, organize and represent personal knowledge. Clearly sees technology as a way to problem solve. Sometimes uses technology as a way to access, interpret and organize information. Occasionally sees technology as a way to problem solve. Some basic technology is analyzed. Use of technology confines the student to appropriate tools to complete the task but only as directed by the teacher. Students does not interact with technology at a functioning level, and is hindered by the process. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Shows connections between the ear and the culture and what society needs to do to cope with effects of war. Includes essential knowledge about the topic. Subject knowledge appears to be good. Shows a fair understanding of the connection between the war and the culture. Can offer some suggestions about what a society needs to do to cope with effects of war. Includes essential information about the topic but there are several factual errors. Sees the content but has a difficult time making the connections between the effects of war on the people. Content is minimal or there are several factual errors. Does not attempt to make the connections between the effects of war on the people. Organization Content is well organized using heading or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts.

15. Multimedia Project Rubric Category 4321 OrganizationContent is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. MechanicsNo misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar. AttractivenessMakes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance the presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects, etc., but these often distract from the content. ContentCovers topic in depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal or there are several factual errors. Oral PresentationInteresting, well- rehearsed with smooth delivery that holds audience’s attention. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience’s attention. Delivery not smooth, but able to hold audience’s attention most of the time. Delivery not smooth and audience’s attention is lost.

16. Conclusion At the conclusion of this project, you should have a deeper understanding of the 60s and 70s. I hope you will enjoy learning about this revolutionary time in history. Music serves different functions in different societies, and in our society it allowed the younger generation an opportunity to express their thoughts and feelings about the war. What will future generations say about the time you live in? Will the musicians of today become icons of tomorrow?