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Group Discussion
Hi Cindy! Do you have any preference as to which sound recording we use? I was thinking one of the Popular Vocals or Spoken word recordings could be interesting, but I'm open to alternatives. Let me know.--Brian

Hi Brian - Sorry, I was out of town and am just now getting back to you. I selfishly really like this one on immigration: http://memory.loc.gov/cgi-bin/query/r?ammem/papr:@filreq%28@field%28NUMBER+@band%28edrs+50357r%29%29+@field%28COLLID+edison%29%29

"Don't bite the hand that's feeding you". I am going to use this for 5-C anyway, so if you have another one that you would like to use, I'm open to anything - I'm very flexible. Just let me know what you'd like to use. Cindy

That will work just fine for me, Cindy. I'll start to work on it later today or tonight and post a first draft of our NARA sheet. No problem being out of town. I'm headed out on Sat, so I'll try to work lots today and tomorrow. Thanks!

Update: 1st draft of worksheet posted. I did not fill everything in, but got a decent start. TAke a look and feel free to add to it. Then I'll go back over it again.

Brian - I am attempting to upload a second draft of the analysis. Let me know what you think. Cindy I ended up having to take a screen shot and then upload. I have had problems editing and saving on PDF files. Can you make these adjustments and add to the PDF as the 2nd draft?? Thanks, Cindy

Cindy--I made all the additions you had from both files and have posted a new copy. This was an excellent song choice. I've never heard it before but I nearly fell out of my seat the first time I listened to the words! Could you imagine the outrage if someone tried to perform something like this today? Also--Let me know if there's anything else to add. I'll take another look at it tomorrow with fresh eyes. Question F has me a bit stumped. I put an answer, but would like to add more. Unfortunately the doc doesn't allow more space!

Thanks so much Brian! It looks great other than it doesn't seem to have the Step 2 A and B where you have to check one - which type of sounds recording (other), and unique physical qualities (music). I think we're ready to finalize! Thanks for all your hard work!! Cindy - How do we add an additional page in order to: (I moved it below--bw)

I didn't really specifically address the critical thinking skills, if you would like to add that, it would be great.

Hi CIndy--I put a final copy of the file above with that bubble checked. So the PDF is now done. As far as the other questions, I'll just add to you answers and leave them below--I think that several of your activities already have critical thinking imbedded within them, (any time you analzye you use critical thinking) but I'll see what I can come up with. Thanks for all your help with this! I'm going out of town tomorrow, so I'll work on this today and/or tonight. Then I think we'll be in pretty good shape.

Looks awesome/sounds perfect! Again thanks for all your hard work! Cindy

**Answers to Questions:** (Cindy started these. Brian's additions are in blue )
 * Describe your reasons for selecting this particular recording. (Selfishly, I suggested it as it goes along with my American Dream/Immigration unit) (cp)Explain why you believe this recording could be effective with students. (I think it will be effective to show students that even as far back as the early 1900s, there were questions/concerns on Immigration. This is not just a current issue.)(cp) I teach history classes and my 8th grades study this time period and immigration, so it fits perfectly with my curriculum too! I was unfamiliar with the song prior to this, but I can see why Cindy suggested it.

Thanks so very much Brian for your excellent additions/suggestions! Have a great weekend! --Cindy You're welcome-and than you too! Getting ready to pack :) --Brian.
 * Describe at least 5 ways the recording you selected could be used in the classroom. Try to expand ideas for different subject areas and/or grade levels. For each lesson idea, include a brief description of how this activity could help promote critical thinking skills in students.
 * 1. Students could compare this song to other songs dealing with immigration -(including any more modern songs about immigrants) find differing viewpoints on the topic of immigration. Students could analyze the different musical qualities of these songs. Students could then learn and sing these songs and record them on Voice Thread. Choir (Upper Middle School/High School)(cp)
 * 2. Students could focus on the lyrics and analyze the poetry involved. Language Arts (Upper Middle School/High School)(cp) Then students could research the time period to see why a song like this would have been written and analyze the history. (bw)
 * 3. Students could rewrite the lyrics from the opposing viewpoint. Language Arts/Social Studies (Upper Middle School/High School)(cp)
 * 4. Students could research further songs written by same author, songs sung by the same vocalist, music written by the same composer and compare/contrast each of these using a Venn Diagram or other graphic organizer . General Music (Middle School)(cp)
 * 5. Students could illustrate this song/find pics to create a animoto supporting this audio. Art (Upper Middle School/High School)(cp) Or, students could find political cartoons that deal with immigration (like the ones we used earlier in class) and compare and contrast the song with a cartoon.