Unforgivable
Materials:
· Audio system
· Whiteboard
· Computer
Goals of this lesson:
· Apply the knowledge the students have of Native Americans to decipher the lyrics of Lupe Fiasco’s “Unforgivable Youth.”
· Review the information they have learned throughout the unit on Native Americans
· Gain new knowledge of Native Americans that may not have been covered throughout the unit.
· Reinforce the idea of multiple perspectives and how each perspective tells us something different.
MMSD Standards
· Compare and contrast individual perspectives and differences
NCSS Standards
· Time, Continuity, and Change
Materials:
· Audio system
· Whiteboard
· Computer
Activities:
The students will sit at their tables that they are normally at. The teacher will tell the students that this is the last day of the unit on Native Americans and that they will be listening to a song entitled, “Unforgivable Youth,” by Lupe Fiasco. The teacher will tell the students to take notes on the song because they will be getting into groups to have a discussion about the song. The teacher will also give the students a heads up that they should pay very close attention to the lyrics of the song, rather than the rest of it’s components like melody, rhythm, and things of that nature. Some questions that they should be thinking of while listening to the song are:
· Who was Lupe Fiasco talking about? What groups of people?
· Whose perspectives are being captured?
· Who is the audience?
· What are some of the things in the song that we learned from this unit on Native Americans
· Why are we listening to this song?
The teacher will play the song three times for the students because the song is complex and you need to be able to hear it a few times to understand the song.
Once the song is over, the teacher will have students count off 1-5. The teacher will instruct people will get into groups according to their number. For example, the 1’s will be with the 1’s and the 2’s will be with the 2’s. Once the students get together in their groups, they will be instructed to answer the following questions:
1. What was the song about?
2. Why do you think we are closing our unit on Native Americans with this song?
3. Are there multiple perspectives in the song? If so, who’s perspectives are captured?
4. Are their perspectives that weren’t used in the song? If so, who’s?
5. Pull out at least three things in the song that you already knew.
6. Come up with a question as a group about something you don’t understand in the lyrics.
After answering these questions in their groups they will be asked to come and get poster board to make a visual representation of the questions they addressed. The students will be given about 20 minutes to do this. The students will then present their posters to the class. These posters will serve as one way for the teacher to assess the students knowledge of the material they learned throughout the semester and how they could relate that information to the song.
· Audio system
· Whiteboard
· Computer
Goals of this lesson:
· Apply the knowledge the students have of Native Americans to decipher the lyrics of Lupe Fiasco’s “Unforgivable Youth.”
· Review the information they have learned throughout the unit on Native Americans
· Gain new knowledge of Native Americans that may not have been covered throughout the unit.
· Reinforce the idea of multiple perspectives and how each perspective tells us something different.
MMSD Standards
· Compare and contrast individual perspectives and differences
NCSS Standards
· Time, Continuity, and Change
Materials:
· Audio system
· Whiteboard
· Computer
Activities:
The students will sit at their tables that they are normally at. The teacher will tell the students that this is the last day of the unit on Native Americans and that they will be listening to a song entitled, “Unforgivable Youth,” by Lupe Fiasco. The teacher will tell the students to take notes on the song because they will be getting into groups to have a discussion about the song. The teacher will also give the students a heads up that they should pay very close attention to the lyrics of the song, rather than the rest of it’s components like melody, rhythm, and things of that nature. Some questions that they should be thinking of while listening to the song are:
· Who was Lupe Fiasco talking about? What groups of people?
· Whose perspectives are being captured?
· Who is the audience?
· What are some of the things in the song that we learned from this unit on Native Americans
· Why are we listening to this song?
The teacher will play the song three times for the students because the song is complex and you need to be able to hear it a few times to understand the song.
Once the song is over, the teacher will have students count off 1-5. The teacher will instruct people will get into groups according to their number. For example, the 1’s will be with the 1’s and the 2’s will be with the 2’s. Once the students get together in their groups, they will be instructed to answer the following questions:
1. What was the song about?
2. Why do you think we are closing our unit on Native Americans with this song?
3. Are there multiple perspectives in the song? If so, who’s perspectives are captured?
4. Are their perspectives that weren’t used in the song? If so, who’s?
5. Pull out at least three things in the song that you already knew.
6. Come up with a question as a group about something you don’t understand in the lyrics.
After answering these questions in their groups they will be asked to come and get poster board to make a visual representation of the questions they addressed. The students will be given about 20 minutes to do this. The students will then present their posters to the class. These posters will serve as one way for the teacher to assess the students knowledge of the material they learned throughout the semester and how they could relate that information to the song.
