A Lesson on culture in Southern Sudan-Focus on Music
Teacher: Ms. Leigha Minnick
Supervising Instructor: Katrina Kennett
Grade level and number of students: 5–8, 16 students
*This lesson would be more suited for 6–8th graders; however, would be acceptable at an advanced 5th grade level.
Lesson Standard: Not all benchmarks may be obtained in one lesson, but are accessible throughout the Africa unit.
- Anchor Standard #11- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding, including traditional and contemporary artistic ideas and works by American Indians. Demonstrate understanding of the connection between music and its historical and cultural context.
- Content Standard 6- Students demonstrate an understanding of the impact of human interaction and cultural diversity.
Benchmarks:
End of Grade 8
- Compare and illustrate the ways various groups meet human needs and concerns and contribute to personal identity.
- Explain and give examples of how human expression contributes to the development and transmission of culture.
- Identify and differentiate ways regional, ethnic and national cultures influence individual’s daily lives and personal choices.
5. Explain the cultural contributions of, and tensions between, racial and ethnic groups in Montana, the United States, and the world.
6. Identify and describe the stratification of individuals within social groups.
Connection:
Student will observe and demonstrate their understanding of the impact that the war had on the culture in the Southern Sudan. Previously the students have read “A Long Walk to Water” which takes place during the Civil War of 1985 in Southern Sudan.
Lesson Objective(s):
- Provide background information and resources students will present their research and demonstrate their understanding of the effects of war on a culture, gauged on a rubric checklist(provided below).
Time: 55 Minutes- Possible 2 day lesson
Materials:
- Paper
- Pencil or Pen
- “A Long Walk To Water” By Linda Sue Park
- Ipad(computer access is sufficient if Ipads are unavailable.)
- Projector/SmartBoard
Teacher Resources:
- World Music Network
- Music in Africa:Media and Music in South Sudan
- Music in Africa: Cultural Activism in South Sudan
- National Geographic: Can Archivist Save the World’s Newest Nation
- “A Long Walk to Water” by Linda Sue Park
Differentiation:
- Whole group
This is the general plan of instruction.
- Pre-instructional subgroup
This is a continuation of a Unit on Africa, all student have previously participated.
- Instructional subgroup
This is the focus of the lesson.
- Proficient subgroup
None necessary
Accommodations or Modifications:
None necessary
Pre-assessment:
Student will be asked about their prior knowledge about the Southern Sudan, also provides a recap. Students have previously read “A Long Walk to Water”, which discusses the Southern Sudan. This is will be a discussion among the class. Assessment will be completed as a whole.
Instructional Sequence:
- Students will be prompted with a question about the Southern Sudan. To find out prior knowledge about the country. Students have previously been introduced to the topic and should be able to provide some sort of prior knowledge. This will lead into a discussion(oral communication) that will be assessed visually as completed.
- After the discussion, I will then ask the students to write at the top of their paper, “What is culture?” Using as few sentences as possible I would like them to personally identify what culture is.
Culture as defined by Merriam-Webster Dictionary:
3. Students will be split into 2 groups (depending on class size), in these groups the students will talk about what they defined culture as.
4. Before listing the definition from the dictionary, as a class we will form “our” definition of culture.
5. After we have OUR definition, we will now discuss — “How does culture change?” This will be a continuation of the previous classroom discussion.
THE LESSON WILL CONTINUE IN TWO PARTS — DUE TO LENGTH
6. Breaking back into our groups, the teacher will now as the students to reflect back on the reading the completed last week, “A Long Walk to Water” by Linda Sue Park. (Have book in hand, we will be using this!) Prompted with, “how does what we read relate to what we are talking about as far as, culture and change?”
7. The teacher will instruct each group to pin-point a specific scene that represents this topic in the novel.
- Example scenes:
— scene 3 from notes: The Swarm [Chapter 8:Page 49] This passage describes a scene where the characters would not normally would be, some sleep in tent like areas to try to keep the mosquitoes away; however, little did help. Removed from their own homes, traditions and many their religions; all because they had to relocate due to the war during 1985.
—Scene 2 from notes: The Stretch [Chapter 9: Page 52–61]The hope that they will survive the journey in the desert knowing they have limited supply they are not alone but also not supported by everyone. Some had to fight their own instincts and resist the urge to aid someone in need of water, no one knew when they would encounter more. The traditions and lessons that we learn as children are what forms us into the adults that we become, when denied that opportunity to do what we know is right when someone is in need can have an impact on future traditions and cultural changes.
8. Students will then be prompted with an activity that they may do as a group or individually. Provided access to pre-selected websites, the students will look for additional information about the cultural changes from after the wars in Southern Sudan. [Technology in the Classroom, Websites]
- As the teacher, I do have a preference for a focus on musical changes; however, culture expands to various topics.
9. Students will then be asked to complete the remainder of their research and to write an essay to demonstrate their understanding about the changes that occurred after the wars in the Southern Sudan. [Reading/Writing]
Remind students that they are expected to act and use the Internet appropriately, whether they are at home or school. If need be review the expectations and technology guidelines agreement, distributed at the beginning of the year(signed and returned by every parent and student).
Formative Assessment:
Students will each write a brief essay, about the various cultural changes that the Southern Sudan encountered after the various wars, gauged on a three point rubric.
