Music for Change: Songwriting Check-In

https://docs.google.com/forms/d/e/1FAIpQLSd8ftJOW9jr9slgb6QwpDNHku5pJUuE2par0KUYOdA4FZbTdw/viewform?usp=sf_link

Research Assessment #1

https://docs.google.com/forms/d/e/1FAIpQLSdxhc3_k55EZ3PMoTDdX8PmqUle-0qfXpmv79VOvoiORyNA-A/viewform?usp=sf_link

Research Sources (By Topic)

Bullying
Causes & Effects
http://www.bullyingstatistics.org/content/why-do-people-bully.html
https://www.stopbullying.gov/at-risk/effects/index.html

Racism
Causes & Effects
https://newsela.com/read/lib-racism-15th-century-spain/id/35563
https://newsela.com/read/lib-systemic-racism/id/39534

Research: Perspectives

Perspective #1
https://youtu.be/EoYaJo1ajU4

Perspective #2
Point: Social Networking Sites Are Essential for Relationships in Today's Digital World.

http://libraries.maine.edu/mainedatabases/authmaine.asp?url=http://search.ebscohost.com.ursus-proxy-9.ursus.maine.edu/login.aspx?direct=true&db=pwh&AN=125771993&site=pov-live

Perspective #3

Counterpoint: Social Networking Sites Encourage a Sense of Isolation and Inhibit Authentic Relationships.

http://libraries.maine.edu/mainedatabases/authmaine.asp?url=http://search.ebscohost.com.ursus-proxy-9.ursus.maine.edu/login.aspx?direct=true&db=pwh&AN=125771994&site=pov-live

Research Links

Britannica
https://school-eb-com.ursus-proxy-9.ursus.maine.edu/levels/middle

Explora
https://libraries.maine.edu/mainedatabases/authmaine.asp?url=https://search.ebscohost.com/login.aspx?authtype=ip,uid&profile=explora-ms

Newsela
https://newsela.com/

Points of View Research Center
http://web.a.ebscohost.com.ursus-proxy-9.ursus.maine.edu/pov/search/basic?vid=0&sid=2726940f-b67f-4ddb-a33a-8e47d783e2f4%40sessionmgr4009

Food Security Survey

https://docs.google.com/forms/d/e/1FAIpQLSdqdZk6ej9nrokVb_rgTiyMK5UrDMHmXB25T4YeocsLa0ylBg/viewform?usp=sf_link

Music For Change - Song Analysis

Learning Target (Level 1): I can identify the message or viewpoint in a song.

Learning Target (Level 2): I can explain how a song addresses an issue.

Each student will create a Song Analysis Collage. This can be created by hand (construction paper and prints) or on a computer (Pages). The design of the collage will communicate the message of the song and explain the issue that the song addresses. The collage should feature an image of the songwriter/performer. The design should be 8.5x11”.

Song Options

Students will preview and select one of the following songs. If a student wishes to analyze a song of their own choice, they must submit lyrics for the song to Mr. Shaddox by beginning of day (4/11). The song must meet requirements for appropriate lyrics and address an issue related to the environment or society. Sorry, no straight-up love songs.

Beginner: I've never analyzed lyrics or researched the message in a song.

Mercy, Mercy Me (Marvin Gaye)

Where Do The Children Play? (Cat Stevens)

Free Nelson Mandela (The Specials)

Where Is The Love? (Black Eyed Peas)

What’s Going On? (Marvin Gaye)

Mr. Wendall (Arrested Development)

We Are The World (U.S.A. for Africa)

Glory (Common & John Legend)

Wavin’ Flag (K’Naan)

Intermediate: I've got experience analyzing lyrics and like a research challenge.
Big Yellow Taxi (Joni Mitchell)
Don’t Give Up The Fight - (Public Enemy)
Sunday Bloody Sunday (U2)
Born This Way (Lady Gaga)
Buffalo Soldier (Bob Marley)
We Were All Wounded At Wounded Knee (Redbone)
Bury My Heart At Wounded Knee (Buffy St. Marie)
Sun City (Artists United Against Sun City)
Blowin In The Wind (Bob Dylan)

Advanced: I love analyzing lyrics and enjoy solving a complex puzzle!
O Freedom (Billy Bragg)
Beds Are Burning (Midnight Oil)
99 Red Balloons (Nena)
American Skin (41 Shots) (Bruce Springsteen)

Links for Research
A-Z Lyrics: https://www.azlyrics.com/
Britannica: https://school-eb-com.ursus-proxy-9.ursus.maine.edu/levels/middle
Explora: http://web.a.ebscohost.com.ursus-proxy-9.ursus.maine.edu/web/src_ic/home?preview=false&usrNo=-23199052
Songfacts: http://www.songfacts.com/
Citation Machine: http://www.citationmachine.net/mla/cite-a-website