DUE PRESENTED BY ___________________________.  

Name That Tune!

We are going to come up with our own version of American Revolution Music by taking a song that already exists and changing the lyrics to be about the causes of the Revolution.  The goal is to show a deep understanding of the causes of the American Revolution while creating something unique and entertaining.

 STEP 1: Each group/person will come up with 3 tunes they would like to re-write the lyrics and make their own.  While re-writing, the song must follow the same beat yet use  10_number of terms from the vocabulary list.  The goal is to show a depth of knowledge, not just list words that deal with the topic.

The song must be historically accurate for credit.

Potential Song Tune LIST                        Chosen song:

1.

2.

3.

The past has proven that the slower the tune the easier it is to stay as a group and sing.

STEP 2:  Take your three songs and begin to decide which would work better by beginning to change over the lyrics.  Then make a decision about which will work best and focus on that one.

STEP 3:  Rewrite ALL the lyrics to the song.  This means all verses and chorus.  (You don’t have to keep the chorus the same for the whole song)  You will then have your lyrics checked off by Ms. Kasper.

  You will need to turn in a copy of the original lyrics and the song lyrics together at this point.  LYRICS are due by_________________

STEP 4: Record your group singing the song with garageband or other option.  You can do this on a smart phone, an IPAD borrowed from Mr. D, or with a school laptop.  

STEP 5:  Plan out your music video using the planning tools from Mr. D and Ms. Kasper.  These tools should be extremely specific and include per a shot.  You should include close up shots, still shots, repeating images, and long shots.  Your video should NOT be one long shot of you singing in front of the camera.  It should end up looking like a real music video!  Your tools must  be shown to Ms. Kasper and Mr. D before you are allowed to use his green screens, IPADS, cameras, etc.

STEP 6:  Videotape your music video.  Remember that it should include a variety of shots and NOT one long shot of you standing in front of the camera.  You can divide and conquer, requiring different group members to shoot different parts, still shots, the repeating shots, close ups, etc.  Once you have recorded all the pieces you will edit the video into one file.  Mr. D and his broadcasting kids will show you how to do this as needed.  Ms. Kasper prefers your lyrics to be closed captioned at the bottom or top of the screen.

STEP 7:  You will play your video in class, uploading your file onto Ms. Kasper’s computer, putting it on youtube, or emailing it to her from google drive.

Vocabulary List:   Must  use_____ terms.

Treaty

Militia

Tyranny

Repeal

Violation

Boycott

Patriots

Loyalists

Allies

Sons of Liberty

Enlightenment

Iroquois League

Minutemen

Treaty of Paris

Proclamation of 1763

John Hancock (P)

George Washington (P)

Paul Revere (P)

Crispus Attucks (P)

Benjamin Franklin (P)

Patrick Henry (P)

Thomas Paine (P)

King George III (P)

Samuel Adams (P)

Committees of Correspondence  Boston Tea Party                Boston Massacre                Concord/Lexington

Stamp Act                        Tea Act                                Intolerable Acts                        Townshend Acts

Boston Tea Party                Boston Massacre                Tar and Feather                        Effigy

Tax Collector                        East India Tea Co.                protest                                treason

Intolerable Acts                        Coercive Acts                        rights                                Parliament

English Bill of Rights                Magna Carta                        petition                                charter

Citizen                                Common Sense                        French and Indian War                Ohio Valley

Representation                        taxation                                Townshend Acts                Quartering Act

Red coats                        French                                Hessians                        Colony

British Empire                        Duty                                Lord North                        General Thomas Gage

Boston, Massachusetts                Continental Congress                Lexington                         Concord

Independence                        Declaration of Ind.                Petition                                Continental Army

Battle of Bunker Hill                Siege at Boston                        Olive Branch Petition                Thomas Jefferson

Natural Rights                        mercenaries                        General Howe                        Victory in Trenton

Strategy                        Winter at Valley Forge                                                General Cornwallis

Guerrillas                        Treaty of Paris                        French Revolution                Create your own

Group Members:

CHECKLIST

GROUP SIGN OFF

TEACHER SIGN OFF

STEP 1  3 song options brought in

STEP 2  choose song

STEP 3  rewrote lyrics-turned in

STEP 4  record song-turned in

STEP 5  plan music video

STEP 6  video completed—turned in

STEP 7  shown to class

LYRICS RUBRIC:  100 PTS:  

CATEGORY

Comments to explain how it is beneath the standards.

Meets Standards

Comments to explain how it exceeds the standards

Historical Accuracy

facts are credible and shows an understanding of the content with a  clear perspective.

Focus on Topic (Content)

Main idea is clear and well focused.  It is supported by detailed information

Adding Personality (Voice)

The writer seems to be drawing on knowledge and has made the ideas sound like their own.

Sequencing (Organization)

Details are placed in a logical order, and mostly keeps the interest of the reader/listener.

Flow & Rhythm (Sentence Fluency)

Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.

Grammar & Spelling (Conventions)

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Vocabulary Use

Used the terms effectively using them in context.  They mostly fit into the “song” and add to the main idea.

MUSIC VIDEO RUBRIC:  100 PTS

CATEGORY

Comments to explain how it is below the standards.

Meets Standards

Comments to explain how it exceeds the standards.

Title Slide

Title slide and end credits have all necessary information, but lack extra visual appeal.

Presentation Length

The pictorial representations of the song last the entire song.

Emphasize Theme

Presentation has a theme and story line though images with only minimal deviations in color or font.

Match Song Content

Images selected match the content of the song. Images are repeated when ideas are repeated in the song.

Appropriateness

All images are appropriate for the classroom.

Transitions

Each picture has a transition. Less evident that group considered impact, but the effect is still visually appealing.  Shots are somewhat varied, but many last for too long.  There is some variety of close, medium, and long shots.

Lyrics and Sound

Lyrics are mostly understandable and can be heard.  The lyrics are in closed captioning at the bottom of the screen.

Content knowledge

They lyrics show an understanding of the revolution and the ideas and events mainly flow in a logical order.

Adapted from Rubistar.