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VH1
Lesson for Humanities (Social Science and English)
Soundtrack to War
VH1 Music Studio
Cable in the Classroom
Lesson 2 - Historical Comparison of Anti-War Music
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Note to Teachers: The programs viewed in conjunction with these lesson
plans may include references, consistent with the events portrayed,
to violent acts, and topics of a war-like or political nature. Because
this may be considered inappropriate for classroom use in some communities,
you are encouraged to review the programs before presenting them to
your students, and if necessary, choose those sections that enhance
your lesson and are acceptable for use in your classroom.
Important Note: Due to the nature of this program and the topics discussed through the lessons, teachers should use careful judgment when deciding whether to present this material to students younger than high school age.
Overview/Goals
The Soundtrack to War video illustrates a moment in time that can be
compared with other moments when this nations has been at war. Musical
lyrics are actually historical documents put to song. A key skill of
historians is the ability to compare and contrast events from different
time periods. As students watch the video, after a study of previous
wars in America, it should become evident that the anti-war movement
of the Vietnam era is essentially not presented at the same level in
the music of this video, as compared with the Vietnam era. Students
will attempt to find the historical reasons for this. This lesson is
suitable for an American History, International Relations or Current
Events course. It could also be used in a World History course.
Objectives
- Students will understand/be able to relate:
- connect to people (soldiers) through their music choices
- that music serves as a major conduit for the transport of knowledge,
(information and material goods between East and West and results
in global exchange of scientific and cultural traditions)
- illuminate the historical contributions that music makes socially
and culturally to
- explore musical influences within a broader global context
- migration of ideas among communities
- How in this world of increasing awareness and interdependence,
music can act as a magnet to draw people together (as in the different
groups of soldiers identifying with certain types of music).
- as we interact with unfamiliar musical traditions we encounter
voices that are not exclusive to one community. We discover trans-national
voices that belong to one world.
National Standards for History:
Standard 2D - The student understands contemporary American culture.
Therefore, the student is able to
- Grade 9-12 Analyze how social change and renewed ethnic diversity has affected artistic expression and popular culture. [Analyze cause-and-effect relationships]
- Grade 7-12 Explain the influence of media on contemporary American culture. [Explain historical continuity and change]
Materials
- VHS VCR Player
- Television
- Audio playback equipment
- VH1's Soundtrack to WAR
- Web-based lesson materials
- Pencils/pens and paper (students)
- Internet Access (library or home) - If Internet access is not available,
teachers can print out the lyrics to songs and the timeline information.
Students could then have access to the information needed.
Prior Knowledge:
- Students are familiar with the basic facts of the current war in
Iraq and the war in Vietnam.
- Students can identify the various types of music in the program
Procedures
Day 1 ‚ students watch the video Soundtracks to War (approximately
45 minutes) As they watch the video students will make note of the songs
and lyrics or themes that appear.
Day 2 ‚ Students need to have some familiarity with Vietnam War
era music and the protest movement. Begin with reading the short essay
available here: http://ohoh.essortment.com/vietnamwarprot_rlcz.htm
After reading this short essay students should listen to a selection
of songs from this era. Teachers can select music from this site: http://www.jwsrockgarden.com/jw02vvaw.htm
The lyrics are also available at that site. Students should select three
songs as a comparison set. For homework, have students prepare a timeline
of significant historical events (minimum 10) for events leading up
to and including the Vietnam war (1956 - 1972) and the Iraq War (1984
- 2004). Information for Vietnam timeline is available here: http://www.landscaper.net/timelin.htm#time%20line
Information for Iraq timeline is available here: http://www.guardian.co.uk/Iraq/page/0,12438,793802,00.html
Day 3 ‚ Discuss the timelines by having students compare what events they chose. Students can continue to research anti-war songs from the Iraq war available at the links below. Students should find three songs representative of the anti-war music of the Iraq war.
Day 4 – Students should begin by reading the short essay
comparing the anti-war music from both wars available here: http://www.thenation.com/doc.mhtml%3Fi=20041025&s=wiener
After reading this essay, teachers should initiate a discussion based
on these questions:
- Question 1 - As of October, 2004, fewer than 1500 combat deaths have been reported in the Iraq conflict. There were many weeks of the Vietnam conflict where more than 500 combat deaths occurred. How relevant is the number of combat deaths to the strength of the anti-war movement?
- Question 2 - Compare the lyrics of the songs you have chosen from each conflict. How are they similar? How are the different? What is the central theme of each anti-war movement? Do you think any of the soldiers appear to be "anti-war"? What music would/could indicate this?
- Question 3 - What differences does Mr. Wiener point out in the two movements? What similarities?
- Question 4 - Historical evidence seems to indicate that in both cases (Vietnam - the Gulf of Tonkin incident, Iraq - the issue of Weapons of mass destruction) there was a possibility of government deception at the onset of the war. What effect does the perceived role of the government have on the anti-war movement?
- Question 5 - How might the anti-war movement change in the coming years if the United States continues a protracted stay in Iraq? Does the Vietnam era anti-war movement give us any clues?
- Question 6 - What 3 key events can you find in your timelines that set the stage for American public opinion about the war in Vietnam versus the war in Iraq? Explain your answer.
- Question 7 - What examples from the video Soundtracks to War give you an indication of what the soldiers actually think of what they are doing?
Extensions:
- Students may also expand their knowledge with the other lessons attached to this documentary.
- An additional day might be spent by extending the timeline exercise. Students could find the dates for their selected songs and put them on the same timeline. Students would then look for developing ideas. Do the song themes change over time?
- Students can read a description of the Vietnamese "Bob Dylan" available
here: http://news.bbc.co.uk/1/hi/entertainment/music/1260527.stm
- There are considerable resources available to compare the current war with other wars (American Civil War, World War I and World War II).
Supplemental Resources:
This lesson plan was created by Tim
Dugan, Cable in the Classroom National Teacher Advisor, Princeton
High School, Cincinnati, OH
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