History Through Music - Judas Priest Electric Eye & Government Surveillance

History Through Music - Judas Priest Electric Eye & Government Surveillance
History Through Music - Judas Priest Electric Eye & Government Surveillance
History Through Music - Judas Priest Electric Eye & Government Surveillance
History Through Music - Judas Priest Electric Eye & Government Surveillance
History Through Music - Judas Priest Electric Eye & Government Surveillance
History Through Music - Judas Priest Electric Eye & Government Surveillance
History Through Music - Judas Priest Electric Eye & Government Surveillance
History Through Music - Judas Priest Electric Eye & Government Surveillance
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Thank you to those who have given my lessons a try! Please consider posting a review, thanks!

Hello! This is part of my History Through Music series of units and lessons, designed to use music as a catalyst for discussion, research, writing, and critical thinking about history, social issues, and civic participation.

The lessons in this unit would be useful for:

- students in Civics or Participation in Government Courses, who are researching and developing their own sense of political and civic identity.

- students in Global 10, who are examining Enduring Issues around the world

- students in U.S. History, who are looking at government policy and its effects

This particular unit is a Case Study that begins with the song "Electric Eye," by Judas Priest. The topic is government surveillance. Lessons cover the Cold War Era, the USA Patriot Act, and Modern Day China. All worksheets, articles, and video links are included.

Students will:

* Examine Evidence

* Define Key Terms

* Research Historical Context

* Analyze the Song by Judas Priest "Electric Eye"

* Analyze Documents to prepare for the U.S. Regents exam

* Analyze Political Cartoons

* Make a Determination Citing Multiple Sources

* Final Assessment is in the form of a Choice Assignment (Slide Show, Essay, Outside Research).

Any of the activities in this unit could be completed in groups, pairs, or individually. This unit took a great deal of time to compile, so it is a bit more than some others I have posted. I hope you find it useful. Thanks for looking!

I whole-heartedly believe that music has been and will always be the spark and the foundation of controversy, social change, and social justice. It both shapes and reacts to history, and it belongs in the Social Studies classroom.

As a teacher and a parent, I seek out music that helps my students and children to develop their own sense of identity and especially their own sense of political identity. I want my students and children to be able to hear music, relate it to their rights and the rights of others, connect to it emotionally, and walk away from it knowing more about themselves and the world. I think this is most likely to happen with modern music (20th-21st centuries). I know, it’s a lofty goal, but maybe sometimes this will happen.

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