In this lesson, students listen to and analyze the song “Broken” by …
In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.
Step 1 - Inquire: Students listen to the song “Broken,” do a close reading of the lyrics, and reflect on the meaning of the song.
Step 2 - Investigate: Students watch a video and read a short autobiographical statement to learn more about the artist and activist, Xiuhtezcatl.
Step 3 - Inspire: Students create their own art project to share their emotions about the future of the planet.
SYNOPSIS: In this lesson, students listen to and analyze the song “Broken” …
SYNOPSIS: In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.
SCIENTIST NOTES: Music is critical to spreading climate education. It is one of the fastest ways to communicate the impact of climate change to a diverse audience. This lesson is a song study that allows students to improve their ability to make songs that will convey vital climate information to different people (to protect the environment against climate change impacts). The videos, song study guide, and images were fact-checked and this lesson has passed our science credibility process.
POSITIVES: -This lesson integrates music and climate justice. -Students create their own art projects to inspire change.
ADDITIONAL PREREQUISITES: -You can learn to pronounce Xiuhtezcatl’s name correctly by watching this video. -Students should already have some background knowledge of climate change and its effects, including the disproportionate impacts of climate change on Indigenous communities. -Students should have experience brainstorming and creating art projects. This lesson offers students an opportunity to express themselves through an art project, but due to the wide range of possible options, it does not provide specific scaffolding on how to complete the projects.
DIFFERENTIATION: -Art projects can be completed individually, in groups, or as a whole class project. -Teachers can identify additional words from the lyrics to define ahead of time, depending on students' reading levels. -Teachers can add or eliminate annotation techniques in the Inquire section. Alternatively, students can pick their own techniques that work for them.
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