Cross-Curricular - English
Write Lyrics for Songs with
Social Themes
The Activity
Explore how music can be used to achieve social goals.
Show students where North Korea is on a map and then play
a segment from "North
Korea: Suspicious Minds" in which a young girl sings
a song that praises North Korea's "Great Leader" Kim Il-sung.
www.pbs.org/frontlineworld/stories/northkorea
At about 12:50 into the story
Song lyrics (translated): Sun, sun, if there's sun, it's
the morning. Sun, sun, if there's sun, the birds fly. The
Great Leader's picture is the sun, to whom I am grateful.
I can't live without him. I am thankful to him.
Length of clip: 47 seconds
Discuss the message of the song and the purpose of teaching
such a song to young children in North Korea. What would
the lyrics be in a similar type of song written for children
in the United States? Have students, working in teams, write
sample lyrics then share them with the class.
What similarities and differences do students observe when
comparing their own original lyrics to the song sung by
the young girl? What political, cultural, and other factors
may have influenced each composition?
Resources
For a children's song taught in Cambodia under the Khmer
Rouge, please see the feature, "Sophiline Shapiro:
The Dancer".
pbs.org/frontlineworld/stories/cambodia/shapiro.html
Visit the "North
Korea: Suspicious Mind" Web resources for a synopsis
of the story, related links and facts, and more.
pbs.org/frontlineworld/stories/northkorea/
A transcript
of the story is also available:
pbs.org/frontlineworld/about/episodes/201_transcript.html#northkorea
Relevant National Standards
Music, Standard 7: Understands the relationship between
music and history and culture
Language Arts, Standard 5: Uses the general skills and
strategies of the reading process
Level IV, Benchmark 4
Understands writing techniques used to influence the reader
and accomplish an author's purpose
Related Activities
This activity is part of a suite of activities developed
around the theme of the Cold War and Beyond. Additional
activities under this theme include:
From
Arms Race to Arms Sales (Politics)
pbs.org/frontlineworld/educators/politics_sierraleone.html
Face-Off:
United States Foreign Policy With North Korea (Politics)
pbs.org/frontlineworld/educators/politics_northkorea.html
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Write a Job Description for the Position of "Government Minder"
The Activity
Several journalists reporting for FRONTLINE/World
were assigned "minders," or official government representatives,
whose job it was to show these reporters specific details
about the country while limiting access to unfavorable information.
You can read about some journalists' experiences with such
government minders in the interviews with reporters Nguyen
Qui Duc in Vietnam,
pbs.org/frontlineworld/stories/vietnam/nguyen.html
Ben
Anderson in North Korea,
pbs.org/frontlineworld/stories/northkorea/interview.html
Sam
Kiley in Iraq,
pbs.org/frontlineworld/stories/iraq/profile.html
and Jane Kokan in Iran.
pbs.org/frontlineworld/stories/iran/kokan.html
Show students where the countries visited by these reporters
are located. Then, ask students to write a job description
for the position of government minder based on what they
learn from the reporters. Be sure students include the background
and qualifications that are required and a summary of the
job's responsibilities. Then discuss how things would be
different if the position of minder disappeared.
Resources
The full stories reported by Nguyen Qui Duc, Ben Anderson,
and Sam Kiley are all available on the Web on the streaming
video page:
pbs.org/frontlineworld/watch/
Transcripts of each story are also available:
"Vietnam:
Looking for Home"
pbs.org/frontlineworld/about/episodes/203_transcript.html#vietnam
"North
Korea: Suspicious Minds"
pbs.org/frontlineworld/about/episodes/201_transcript.html#northkorea
"Iraq:
Truth and Lies in Baghdad"
pbs.org/frontlineworld/about/episodes/103_transcript.html#iraq
Visit the Web resources for each story for related links,
facts, and features:
"Vietnam: Looking
for Home"
pbs.org/frontlineworld/stories/vietnam/
"North Korea:
Suspicious Minds"
pbs.org/frontlineworld/stories/northkorea/
"Iraq Truth and
Lies in Baghdad"
pbs.org/frontlineworld/stories/iraq/
Relevant National Standards
Language Arts, Standard 1: Uses the general skills and
strategies of the writing process
Related Activities
This activity is part of a suite of activities developed
around the theme of the Cold War and Beyond. Additional
activities developed under this theme include:
From
Arms Race to Arms Sales (Politics)
pbs.org/frontlineworld/educators/politics_sierraleone.html
Face-Off:
United States Foreign Policy With North Korea (Politics)
pbs.org/frontlineworld/educators/politics_northkorea.html
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Write About the Communist and Postcommunist Experience
The Activity
Show students the story "Romania:
My Old Haunts."
pbs.org/frontlineworld/stories/romania/
Before viewing the short (18 minutes long) film, show students
where Romania is on a map and explain that Romania was ruled
by communist dictator Nicolae Ceausescu from 1965 until
his execution in 1989. In the video, students will see and
hear reporter Andrei Codrescu as he takes a personal journey
back to his homeland to see how Romania is faring more than
a decade after the fall of communism. Have students divide
a sheet of paper in half and label one side "During Communist
Rule" and the other side "After Communist Rule." Ask students
to take notes while they watch, listening closely and making
careful observations about life in Romania, both during
communist rule and afterward. After viewing the piece, have
the class discuss what they observed, then have students
use their notes as a content source for writing a poem,
drawing a political cartoon, creating a travel brochure
or writing a comparison/contrast essay.
Consider extending this activity to examine the similarities
and differences between post-communist Romania and post-communist
Russia. Have students record observations about life in
Moscow as they watch the approximately 18-minute story,
"Rich
in Russia."
pbs.org/frontlineworld/stories/moscow/thestory.html
Students should compare their notes
on Russia to those made when watching the Romania story.
What social, economic, and other characteristics do these
two countries share? What differences did students observe?
What might account for these similarities and differences?
Resources
Visit the "Romania:
My Old Haunts" Web resources to see the story in streaming
video, read a synopsis of the story or interview with the
reporter, or gather related links and facts:
pbs.org/frontlineworld/stories/romania/
A
transcript of the story is also available:
pbs.org/frontlineworld/about/episodes/102_transcript.html#romania
Relevant National Standards
Language Arts, Standard 1: Uses the general skills and
strategies of the writing process
Related Activities
This activity is part of a suite of activities developed
around the theme of the Cold War and Beyond. Additional
activities under this theme include:
From
Arms Race to Arms Sales (History)
pbs.org/frontlineworld/educators/politics_sierraleone.html
Face-Off:
United States Foreign Policy With North Korea (History)
pbs.org/frontlineworld/educators/politics_northkorea.html
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Write an Editorial on the Wall Being Built to Separate Jews and Arabs in Israel
The Activity
Ask students the purpose of building fences and walls.
Begin the class discussion with backyard fences and walls,
then move to those found throughout the community. And finally,
discuss the purposes of large-scale political walls, for
example, the Berlin Wall and the Great Wall of China. Are
walls and fences to keep things out? to keep things in?
both? Point out the locations of these walls on a map. What
would happen if no fences or walls were put up in each of
the circumstances discussed? On a blackboard or marker board
that is visible to everyone, list some of the issues raised
during the class discussion.
Next, break students into seven groups and assign each
group a different section of the Web-exclusive story "Israel:
Tracing Borders"
pbs.org/frontlineworld/fellows/israel/
Have all
the groups read the introduction to the story, then have
them read their assigned section. As they read, students
should take notes on the purpose of Israel's Seam Line Project
and on social, political and economic issues that the building
of the wall raises. How do these issues compare with the
list of issues made earlier?
Ask students to write a newspaper editorial that seeks
to persuade readers either that the Seam Line Project will
help ease tensions between Jews and Arabs or that the project
will intensify these tensions. Editorials should be based
on what students believe after learning and thinking about
the issue, and should include specific evidence drawn from
"Israel: Tracing Borders" to make the case.
Relevant National Standards
Language Arts, Standard 7: Uses reading skills and strategies
to understand and interpret a variety of informational texts
Levels III and IV, Benchmark 1
Uses reading skills and strategies to understand a variety
of informational texts
Levels III and IV, Benchmark 2 Knows the defining characteristics
of a variety of informational texts
Related Activities
This activity is part of a suite of activities developed
around the theme of Conflict, Tyranny and Renewal.
Additional activities under this theme include:
Coping With Genocide in
Cambodia (History)
pbs.org/frontlineworld/educators/history_cambodia.html
Teaching About the Vietnam
War in Vietnam (History)
pbs.org/frontlineworld/educators/history_vietnam.html
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Create a Dracula-inspired Travel
Brochure
The Activity
To help fuel its postcommunist economy, Romania is capitalizing
on the legend of Dracula, made famous by the Hollywood movie.
To appeal to Western tourists, two towns have even proposed
competing vampire-based theme parks: Dracula Land and Empire
Dracula. What is the fascination with vampires? And how
can a concept so creepy be successfully marketed to bring
big bucks to Romania?
Show students where Romania is on a map and explain that
they have been contracted by the Romanian government to
create a promotional brochure that will draw American tourists
to Romania's Dracula-related haunts. Pique student interest
by having them take the brief online quiz How
to Identify and Cure a Vampire.
pbs.org/frontlineworld/stories/romania/quiz.html
Next, ask students to trace the origin of the Dracula legend
by reading "Dracula:
The Metamorphosis of a Fiend".
pbs.org/frontlineworld/stories/romania/dracula.html
Students should then work in teams to design, write, illustrate
and present their brochures to the class. Have the class
or a larger group vote for their favorite brochure and reward
the winning team with a creepy prize.
Resources
Visit the "Romania:
My Old Haunts" Web resources to find the features mentioned
in this activity, to watch the full FRONTLINE/World
segment in streaming video, or to gather related links and
facts:
pbs.org/frontlineworld/stories/romania/
Relevant National Standards
Language Arts, Standard 6: Uses reading skills and strategies
to understand and interpret a variety of literary texts
Visual Arts, Standard 1: Understands and applies media,
techniques, and processes related to the visual arts
World History, Standard 44: Understands the search for
community, stability and peace in an interdependent world
Level III, Benchmark 6 Understands the emergence
of a global culture (e.g., connections between electronic
communications, international marketing and the rise of
a popular "global culture" in the late 20th century; how
modern arts have expressed and reflected social transformations
and political changes and how they have been internationalized)
---
Related Activities
This activity is part of a suite of activities developed
around the theme of U.S Influence Abroad. Additional
activities under this theme include:
Isolationism Versus
Interventionism in the Philippines (Culture)
pbs.org/frontlineworld/educators/culture_philippines.html
Calming Tensions Between Arabs
and Iraqi Kurds (Culture)
pbs.org/frontlineworld/educators/culture_iraq.html
back to top
Design Propaganda Posters to
Bolster the United States' Image Abroad
The Activity
Some groups around the world have an unfavorable opinion
of U.S. president George W. Bush, and they use propaganda
to shape how others view him. In your study of World War
I or other conflicts in which propaganda played an important
role, extend your discussion of propaganda techniques by
showing and discussing these perspectives on President Bush
as U.S. forces engaged in Iraq in 2003.
Story: "India: Starring Osama Bin Laden"
At about 1:13 into the story
In: "And I had arrived at a provocative time."
Out: "... the opera 'Osama Bin laden.'"
Length of clip: 28 seconds
Description: Images of Indian protests against the United
States, plus a poster of President Bush with devil horns
and fangs with the caption"Warmonger!"
Story: "Lebanon: Party of God"
At about 9:33 into the story
In: "They operate a satellite TV ..."
Out: Pictures of George W. Bush juxtaposed with Adolf
Hitler
Length of clip: 27 seconds
Description: A Hezbollah television broadcast shows images
of President Bush side-by-side with Adolf Hitler
Before showing each clip, show students where India or Lebanon
is on a map. Then, pause the video on each image of President
Bush and ask students to identify any propaganda techniques
used. Who is the president compared with in each image? Who
is the intended audience of the images? How might the use
of these images affect public opinion of the United States?
Ask students also to speculate on what would be the economic,
political and social consequences of anti-U.S. sentiment
in Lebanon and India. And finally, have students apply their
knowledge of propaganda techniques to create posters with
messages designed to improve the United States' image in
the Middle East and India.
Resources
The full stories referenced above are available on the
Web on the streaming video
page.
pbs.org/frontlineworld/watch/
Transcripts of each story are also available:
"India:
Starring Osama bin Laden"
pbs.org/frontlineworld/about/episodes/205_transcript.html#india205
"Lebanon:
Party of God"
pbs.org/frontlineworld/about/episodes/202_transcript.html#lebanon
Visit the Web resources for each story for related links,
facts, and features:
"India: Starring
Osama bin Laden"
pbs.org/frontlineworld/stories/india205/
"Lebanon: Party
of God"
pbs.org/frontlineworld/stories/lebanon
Relevant National Standards
Language Arts, Standard 6: Uses reading skills and strategies
to understand and interpret a variety of literary texts
Visual Arts, Standard 1: Understands and applies media,
techniques and processes related to the visual arts
World History, Standard 44: Understands the search for
community, stability and peace in an interdependent world
Level III, Benchmark 6 Understands the emergence
of a global culture (e.g., connections between electronic
communications, international marketing and the rise of
a popular "global culture" in the late 20th century; how modern arts have expressed and reflected social transformations
and political changes and how they have been internationalized)
Related Activities
This activity is part of a suite of activities developed
around the theme of the U.S Influence Abroad. Additional
activities under this theme include:
Isolationism Versus
Interventionism in the Philippines (Culture)
pbs.org/frontlineworld/educators/culture_philippines.html
Calming Tensions Between Arabs
and Iraqi Kurds (Culture)
pbs.org/frontlineworld/educators/culture_iraq.html
back to top
Write Letters Describing Your
New Capitalistic Lifestyle
The Activity
Show students where Romania and Cambodia are on a map.
Then, explain that after being ruled by strict dictators
for a period of time, both Romania and Cambodia now participate
in capitalistic behaviors that earlier would not have been
allowed. Some Romanian girls, for instance, train to go
be exotic dancers in Japan and Italy because they will be
able to earn $1,000 a week, about 40 times more than they
could make if they stayed in Romania. To get these girls'
story, have students watch this video clip.
Story: "Romania: My Old Haunts"
At about 5:20 into the story
In: "My capitalist pal ..."
Out: "They are patriots."
Length of clip: 2 minutes
Also show this clip on capitalist activities conducted by
the remnants of the Khmer Rouge in Cambodia.
Story: "Cambodia: Pol Pot's Shadow"
At about 14:10 into the story
In: "The remnants of the Khmer Rouge ..."
Out: "... mentally disabled man boxing a child."
Length of clip: 2:15
After viewing the clip, have the class discuss these questions.
- What types of capitalistic activities have attracted
some of the Romanian and Khmer Rouge people? Why those
activities?
- Does vice always have to play a role in a capitalistic
society? Why or why not?
And finally, have students take the role of either a Romanian
girl working as an exotic dancer in Japan or a member of the
Khmer Rouge in Cambodia. In their assumed roles, students
should write a G-rated letter to a relative or friend describing
what they did last weekend and the economic benefits of their
activities. Students should also describe how life is different
now that their dictator no longer controls their activities.
Resources
The full stories are available on the Web on the streaming
video page.
pbs.org/frontlineworld/watch/
Transcripts of each story are also available:
"Romania:
My Old Haunts"
pbs.org/frontlineworld/about/episodes/102_transcript.html#romania
"Cambodia:
Pol Pot's Shadow"
pbs.org/frontlineworld/about/episodes/102_transcript.html#cambodia
Visit the Web resources for each story for related links,
facts, and features:
"Romania: My
Old Haunts"
pbs.org/frontlineworld/stories/romania/
"Cambodia: Pol
Pot's Shadow"
pbs.org/frontlineworld/stories/cambodia/
Relevant National Standards
Language Arts, Standard 1: Uses the general skills and
strategies of the writing process
World History, Standard 44: Understands the search for
community, stability and peace in an interdependent world
Level III, Benchmark 6
Understands the emergence of a global culture (e.g., connections
between electronic communications, international marketing
and the rise of a popular "global culture" in the late 20th
century; how modern arts have expressed and reflected social
transformations and political changes and how they have
been internationalized)
Related Activities
This activity is part of a suite of activities developed
around the theme of Poverty. Additional activities
under this theme include:
A
Newscast on Nigerian Women (Economics)
pbs.org/frontlineworld/educators/economics_nigeria.html
Track
the Path of Coffee From Farm to Store Shelf (Economics)
pbs.org/frontlineworld/educators/economics_guatemala.mexico.html
back to top
Fight Poverty with Information
on a Class Web Page
The Activity
Explore what happens when poor children in India are given
the opportunity to surf the Internet. Show students where
India is on a map. Then, either watch the short (about 8
minutes long) film "India: Hole in the Wall" or have students
read "Reporter's
Notebook: Making Connections."
pbs.org/frontlineworld/stories/india/connection.html
Ask students to think about what impact computer literacy
could have on India's poor. Next, see what Web sites are
the most popular with these children who live in poverty
by looking at "Kids-Eye
View."
pbs.org/frontlineworld/stories/india/kids.html
And finally, work with students to design a Web page for
these children to access that either introduces the students
of your class to the kids in India or summarizes the most
important links for the children to visit if they want to
improve their economic situation.
Resources
Visit the "India:
Hole in the Wall" Web resources to find the features
utilized in this activity, to watch the full FRONTLINE/World
segment in streaming video, or to gather related links and
facts:
pbs.org/frontlineworld/stories/india/
Relevant National Standards
Language Arts, Standard 6: Uses reading skills and strategies
to understand and interpret a variety of literary texts
Technology, Standard 2: Knows the characteristics and
uses of computer software programs
Technology, Standard 3: Understands the relationships
among science, technology, society and the individual
World History, Standard 44: Understands the search for
community, stability and peace in an interdependent world
Level III, Benchmark 6
Understands the emergence of a global culture (e.g., connections
between electronic communications, international marketing
and the rise of a popular "global culture" in the late 20th
century; how modern arts have expressed and reflected social
transformations and political changes and how they have
been internationalized) ---
Related Activities
This activity is part of a suite of activities developed
around the theme of Poverty. Additional activities
under this theme include:
A
Newscast on Nigerian Women (Economics)
pbs.org/frontlineworld/educators/economics_nigeria.html
Track
the Path of Coffee From Farm to Store Shelf (Economics)
pbs.org/frontlineworld/educators/economics_guatemala.mexico.html
back to top
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