{"id":14235,"date":"2022-01-09T23:56:12","date_gmt":"2022-01-10T07:56:12","guid":{"rendered":"https:\/\/www.philosophyforchildren.org\/?post_type=lessonplans&#038;p=5914"},"modified":"2025-03-20T10:48:29","modified_gmt":"2025-03-20T17:48:29","slug":"5914","status":"publish","type":"teachertoolkit","link":"https:\/\/plato-philosophy.org\/teachertoolkit\/5914\/","title":{"rendered":"\u201cRespect\u201d by Aretha Franklin"},"content":{"rendered":"<p><strong>Objectives<u>:<\/u><\/strong> To explore the ways Aretha Franklin\u2019s song \u201cRespect\u201d can inspire and facilitate philosophic discussions of respect, especially with regards to identity. This lesson is designed primarily as a way of using music to do moral philosophizing; however, it could easily overlap with philosophizing about music and\/or aesthetics simultaneously.<\/p>\n<p><strong>Whole Sequence Breakdown:<\/strong><\/p>\n<p>Welcome and warm-up (c. 5-10 minutes)<\/p>\n<p>Brief introduction to \u201cRespect\u201d by Aretha Franklin (5 minutes)<\/p>\n<p>Listening to \u201cRespect\u201d with Lyrics (5 minutes)<\/p>\n<p>Small group discussions (c. 10-15 minutes)<\/p>\n<p>Whole-group share and discussion (20 minutes)<\/p>\n<p>Possible extensions (for extra time, or additional lessons)<\/p>\n<p><strong><u>Welcome and Warm-up<\/u><\/strong><\/p>\n<ul>\n<li>Welcome students and share any updates, or follow-up on points from the last session.<\/li>\n<li>Warm-up question: \u201cWhat is one thing that makes you feel respected?\u201d\n<ol>\n<li>Examples: when someone really listens to me; when someone stands up for me when I\u2019m not even there.<\/li>\n<\/ol>\n<\/li>\n<li>Encourage students to give some more information about some of their choices, especially overlaps. Why does this make you feel respected?<\/li>\n<\/ul>\n<p><strong><u>Brief Introduction to \u201cRespect\u201d by Aretha Franklin<\/u><\/strong><\/p>\n<ul>\n<li>Check prior knowledge: \u201cCan anyone tell me who Aretha Franklin is?\u201d<\/li>\n<li>Fill in gaps as necessary with the following information:\n<ol>\n<li>Aretha Franklin was a U.S. American musician and singer; she was also an activist during the Civil Rights Movement<\/li>\n<li>She had a background in gospel music and was regarded as the \u201cQueen of Soul\u201d<\/li>\n<li>She has received many awards and honors like being in the National Women\u2019s Hall of Fame and receiving the Presidential Medal of Freedom, among others<\/li>\n<\/ol>\n<\/li>\n<li>Introduce song: \u201cSome of you have probably heard this song before, and that\u2019s great. As you listen today, I want you to try to think of a question this song raises for you, or one interesting point about the song you\u2019d like to discuss more.\u201d<\/li>\n<\/ul>\n<p><u><strong>Listening to \u201cRespect\u201d with Lyrics<\/strong> <\/u><\/p>\n<ul>\n<li>Play <a href=\"https:\/\/www.youtube.com\/watch?v=n0POmdK18WU\" target=\"_blank\" rel=\"noopener\">a video of Aretha performing the song live,<\/a> accompanied by the lyrics.<\/li>\n<\/ul>\n<p><strong><u>Small Group Discussions<\/u><\/strong><\/p>\n<ul>\n<li>Break students up into small groups (3-4 students per group) to discuss their questions or points of interest. Ask each group to return with one questions or point of interest to propose to the whole group for discussion.<\/li>\n<li>In small groups, students should take turn discussing their questions\/points, before subsequently deciding as a group which question or point to propose.<\/li>\n<\/ul>\n<p><strong><u>\u00a0Whole-Group Share and Discussion<\/u><\/strong><\/p>\n<ul>\n<li>Ask students to share their questions\/points from their small group discussions. The teacher should supplement these as needed depending on the anticipated depth of discussion arising from the suggested questions and points (I.e., if it seems that the questions \/points will be rather quickly discussed, the teacher should supplement with <u>one or two<\/u> questions or points with more opportunities for longer discussion.) Examples of questions you might use can be found on the &#8220;Discussion Questions&#8221; tab in this lesson plan.<\/li>\n<li>The students will vote as a whole group for 2 questions\/points to discuss.<\/li>\n<li>The group who proposed the first voted discussion question\/point will begin discussion, which will continue popcorn style from there.\n<ol>\n<li>If\/when discussion of the initial topic quells, move on to the second voted topic.<\/li>\n<\/ol>\n<\/li>\n<li>Follow the thread of the students interests! If\/when there are lulls in the conversation, give some time, but afterwards, feel free to follow-up with questions or statements on the conversation that is happening (for example, \u201cSo I think what I\u2019m hearing is\u2026, is that correct? If that\u2019s true, do you think that\u2026\u201d and etc.)<\/li>\n<\/ul>\n<p><u><strong>Possible Extensions\u00a0<\/strong> <\/u><\/p>\n<ul>\n<li>Introduce and listen to the original Otis Redding version of \u201cRespect\u201d with this guiding question: does the difference of performer change the meaning of the song or the meaning of respect as an idea? Why or why not, and if so, how so?<\/li>\n<li>Listen again and consider the role of the music: what does the music add here that the words alone do not capture? How does the music make you feel?\n<ol>\n<li>This could likewise be contrasted with the musically different Otis Redding version, or any other cover.<\/li>\n<\/ol>\n<\/li>\n<li>Explore musical adaptation: if we wanted to create our own version of this song, what would we change and why?<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Objectives: To explore the ways Aretha Franklin\u2019s song \u201cRespect\u201d can inspire and facilitate philosophic discussions of respect, especially with regards to identity. This lesson is designed primarily as a way of using music to do moral philosophizing; however, it could easily overlap with philosophizing about music and\/or aesthetics simultaneously. Whole Sequence Breakdown: Welcome and warm-up <a href=\"https:\/\/plato-philosophy.org\/teachertoolkit\/5914\/\" class=\"more-link\">&#8230;<span class=\"screen-reader-text\">  \u201cRespect\u201d by Aretha Franklin<\/span><\/a><\/p>\n","protected":false},"featured_media":14243,"template":"","toolkitcategory":[755,756,29,229,760],"gradelevel":[48,47,46],"topics":[786,298,492,265],"class_list":["post-14235","teachertoolkit","type-teachertoolkit","status-publish","has-post-thumbnail","hentry","toolkitcategory-aesthetics","toolkitcategory-ethics","toolkitcategory-history-social-studies","toolkitcategory-music","toolkitcategory-social-and-political-philosophy","gradelevel-high-school-and-beyond","gradelevel-middle-school","gradelevel-primary-elementary","topics-aretha-franklin","topics-identity","topics-ethics-music","topics-respect"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>\u201cRespect\u201d by Aretha Franklin - PLATO - Philosophy Learning and Teaching Organization<\/title>\n<meta name=\"robots\" content=\"noindex, follow\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u201cRespect\u201d by Aretha Franklin - PLATO - Philosophy Learning and Teaching Organization\" \/>\n<meta property=\"og:description\" content=\"Objectives: To explore the ways Aretha Franklin\u2019s song \u201cRespect\u201d can inspire and facilitate philosophic discussions of respect, especially with regards to identity. 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