K-12 Lesson Plan Template
Name:
Julieanne Phillips, Ph.D.,
Coordinator, Dayton—Teaching American History Project
School: Academic Services- Ludlow
Lesson Plan Title:
Grade Level: 9/10
“The War in Vietnam: What Was It Good For?”
Content Area(s)
Unit/Concepts
Benchmarks)
American History
History E. Analyze connections between World War II, the Cold War and
contemporary conflicts.
History F. Identify major historical patterns in the domestic affairs of the United
States during the 20th century and explain their significance
Citizenship Rights and Responsibilities A. Analyze ways people achieve
governmental change, including political action, social protest and revolution
Social Studies Skills and Methods A. Evaluate the reliability and credibility of
sources.
Learning Objectives
Students will be able to: analyze what is the purpose of war to them; interpret
lyrics of protest music of the 1960s; view photographs of the war in Vietnam to
recognize the viewpoints of Vietnam War protestors; gain knowledge about the
Vietnam War through protest songs; create miniature protest signs using music as
inspiration
Ohio Standards and
Indicators (list)
History E. 8. Explain how the Cold War and related conflicts influenced U.S.
foreign policy after 1945 with emphasis on: C. Vietnam War.
History F. 13. Trace social unrest, protest and change in the United States
including: a. Antiwar protest during the Vietnam War;
Citizenship Rights and Responsibilities A. 1. Describe the ways in which
government policy has been shaped and set by the influence of political parties,
interest groups, lobbyists, the media and public opinion with emphasis on: d.
Military policy; 2. Explain how civil disobedience differs from other forms of
dissent and evaluate its application and consequences including: c. Student
protests during the Vietnam War.
Social Studies Skills and Methods A. 1. Determine the credibility of sources by
considering the following: a. The qualifications and reputation of the writer; e.
The circumstances in which the author prepared the source.
Preparation for
Teacher (Historical
Obtain TV, VCR, CD player, overhead transparency projector or ELMO
background that teacher must
do to prepare for lesson)
Teacher should read Vietnam War history at the following sites: “Vietnam:
Yesterday and Today,” http://servercc.oakton.edu/~wittman/ Nearly three
decades since the end of the war, Americans, their allies, and the Vietnamese still
see and feel its effects. This website is primarily for students and teachers
K-12 Lesson Plan Template
Core Activities (Detail in
steps with division of time)
working to understand the Vietnamese Conflict; “Battlefield: Vietnam,”
http://www.pbs.org/battlefieldvietnam/ This is the Web site companion for the
outstanding American Experience series, Vietnam: A Television History;
“Vietnam War Bibliography,”
http://people.clemson.edu/~eemoise/bibliography.html Comprehensive site of
Vietnam resources for research; “Song Lyrics for Activists and Protests”
http://www.ocap.ca/lyrics.html This is a listing of song lyrics of inspiration, for
protest and for activist on topics including poverty, environmentalism, racism,
police brutality, greed and even landlords; “Woodstock Festival”
http://en.wikipedia.org/wiki/Woodstock_festival History and background of the
Woodstock Music Festival in 1969; “Artists Against AIDS Worldwide”
http://www.aaaw.org/ In September of 2001, superstar artists athered in New
York City to record a new version of Marvin Gaye's What’s Going On? as a call
to stop the spread of AIDS in Africa; Make all needed copies of: -“War, What is
it Good For?” - National Archives Sound Recording Analysis Worksheet,
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/sound.ht
ml; Cue songs and print lyrics- -War by Edwinn Starr; -Eve of Destruction by
Barry McGuire; -Ohio by Crosby, Stills, Nash and Young; -What’s Going On by
Marvin Gaye; -All Star Tribute of What’s Going On?; -cue tapes: The Century:
America’s Time: Poisoned Dreams, 1960-1963; The Century: America’s Time:
Apocalypse Now- 1969-1975, History of Rock and Roll: My Generation; Copy
the 3 photos onto transparencies if not using an ELMO; poster board, markers
Introductory Activity
(10 minutes) PLAY the song War by Edwin Starr as students walk into the
classroom. Most of them will recognize it, and if you have a real open class, they
may even start singing along. 2. Handout the lyrics and students follow along as
the music is played. Provide a FOCUS FOR MEDIA INTERACTION and give
students the Handout “War, What is it Good For?” 4. Give students a few
minutes to write their thoughts in response to the question. CHECK FOR
COMPREHENSION and have students share their views with the class.
Students might answer positive (democracy, for rights, territory) and negative
(death, destruction, absolutely nothing) ideas associated with war. Write the
answers on the board. Conclude by saying that many times wars set out for
positive outcomes, but many times end up with negative consequences. Today,
we will discuss the war in Vietnam in the 1960s and 1970s which began as a
moral war to bring democracy to Southeast Asia. But, the war did not achieve
that objective. As Americans saw and heard the day to day prosecuting of the war
in Vietnam, a portion of the younger population turned against the war in protest.
We will examine one way in which they protested the war---popular music.
1. CORE ACTIVITY: 10 minutes) As a class, brainstorm about prior
knowledge about Vietnam and what students know about America in the
late 1960s and early 1970s. (This lesson works very well as a follow-up to
the background of the war. However, this lesson can stand alone by giving
the students an overview of the war in Vietnam based on your readings of
the websites listed above.) Tell the students they will see a short video
clip which features America’s increasing involvement in Vietnam.
FOCUS FOR MEDIA INTERACTION by asking students to (1) look
K-12 Lesson Plan Template
for information that showed America’s deepening involvement in
Vietnam (Diem assassinated with our approval, escalation of number of
troops) and (2) the types of protest by the Vietnamese against Americans’
presence in the war. (monks killing themselves by immolation) PLAY
the video The Century: America’s Time: Poisoned Dreams 1960-1963
segment which begins about 45 minutes into the segment and begins with
Peter Jennings, the announcer, saying, “Other young Americans
responded to the President’s cold war call more directly…” and end with
the song Surf City —approximately a 4 ½ minute segment.)
2. (15 minutes) Lead the discussion that by the late 1960s, many Americans
disagreed with the war in Vietnam because of such atrocities. Show the
three photos that are viewed as memorable anti-war photos on the War in
Vietnam (either transparency or ELMO). Photo of General Nguyen Ngoc
Loan executing a prisoner in 1968; Picture of a nine year old Kim Phuc
running naked down a road screaming in agony from napalm; FOCUS
FOR MEDIA INTERACTION by asking students to describe what is
happening in each photo. Read the captions below the photos to students.
To set the tone, PLAY Ohio by Crosby, Stills, Nash and Young. Show the
Pulitzer Prize photo of the tragedy at Kent State on May 4, 1970. Explain
that photos such as these prompted Vietnam protest. Ohio became a focal
point of tragedy which prompted a song about the shootings. Discuss with
students the power of war images to incite protest. Compare with photos
the students have seen on other wars, most recently being the war in Iraq
and the outrage over those photos. PLAY The Century: America’s Time:
Apocalypse Now- 1969-1975 (Begin with Nixon announcing US troops
invading Cambodia and end with Peter Jennings, the announcer, speaking
about Identity Politics about 5 minutes). FOCUS FOR MEDIA
INTERACTION ask students to decide which groups were “heroes” in
the protests shown…the guardsmen or the Kent state students and the
Hard Hats or the students. Why?
3. (5 minutes) Handout lyrics for Eve of Destruction by Edwin Starr.
FOCUS FOR MEDIA INTERACTION by having student underline
words in the song that are reasons to protest war. PLAY the song while
the students follow the lyrics. Have students share their answers with the
class while you write their answers on the board.
4. (15 minutes) Explain to students that the largest anti-war music protest
was at Woodstock, New York in 1969 (read info about the festival on
website found in Prep for Teachers) FOCUS FOR MEDIA
INTERACTION by asking students (1) what are some of the issues that
the people are protesting? (2) tell students to look for cultural clues that
show what type of people went to Woodstock and what they did there.
PLAY History of Rock and Roll: My Generation (About 30 minutes into
the tape start showing to students Richie Havens singing Handsome
Johnny and ending with Santana playing Oye Como Va about 10 minutes)
K-12 Lesson Plan Template
Have students share their answers with the class.
5. (15 minutes) Handout the “Sound Recording Analysis Worksheet,” and
“I-Feel-Like-I’m-Fixin’-To-Die” lyrics. PLAY song and FOCUS FOR
MEDIA INTERACTION by placing students in pairs to complete the
worksheet. Have students share their answers with the class. (You can
repeat this process with as many protest songs as you wish.)
6. (5 minutes) Recap the day’s activities of how songs protested the Vietnam
War. (Students should give examples of lyrics from the songs they heard
today.) Ask the students if they know of any songs today that are protest
or conscious-raising songs. FOCUS FOR MEDIA INTERACTION
begin to PLAY Marvin Gaye's What’s Going On? and ask students if the
song is familiar. Most of the students will know it has been remade into
the All Star Tribute Lyrics (2001) of What's Going On. Switch from the
Marvin Gaye song and PLAY the All Star Tribute version.
7. (20 minutes) As the students listen to the All Star Tribute version of
What’s Going on? tell them that they are going to pretend that they are
protesters for the Vietnam War. The students will create miniature protest
signs for the war. While they are making these signs they can refer to the
lyrics to give them ideas for what to include on their signs. The teacher
can provide examples of past protest slogans such as “Hell No We Won’t
Go,” Hey, hey, LBJ, how many kids have you killed today?" “Make Love,
Not War,” “Give Peace A Chance.” When the signs are completed, the
teacher will ask students to share their work with the class. The teacher
will put the posters on display in the classroom.
ADDITIONAL INSTRUCTION: Have students listen to the protest songs and
complete the National Archives Sound Recording Analysis Worksheet;
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/sound.ht
ml (attached). Students independently read books on Vietnam.
ENRICHMENT ACTIVITIES: Students explore other music from this time
period, explore music from other another time period that reflects protest, prepare
a PowerPoint with music and scenes from protests. Have a community speaker
talk to the class about his/her role in the Vietnam War as a soldier or as a
protestor. Have students interview relatives that remember the Vietnam War and
ask if they were for or against the war. Why? Divide the class into 3 groups for a
debate on the Vietnam War. Have group 1 research and present arguments “for”
the War, Group 2 research and present arguments “against” the war, and Group 3
be the audience and write a reflection paper on which side was the most
convincing. Show the video, Dear America: Letters Home From Vietnam (HBO,
1988) Read by dozens of actors such as Michael J. Fox, Matt Dillon, and
Kathleen Turner, these letters show a more human story of the war than we see in
most media outlets and reveal real people in real situations trying to explain or
understand the War. Discuss the effects of protests and protest songs on soldiers
as well as returning veterans. There was a shift in how soldiers were welcomed
K-12 Lesson Plan Template
Overview of Student
Activities
1. How will you & your students
be using technology?
2. What learning strategies will
be implemented? (i.e.,
independent and or group work)
3. What products will be
developed by students?
4. What skill(s) (Bloom’s
Taxonomy) is/are used in the
activity(s)?
Resources/Materials
List software, websites,
references, etc.”
Collaboration/Sharing
home that started with Vietnam. Listen to the song Born in the USA by Bruce
Springsteen and discuss the lyrics. Students will realize this song is about a
Vietnam veteran and what he experienced upon returning home.
1. Videos, music CDs, Internet research
2. group and independent work
3. posters, oral interviews, debate research
4. Students will interpret lyrics of protest music of the 1960s; recognize the
viewpoints of Vietnam War protestors; gain knowledge about the Vietnam War
and means of protest for the war by listening to antiwar songs and discussing
them; to demonstrate their knowledge about protest music of the late sixties by
creating miniature protest signs; synthesize the connection between protest
music from the 1960s to today.
Lyrics for War (attached); Lyrics for Ohio (attached); Lyrics for What’s Going
On (attached); Lyrics for All Star Tribute of What’s Going On? (attached) You
might want to play Folk protest songs such as Bob Dylan’s Blowin’ in the Wind
and Peter, Paul and Mary’s If I Had a Hammer. Or “tongue in cheek” songs of
protest such as Country Joe’s I Feel Like I’m Fixin’ To Die Rag and Creedence
Clearwater Revivals’ Fortunate Son. Even the Monkees Last Train to Clarksville
is considered a protest song for the War. Another popular protest song of the time
is For What It’s Worth by the Buffalo Springfield. “Song Lyrics for Activists and
Protests” This is a listing of song lyrics of inspiration, for protest and for activist
on topics including poverty, environmentalism, racism, police brutality, greed
and even landlords http://www.ocap.ca/lyrics.html; Lesson Plan: "War, What Is It
Good For?" http://etech.northern.edu/tie/tie07/lessonplan.htm; Lesson Plan:
Protest Music of the 60's http://www.teachers.net/lessons/posts/2011.html;
National Archives Sound Recording Analysis Worksheet;
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/sound.ht
ml; Video The Century: America’s Time,” “Apocalypse Now-1969-1975”
(Disney Studios, 1999) segment which features fighting in Vietnam. Video
History of Rock and Roll: My Generation (Warner Studios, 1995) which shows
the 1969 Woodstock Music festival. Video: Dear America: Letters Home From
Vietnam (HBO, 1988); The 3 photos that define the Vietnam War: Photo of
General Nguyen Ngoc Loan executing a prisoner in 1968
http://poisonkitchen.typepad.com/politics/2003/07/cartoon_or_thre.html; picture
of a nine year old Kim Phuc running naked down a road, screaming in agony
from napalm http://www.peace.ca/kimstory.htm; Pulitzer Prize photo of the
tragedy at Kent State on May 4, 1970
http://www.digitaljournalist.org/issue0005/filo.htm
Music, Art, Language Arts. Teacher will display posters in classroom.
How will this lesson support
the inter disciplinary process?
How will student products be
showcased?
Assessment
•
•
How will student products
and/or process be assessed?
Are you using a rubric?
The students will be assessed by their completion of the protest signs and their
involvement in the discussion.
K-12 Lesson Plan Template
War, What Is It Good For?"
K-12 Lesson Plan Template
WAR
By Edwin Star
War
What is it good for
Absolutely nothing
War
What is it good for
Absolutely nothing
War is something that I despise
For it means destruction of innocent lives
For it means tears in thousands of mothers' eyes
When their sons go out to fight to give their lives
War
What is it good for
Absolutely nothing
Say it again
War
What is it good for
Absolutely nothing
War
It's nothing but a heartbreaker
War
Friend only to the undertaker
War is the enemy of all mankind
The thought of war blows my mind
Handed down from generation to generation
Induction destruction
Who wants to die
War
What is it good for
Absolutely nothing
Say it again
War
What is it good for
Absolutely nothing
War has shattered many young men's dreams
Made them disabled bitter and meanLife is too precious to be fighting wars
each day
War can't give life it can only take it away
War
K-12 Lesson Plan Template
It's nothing but a heartbreaker
War
Friend only to the undertaker
Peace love and understanding
There must be some place for these things today
They say we must fight to keep our freedom
But Lord there's gotta be a better way
That's better than
War
War
What is it good for
Absolutely nothing
Say it again
War
What is it good for
Absolutely nothing
Source:
http://www.xs4all.nl/~maroen/engels/lyrics/war.htm
K-12 Lesson Plan Template
Eve Of Destruction
by Barry McGuire
The eastern world it tis explodin',
violence flarin', bullets loadin',
you're old enough to kill but not for votin',
you don't believe in war, but what's that gun you're totin',
and even the Jordan river has bodies floatin',
but you tell me over and over and over again my friend,
ah, you don't believe we're on the eve of destruction.
Don't you understand, what I'm trying to say?
Can't you feel the fears I'm feeling today?
If the button is pushed, there's no running away,
There'll be noone to save with the world in a grave,
take a look around you, boy, it's bound to scare you, boy,
and ya tell me over and over and over again my friend,
ah, you don't believe we're on the eve of destruction.
Yeah, my blood's so mad, feels like coagulatin',
I'm sittin' here, just contemplatin',
I can't twist the truth, it knows no regulation,
handful of Senators don't pass legislation,
and marches alone can't bring integration,
when human respect is disintegratin',
this whole crazy world is just too frustratin',
and ya tell me over and over and over again my friend,
ah, you don't believe we're on the eve of destruction.
Think of all the hate there is in Red China!
Then take a look around to Selma, Alabama!
Ah, you may leave here, for four days in space,
but when your return, it's the same old place,
the poundin' of the drums, the pride and disgrace,
you can bury your dead, but don't leave a trace,
hate your next-door-neighbour, but don't forget to say grace,
and tell me over and over and over and over again my friend,
you don't believe we're on the eve of destruction.
No no, you don't believe we're on the eve of destruction.
Source: http://www.lyricsxp.com/lyrics/e/eve_of_destruction_barry_mcguire.html
K-12 Lesson Plan Template
http://poisonkitchen.typepad.com/politics/2003/07/cartoon_or_thre.html
General Nguyen Ngoc Loan executing a prisoner back in 1968. According to the photographer,
Eddie Adams, the prisoner was seen shooting people and hence believed the execution to have
been justified (Adams didn't see the shootings the youth was accused of himself though). The
Vietnamese had just begun the Tet Offensive and General Loan was the director of the South
Vietnamese police force. The photo became intertwined with the Tet Offensive in the public's
mind leading to lower support for the War. Loan fled South Vietnam in 1975 and when he
arrived in America he opened a restaurant in Virginia, he died of cancer in 1998.
K-12 Lesson Plan Template
http://www.peace.ca/kimstory.htm
If there was one photograph that captured the horrific nature of the Vietnam war, one photograph that tore at
our collective conscience, it was the picture of a nine year old girl, running naked down a road, screaming in
agony from the jellied gasoline coating her body and burning through skin and muscle down the bone. Her
village in the Central Highlands of Vietnam was napalmed that day in 1972, and the little girl took a direct
hit. It would take many years, and 17 operations to save her life. And when she finally felt well enough to
put it behind her, that very photograph would make her a victim, all over again.
K-12 Lesson Plan Template
http://www.digitaljournalist.org/issue0005/filo.htm
Students were demonstrating and calling an end to the Vietnam War on the Kent State University campus on
May 4, 1970. Suddenly, G company of the Ohio National Guard opened fire. John Filo, a KSU student
yearbook photographer, used a borrowed camera and earned a Pulitzer Prize for this memorable image of
Mary Vecchio screaming over the body of 19-year-old slain student Jeff Miller
K-12 Lesson Plan Template
Ohio
by Crosby, Stills, Nash and Young
Tin soldiers and Nixon coming,
We're finally on our own.
This summer I hear the drumming,
Four dead in Ohio.
Gotta get down to it
Soldiers are cutting us down
Should have been done long ago.
What if you knew her
And found her dead on the ground
How can you run when you know?
Gotta get down to it
Soldiers are cutting us down
Should have been done long ago.
What if you knew her
And found her dead on the ground
How can you run when you know?
Tin soldiers and Nixon coming,
We're finally on our own.
This summer I hear the drumming,
Four dead in Ohio.
Source: http://www.lyricsdomain.com/14/neil_young/ohio.html
K-12 Lesson Plan Template
May 16, 2004
www.archives.gov
Sound Recording Analysis Worksheet
Step 1. Pre-listening
A. Whose voices will you hear on this recording?
B.
What is the date of this recording?
C.
Where was this recording made?
Step 2. Listening
A. Type of sound recording (check one):
____ Policy speech
____ Congressional testimony
____ News report
____ Interview
____ Entertainment broadcast
____ Press conference
____ Convention proceedings
____ Campaign speech
____ Arguments before a court
____ Panel discussion
____ Other
B.
Unique physical qualities of the recording
____ Music
____ Live broadcast
____ Narrated
____ Special sound effects
____ Background sound
C.
What is the tone or mood of this recording?
___________________________________________________________________________
___________________________________________________________________________
Step 3. Post-listening (or repeated listening)
K-12 Lesson Plan Template
A.
List three things in this sound recording that you think are important:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
B.
Why do you think the original broadcast was made and for what audience?
___________________________________________________________________________
___________________________________________________________________________
C.
What evidence in the recording helps you to know why it was made?
___________________________________________________________________________
___________________________________________________________________________
D.
List two things this sound recording tells you about life in the United States at the time it was made:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
E.
F.
Write a question to the broadcaster that is left unanswered by this sound recording.
___________________________________________________________________________
___________________________________________________________________________
What information do you gain about this event that would not be conveyed by a written transcript?
Be specific.
___________________________________________________________________________
___________________________________________________________________________
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.
Page URL: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/sound.html
U.S. National Archives & Records Administration
700 Pennsylvania Avenue NW, Washington, DC 20408 • 1-86-NARA-NARA • 1-866-272-6272
What's Going On
Performed by: Marvin Gaye (1971)
Mother, mother
There's too many of you crying
K-12 Lesson Plan Template
Brother, brother, brother
There's far too many of you dying
You know we've got to find a way
To bring some lovin' here today - Ya
Father, father
We don't need to escalate
You see, war is not the answer
For only love can conquer hate
You know we've got to find a way
To bring some lovin' here today
Picket lines and picket signs
Don't punish me with brutality
Talk to me, so you can see
Oh, what's going on
What's going on
Ya, what's going on
Ah, what's going on
In the mean time
Right on, baby
Right on
Right on
Father, father, everybody thinks we're wrong
Oh, but who are they to judge us
Simply because our hair is long
Oh, you know we've got to find a way
To bring some understanding here today
Oh
Picket lines and picket signs
Don't punish me with brutality
Talk to me
So you can see
What's going on
Ya, what's going on
Tell me what's going on
I'll tell you what's going on - Uh
Right on baby
Right on baby
Source: http://www.sdf.se/~simon/marvin/songs/whats_going_on.html
K-12 Lesson Plan Template
ALL-STAR TRIBUTE LYRICS (2001)
"What's Going On?"
{P Diddy:}
What's Going On
{Jermaine Dupri:}
Tell Me
{P Diddy:}
People Dying
People Crying
Lord help us
{Bono:}
Mother, mother
There's too many of you crying
{Gwen Stefani:}
Oh, brother, brother, brother
There's far too many of you dying
{Jermaine Dupri:}
That's Right
{Aaron Lewis:}
You know we've got to find a way
To bring some lovin' here today
{Nona Gaye:}
Oh my father, father
We don't need to escalate
{Backstreet Boys:}
You see war is not the answer
{Nona Gaye/Backstreet Boys:}
For only love can conquer hate
{Christina Aguilera:}
You know we've got to find a way
To bring some lovin' here today
{Britney Spears:}
Barricades, can't block our way
{J-Lo:}
Don't punish me with brutality
K-12 Lesson Plan Template
{Destiny's Child:}
Talk to me
So you can see
{Destiny's Child/Britney Spears:}
{First Chorus}
Oh what's going on
What's going on
Yeah what's going on
Ahh what's going on
{Ja Rule:}
What's going on in a world filled with pain
Where's the love for which we pray
What's going on
When our children can't play
Homeless can't eat
There's got to be a better way
What's going on
When we politically blind
Can't see the signs of endangered times
What's going on
{Nelly Furtado:}
Ah tell me
What's going on in the world today
I'd rather be dead
Than turn my head away
We gotta first world vision to complete, to lift our
Hands in the air and cry for a switch
{Michael Stipe:}
Father, father
{P Diddy:}
Father help us, come on
{Michael Stipe:}
Everybody thinks we're wrong
{Alicia Keys:}
Oh, but who are they to judge us
Together we can all be strong
{P Diddy:}
United we stand, United we fall
{N'Sync:}
Oh you know we've got to find a way
{Mary J. Blige:}
K-12 Lesson Plan Template
To bring some understanding here today
{N'Sync:}
Barricades can't block our way
{Darren Hayes (Savage Garden):}
Don't punish me with brutality
{N'Sync:}
Baby talk to me
So you can see
{Second chorus}
Yeah, what's going on
Hey, what's going on
Somebody tell me what's going on
I'll tell you what's goin' on-uh
{Nelly:}
What's going on 'cross seas
Every minute a child dies by this disease
In record numbers indeed
Got momma's crying out please
My baby hold on
My child ain't done nothing wrong
Still I want to holler
Ask them why they don't bother
Oh no, oh no
Make me turn to my father
And ask him why they all got a trapped soul
{Nas:}
I can feel what was bothering Marvin
Why his words forever remain
Dealing with these modern day problems
'Cause of ignorance surrounding me and my constituents
Too many infected
Too many lives diminishing
Nobody say Protestants, Jews, Blacks, and Whites, Latinos and Asians
Pray together
Less fight
We better unite
As genocide chemical war
And the rich and the poor
Know that God delivers a cure
{Eve:}
It's a shame our reality is devastating
People praying for a cure
Dying while they're waiting
Ask the Lord for the comfort and strength to face it
All the kids with dreams
K-12 Lesson Plan Template
Won't get the chance to chase it
Makes me sad
Think about the lives they would've had
Think about the orphan babies got no moms and dads
How can we sit back and not try to make it right
We gotta come together
We gotta fight for life
{Fred Durst:}
Somebody tell me what's going on
(what's going on)
We got human beings using humans for a bomb
But everyone wanna live
Don't nobody really want to die
You feeling me right
I can't be watching people die
(die)
And watching people cry
Let me break it down for a minute
If there's enough room here for you and me
There's plenty of room for some humanity
Somebody tell me what's going on
(what's going on)
Somebody tell me what's going on
(what's going on)
Somebody tell me what's going on
(what's going on)
Somebody tell me what's going on
(what's going on)
Somebody tell me what's going on
(what's going on)
Somebody tell me what's going on
(what's going on)
Somebody tell me what's going on
(what's going on)
Somebody tell me what's going on
(what's going on)
source: http://www.lyricscafe.com/a/allstar_tribute/whats_goingon.htm