Rose Couchon

Curriculum Unit Plan

9th Grade High School General Music Unit
The history of rock music and its origin: The 50s-Present
9th-12th Grade General Music
3-Week Unit (5 days a week, 45 minute lessons each)
Summary of the Unit:
Students will study the major periods of rock music and will learn about the the bands/musicians
who are staples to this genre. This lesson plan will cover rock history from the 1950s to the
present. The periods covered will include Rockabilly and Soul; Folk music, Surf music, The
British Invasion and Psychedelic Music; Heavy Metal, Hard Rock, Funk and Punk Rock;
Rap/Rock, Grunge, and Pop-Rock.
Through listening and written reflections students will compare/contrast the genres within
rock. They will compare the use of instrumentation and differentiate how their use can entirely
change a genre.
Lastly, students will decide whether or not they feel that rock music has played a
significant role on music today. They will hypothesize what they think is in store for rock music
to come.
Overarching Enduring Understanding for this Unit:
Music is a melting pot of genres that intertwine into each other.
Expression of emotions can be portrayed through several different kinds of rock music.
Topical Enduring Understandings for this Unit:
The rock genre has molded Americas standard for music.
Rock has become a form of expression politically, socioeconomically, and emotionally.
Overarching Essential Questions:
- Where does rock music stem from?
Is rock truly a unique genre of its own or is it essentially a melting pot of genres?
How has it played a role politically in society?
Topical Essential Questions for this Unit:
What are some specific time periods in which social struggle was expressed through
music?
Who are some notable Rock artists that brought change in society through their music?
How has rock changed stylistically over the past 50 years?
Suggested Texts:
The Rolling Stone Illustrated History of Rock and Roll: The Definitive History
of the Most Important Artists and Their Music

Materials Needed:
CD Player or stereo hookup to laptop
Internet Connection/YouTube
Piano
Music Journals for reflection
Facets of Understanding:
Identify- Through brief study of various historical periods of rock, students will be able to
recognize accounts of major events, actions, and ideas in rock music.
Interpret- Through reading and listening, students will learn about rock musicians history and
how their personal lives had an effect on the music they created.
Perspective- Students will view the development of rock music through the eyes of the
musicians who created this music for social change.
3 Week Plan
Week 1: Rock Music; Its Pioneers and Frontiers
Day 1:
Do Now: Watch the performance of the song Hound Dog by Elvis Presley. Describe what you
hear in your journal. What instruments do you hear? What type of rock music would you
categorize this as? What makes Elvis sound so unique?
Discussion: How does this song incorporate several different sub-categories of rock music?
Would you consider this song All American rock & roll or do elements of jazz and blues come
into play? Brainstorm the musical predecessors that came before this style of music. How could
its musical predecessors have played a role in this unique genre?
Activity:
- After discussing the elements that make up Rockabilly students will work in small groups
and compose a short song that uses an amalgam of musical genres (blues, country, rock & roll
etc).
The melody of their composed song will only be able to consist of the notes in the blues
scale. The scale will be written on the board for reference.
Assessment: Journals will display the ability to describe music, students will learn the elements
of Rockabilly first hand by creating their own blues song.
Day 2:
Do Now: Listen to I Get Around by The Beach Boys. Describe what you hear in your music
journal. What instruments do you hear? What elements of music does this song consist of?
Discussion: Discuss how the music of The Beach Boys differs from the music of Elvis. How are
they similar? Discuss the use of harmony and background vocals in this song. Would it be the
same without it? Students will analyze further and discuss why they think Elvis music was
successful without the use of harmonies or background vocals.
Activity:

-After discussing the elements of Surf rock students will work in small groups and compose a
short song that uses harmonies and percussive clapping.
Assessment: Journals will display the ability to describe music, students will create this music
themselves by creating their own Beach Boy like harmonies.
Day 3:
Do Now: Listen to I Want to Hold Your Hand by The Beatles. Analyze the lyrics to this song
as youre listening to it. What is the mood of this song? Does the music fit well with the lyrics to
the song?
Discussion: Discuss the differences and similarities between The Beatles and Elvis. Both had a
huge impact on popular music in America. Discuss the differences between the fame of Elvis and
the fame of The Beatles. Do you think the fact that they started The British Invasion had
anything to do with their fame? Compare The Beach Boys to The Beatles. Discuss the
similarities you hear in harmony and instrumentation.
Activity: Make up your own love song using similar vocal styles to the ones we have listened to
in class.
Assessment: Journals will describe the ability to recognize differences between similar types of
music.
Day 4
Do Now: Listen to I Want You by The Beatles. Analyze the lyrics to this song as youre
listening to this song. What are the similarities and differences between the text in I Want You
and I Want to Hold Your Hand? What is different about the instrumentation? List
instrumentation differences and similarities between the two songs.
Discussion: Students will discuss how one band can use the same instrumentation and lyrical
theme about love and produce two entirely different songs. Students will talk further about the
repetition of lyrical content. Discuss how this is much less of an upbeat pop song, but was a still
successful hit.
Day 5
Do Now: Listen to Purple Haze by Jimi Hendrix. In your music journal write down what you
hear in the instrumentation. How is the guitar work in this song different from the previous songs
weve listened to? How is it similar? Explain.
Discussion: Students will discuss how Jimi Hendrix paved the way for African Americans in
rock music. Discuss his use of intricate guitar work throughout the whole song, from beginning
to end. Discuss how the effects used in this song create an entirely different feel. Discuss the
definition of Psychedelic rock and how this falls into that category.

[Beginning of]
Week 2: The 60s: Songs that Accurately Represent the Common Feelings of
the Era
Day 1

Do Now: Listen to Bob Dylans The Times They are A Changin. As youre listening read
along with the lyrics that have been handed out. Which lyrics stand out to you most? Write the
lyrics down in your music journal and briefly interpret them in your own words.
Discussion: This song was written in 1964. Discuss how this song resonates as Vietnam War
music, and while not written as war protest music, happens to relate especially well to those who
demonstrated against government policy.
Discuss whether or not students think that a song like this would influence them to make social
change. How does this song resonate with society today? Ask students if they feel that they can
relate to a song that is decades old.
Activity: Have students write down what differences they see in society and how they think
times are changing. Call on volunteers to sing their song the same style that Bob Dylan sang.
This will give the student the opportunity to reflect on what they just listened to and will better
help them to recognize Bob Dylans unique style of singing.
Assessment: Journals displaying ability to describe musical meaning in their own words.
Day 2
Do Now: Listen to Revolution by The Beatles. As youre listening read along with the lyrics
that have been handed out. Write down which lyrics stand out to you most. Think back to last
weeks lesson about The Beatles. What differences and similarities do you hear in their music
making?
Discussion: This song was written in 1968. After looking back from your notes from yesterday,
discuss the differences and similarities between Bob Dylans political statements and the political
statements of The Beatles.
Discuss how this is an anti-war song with an upbeat and happy feel. Discuss how this goes to
show that music can portray emotions contrary to that which the lyrics state.
Activity: Take the lyrics to Revolution and rewrite them in your own words. This will help to
better understand the political meaning. Discuss how this song accurately represents the common
feelings of the era.
Assessment: Journals displaying ability to describe musical meaning in their own words.

Day 3
Do Now: Before listening to it, read the lyrics to Imagine by John Lennon. In your journals,
write down your feelings about the lyrics before listening to the music and after listening to the
music. Was this the type of song you were expecting to hear?
Discussion: This song was written in the early 70s. Discuss what students think is more of a
productive approach; making a bold statement with the lyrics or making a bold statement with
the music itself?
Discuss the concept that we are all one country, one world, one people. This is the idea that John
Lennon was trying to portray.
Activity: Students will break into small groups and will write a short song (verse, chorus, verse)
about the change they would like to imagine seeing.

[End of]
Week 2: The 70s: A heavier and more progressive style of music.
Day 4
Do Now: Listen to Houses of the Holy by Led Zeppelin. As youre listening state the
differences you hear from the 60s music we listened to.
Discussion: Discuss the new forms of instrumentation we hear in this song.
Discuss whether or not we think that the songs of the 60s would have had the same affect if this
much emphasis was put on the music itself instead of on the lyrical content.
Through class discussion students will hypothesize what direction music will be going. What
genres do they see stemming from this heavier style of music?
Assessment: Journals displaying ability to describe new musical content.
Day 5
Do Now: Listen to Bohemian Rhapsody by Queen. Identify any new musical elements that
you hear in this song. How would you describe this new style of singing?
Discussion: Discuss the new methods of singing we hear in this song. How can this style of rock
be compared to theatrical singing?
Activity: Students break into groups and will compare rock guitar voicings in the two 70s songs
they have listened to and describe the effects on the character and flow of the music. (Ex: The
distorted and crunchy sound of Jimmy Hendrixs playing compared to the psychedelic affects
Jimmy Pages [Led Zeppelin] playing.
Assessment: Being able to understand the difference between two different guitar voicings in
similar styles of music.

Week 3: Rock Music; Its Latter years and what it is Today

Day 1
Do Now: Listen to Back in Black by AC/DC. In your music journal describe the
instrumentation that you hear in the song. Out of all of the genres weve listened to which would
you compare this to most? What new elements are heard?
Discussion: Discuss the use of guitar solos in this song. Talk about how this band wasnt making
a political statement with their music, but still made a statement with their unique sound alone.
Discuss how this song is different from the music of the 60s and 70s that we had listened to.
Activity: Students will break into groups and come up with their own 80s band name. They will
list who plays what instrument and will create stage names for themselves based on their musical
style.
Assessment: Journals displaying ability to describe new musical content. The change of music at
the beginning of a new era.

Day 2

Do Now: Watch and Listen to the music video for Thriller by Michael Jackson. In your music
journals write down how you think the theme to the video adds to the song as a whole. Do you
think this is a new take on music and its interpretation? Explain and support your answer.
Discussion: Discuss how you think the intro to this song changed the song as a whole.
Discuss how the music video was now becoming an important part in music making. Students
will learn that MTV aired its first music video in 1981. They will discuss if they think they
would have the same opinion about this song if they werent watching the video. They will
determine whether or not they think this song properly falls into the category of rock.
Activity: The class will break into groups and learn sections of the Thriller dance. The group
will dance along with the choreography in the music video.
Assessment: Students will learn about new interpretations being made in music.
Day 3
Do Now: Listen to Smells Like Teen Spirit by Nirvana. What genre of music would you
describe this as? In your music journals, write down what instruments you hear. What emotion
does this song evoke?
Discussion: Discuss the new kind of heaviness that came with this style of music. Discuss that
Grunge rock was filled angst and apathy. Does that relate to the musicality of this genre?
Students will discuss if they think the lack of instrumentation actually makes this genre what it
is. Discuss how this genre is drastically different from what we heard yesterday in Michael
Jacksons Thriller. Discuss where their stylistic origins come from and how this scene
emerged.
Assessment: Students will relate the emotion evoked in the music to their own lives.
Development of relating themselves to the music.
Day 4
Do Now: Listen to In The End by Linkin Park. In your music journals list the instrumentation
you hear in this song. What new musical elements are being incorporated in this song? Would
you consider this song a heavy rock song or a light rock song? Explain.
Discussion: This is our first look at hard rock music with both rap and melodic vocals. Discuss
how this song is a stepping stone for heavy music that includes rap. Discuss the use of synth and
piano used throughout the verses of this song. Discuss whether or not students think this is still
rock music even though it consists of both rap and synth.
Assessment: Students will learn about new electronic instruments being used to create heavy
rock music.
Day 5
Do Now: In your music journal write about your favorite band or musician that we covered
throughout this course. How did their music play affect you? How do you think it affected
society?
Discussion: The class will wrap up this unit with a discussion about rock music that is popular
today and how these bands are all connected. Students will discuss how their favorite modern
rock band can relate to the bands that were studied throughout this unit. They will hypothesize
and infer where they think rock music will lead in the future.

Assessment: Students will cognitively connect the popular rock music they listen to today to the
music discussed throughout this unit.

Standards of Common Core used in this Lesson:

CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
CCSS.ELA-Literacy.W.11-12.2d Use precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the complexity of the
topic.