1
Critical Content/Concept Web
Unit Topic:
Grade:
Modern Rock (Unit I)
9-12
Historical/Cultural Critical Thinking
Unit Overview
The student will gain an understanding about current rock and popular music and its affect on modern American culture. The various music genres will be learned about in relation to cultural changes occurring during the 1980’s – today in America.
Unit Topic:
Modern Rock
Suggested Teacher Resources
 What’s That Sound: An Introduction to Rock and Its History (John Covach)
 Rock and Roll ( Joe Stuessy /Scott Lipscomb)
 Rock Music Styles (Charlton)
Created Spring 2013
Performance

2
Grade: 9-12
Subject: History of Rock & Roll
Unit: Modern Rock
Enduring Understandings
1.
Arts and humanities reflect events occurring in society at a given point in history (1.1.1, 1.1.2, 1.3.1, 1.3.2)
1.1.1
Identify, in context, events and people influential in the development of historical events and/or movements and living
1.1.2
cultures
Demonstrate the ways in which the arts and humanities reflect events
1.3.1 Identify the ways the structure of an art or discipline mirrors the structure and values of society.
1.3.2 Identify the ways that the humanities disciplines portray human relationships.
2.
Arts and humanities play a significant role in society and culture of a time (2.1.1, 2.1.3, 2.2.4)
2.1.1
Relate arts and humanities disciplines to ethical and/or human issues.
2.1.3
Research and present findings about the role of artworks in society.
2.2.4
Discuss the significance of artworks in society.
3.
One is able to use art disciplines to express their own cultural beliefs (3.1.1, 3.2.1, 3.3.1)
3.1.1
Discuss the role of diverse cultures within the arts and humanities.
3.2.1
Illustrate or document the potential of the arts and humanities to enhance and expand one’s worldview.
3.3.1
Express, through means other than expository writing, an understanding and appreciation of the arts and humanities.
Created Spring 2013
Guiding Questions
1.
Would rock and popular music develop differently if the political, social, or religious climate in America were different?
2.
How do cultural or social norms dictate what music is listened to?
3.
What is the role of popular music in society?
4.
How might rock music relate to ethical or human issues?

Grade: 9-12
Subject: History of Rock & Roll
Unit: Modern Rock
Critical Content and Skills
Students will Know…
AC = Assessment Code:
1.
The various styles of modern rock and popular music and their characteristics (e.g.: funk, progressive rock, punk, rap, folk rock, glam rock, disco, pop punk, pop)
2.
Development of modern rock musically (e.g.: fusion of rock w/other styles, concept albums)
3.
Information regarding influential artists of the time and why they were important
(e.g.: Blondie, Queen, Metallica, Van
Morrison, Nirvana)
4.
About the influence of technology on modern rock music (e.g.: MTV, reverb, portable sound, samples, re-issues)
5.
The relationship between the social and political climate and rock music
(e.g.: economy of late 70’s/80’s, diversity,
Nixon, counterculture becomes mainstream)
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
AC Students will be able to do…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
1.
Take notes
2.
Analyze a piece of music
 Meaning
 Target market
 Production
 Music analysis
3.
Communicate orally and in writing
AC
3
Created Spring 2013

Critical Content/Concept Web
Unit Topic:
Grade:
Classic Rock (Unit II)
9-12
Historical/Cultural Critical Thinking
Unit Overview
The student will learn about rock music styles that span approximately 1950 – 1980. The student will understand the link between the social culture of the times and the impact on popular music as well as the affect popular music had on American culture.
4
Unit Topic:
Classic Rock
Suggested Teacher Resources
 Rock & Roll Hall of Fame: What’s That
Sound? (John Covach)
 Rock and Roll ( Joe Stuessy/Scott Lipscomb)
 Rock Music Styles (Charlton)
Created Spring 2013
Performance

Grade: 9-12
Subject: History of Rock & Roll
Unit: Classic Rock
Enduring Understandings
1.
Popular music reflects cultural norms as well as promotes new cultural ideas (1.1.3, 1.3.1, 2.2.1, 2.2.3).
1.1.3
Illustrate how an artifact symbolizes and reflects a particular culture and/or time period.
1.3.1
Identify the ways the structure of an art or discipline mirrors the structures and values of society.
2.2.1
Analyze an artifact or idea and debate it’s meaning in the context of its societal value.
2.2.3
Discuss ways in which the arts and humanities both break through and create class barriers.
2.
Popular music is able to cut across cultures through universal themes (2.1.2, 3.1.3).
2.2.1
Analyze an artifact or idea and debate it’s meaning in the context of its societal values.
3.1.3
Research and present findings about the role of artworks in society.
3.
The arts and humanities reflect events, people, and the culture in a society (1.1.1, 1.1.2, 1.2.3)
1.1.1
Identify, in context, events and people influential in the development of historical events and/or movements and living cultures
1.1.2
Demonstrate the ways in which the arts and humanities reflect events.
1.2.3
Illustrate the relationship between two or more arts and humanities disciplines and the extent to which they enhance or influence each other.
Guiding Questions
1.
How does a piece of music reflect the social, political, economic or artistic context it is created in?
2.
Does all rock or popular music reflect societal/cultural beliefs?
3.
How does technology affect rock and popular music?
4.
What are some ways popular music reflects social norms? And promotes new social norms?
5
Created Spring 2013

Grade: 9-12
Subject: History of Rock & Roll
Unit: Classic Rock
Critical Content and Skills
Students will Know…
AC = Assessment Code:
1.
The various styles of classic rock and popular music and their characteristics (e.g.: folk music, pop, British invasion, Blues Revival)
2.
Musical development of classic rock (e.g.: songwriter/producer/performer: collaboration, importance of lyrics)
3.
Information regarding influential artists of the time and why they were important (e.g.:
Beatles, Led Zeppelin, James Taylor, etc.)
4.
About the influence of technology on classic rock (e.g.: television, recording equipment, overdubbing, LP’s, FM radio)
5.
The relationship between the social and political climate and classic rock (e.g.: civil rights, Cold War, Vietnam War, rise and fall of
JFK, new youth culture, social movements)
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
AC Students will be able to do…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
1.
Take notes
2.
Analyze a piece of music
Meaning - Target Market
Production - Music Analysis
3.
Compare and contrast two or more pieces of work.
4.
Communicate orally and in writing
AC
6
Created Spring 2013

7
Critical Content/Concept Web
Unit Topic:
Grade:
Roots of Rock (Unit III)
9-12
Historical/Cultural
Context
Critical Thinking
Unit Overview
The students will learn about early rock and popular music styles. Students will also learn about the social, political, economic, and artistic factors that went into creating rock music.
Unit Topic:
Roots of Rock
Suggested Teacher Resources
 Rock & Roll Hall of Fame: What’s That
Sound? (John Covach)
 Rock and Roll ( Joe Stuessy/Scott Lipscomb)
 Rock Music Styles (Charlton)
Created Spring 2013
Performance

8
Grade: 9-12
Subject: History of Rock & Roll
Unit: Roots of Rock
Enduring Understandings
1.
Development of art is a reflection of a cultures society, politics, and economy at that time (1.1.1, 1.1.2, 1.3.1,
2.2.2, 3.2.2, 3.3.3)
1.1.1
Identify, in context, events and people influential in the development of historical events and/or movements and living cultures.
1.1.2
Demonstrate the ways in which the arts and humanities reflect events.
1.3.1
Identify the ways the structure of an art or discipline mirrors the structure and values of society.
2.2.2
Describe the influence of religion on government, culture, artistic creation, technological development, and/or social
3.2.2
conduct.
Interpret how literary/artistic work relates to the history and/or culture from which it originated.
3.3.3
Create an artistic work that expresses the uniqueness of a historical period or cultural influence.
2.
Within every culture, the arts and humanities have universal themes. (3.1.1, 3.1.2)
3.1.1
Discuss the role of diverse cultures within the arts and humanities.
3.1.2
Identify universal themes in the arts and the humanities disciplines.
3.
Cultural perspectives play a role in one’s own creation of art. (1.2.1, 2.3.1, 2.3.2)
1.2.1
Acquire a working vocabulary of two or more arts and humanities disciplines.
2.3.1
Establish a set of aesthetic criteria and apply it in evaluating one’s own work and work of others.
2.3.2
Create an original work that offers a response to a human problem.
Created Spring 2013
Guiding Questions
1.
How do early forms of rock and roll reflect social norms?
Political events?
2.
What were some of the events that pushed rock music towards popularity?
3.
Are there universal themes in rock and popular music?
Why are they universal?
4.
How has your cultural perspective affected your art creation?

9
Grade: 9-12
Subject: History of Rock & Roll
Unit: Roots of Rock
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1.
The various styles of early rock and roots of rock music and their characteristics (e.g.: ragtime, blues, country and western, pop, rockabilly, soft rock, doo-wop, rhythm and blues)
2.
Musical development of early rock music (e.g.: rhythm sections, 12 bar blues, walking bass)
3.
Information regarding influential artists of the time and why they were important (e.g.: Elvis
Presley, Bessie Smith, Chuck Berry, Hank
Williams, Billy Haley, Carl Perkins, Les Paul)
4.
About the influence of technology (e.g.: microphone, radio networks, television, Les
Paul/Mary Ford, recording companies)
5.
The relationship between the social and political climate and rock music (e.g.: pop culture for youth, conservatism, Korean/Vietnam War, civil rights)
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
AC Students will be able to do…
1.
2.
Take notes
Analyze a piece of music




Meaning/message
Market (target)
Recording (production)
Music o Style/feel o Form o Instrumentation
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
3.
Compare and contrast two pieces of work
4.
Communicate orally and in writing
AC
Created Spring 2013