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Critical Content/Concept Web

Unit Topic: Modern Rock(Unit I)

Grade: 9-12


Grade: 9-12
Subject: History of Rock & Roll
Unit: Modern Rock

Enduring Understandings

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Guiding Questions

  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)
  2. Identify, in context, events and people influential in the development of historical events and/or movements and living cultures
  3. 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.
  1. Arts and humanities play a significant role in society and culture of a time (2.1.1, 2.1.3, 2.2.4)
  2. Relate arts and humanities disciplines to ethical and/or human issues.
  3. Research and present findings about the role of artworks in society.
  4. Discuss the significance of artworks in society.
  1. One is able to use art disciplines to express their own cultural beliefs (3.1.1, 3.2.1, 3.3.1)
3.1.1Discuss the role of diverse cultures within the arts and humanities.
3.2.1Illustrate or document the potential of the arts and humanities to enhance and expand one’s worldview.
3.3.1Express, through means other than expository writing, an understanding and appreciation of the arts and humanities. /
  1. Would rock and popular music develop differently if the political, social, or religious climate in America were different?
  1. How do cultural or social norms dictate what music is listened to?
  1. What is the role of popular music in society?
  1. How might rock music relate to ethical or human issues?

Grade: 9-12
Subject: History of Rock & Roll
Unit: Modern Rock
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and SkillsO – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to do… / AC
  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)
  1. Development of modern rock musically (e.g.: fusion of rock w/other styles, concept albums)
  1. Information regarding influential artists of the time and why they were important
(e.g.: Blondie, Queen, Metallica, Van Morrison, Nirvana)
  1. About the influence of technology on modern rock music (e.g.: MTV, reverb, portable sound, samples, re-issues)
  1. 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) /
  1. Take notes
  1. Analyze a piece of music
  • Meaning
  • Target market
  • Production
  • Music analysis
  1. Communicate orally and in writing

Critical Content/Concept Web

Unit Topic: Classic Rock (Unit II)

Grade: 9-12


Grade: 9-12
Subject: History of Rock & Roll
Unit: Classic Rock

Enduring Understandings

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Guiding Questions

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

Grade: 9-12
Subject: History of Rock & Roll
Unit: Classic Rock
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and SkillsO – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to do… / AC
  1. The various styles of classic rock and popular music and their characteristics (e.g.: folk music, pop, British invasion, Blues Revival)
  1. Musical development of classic rock (e.g.: songwriter/producer/performer: collaboration, importance of lyrics)
  1. Information regarding influential artists of the time and why they were important (e.g.: Beatles, Led Zeppelin, James Taylor, etc.)
  1. About the influence of technology on classic rock (e.g.: television, recording equipment, overdubbing, LP’s, FM radio)
  1. 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)
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  1. Take notes
  1. Analyze a piece of music
-Meaning - Target Market
-Production - Music Analysis
  1. Compare and contrast two or more pieces of work.
  1. Communicate orally and in writing

Critical Content/Concept Web

Unit Topic: Roots of Rock (Unit III)

Grade: 9-12


Grade: 9-12
Subject: History of Rock & Roll
Unit: Roots of Rock

Enduring Understandings

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Guiding Questions

  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)
  2. Identify, in context, events and people influential in the development of historical events and/or movements and living cultures.
  3. Demonstrate the ways in which the arts and humanities reflect events.
  4. Identify the ways the structure of an art or discipline mirrors the structure and values of society.
  5. Describe the influence of religion on government, culture, artistic creation, technological development, and/or social conduct.
  6. Interpret how literary/artistic work relates to the history and/or culture from which it originated.
  7. Create an artistic work that expresses the uniqueness of a historical period or cultural influence.
  1. Within every culture, the arts and humanities have universal themes. (3.1.1, 3.1.2)
  2. Discuss the role of diverse cultures within the arts and humanities.
  3. Identify universal themes in the arts and the humanities disciplines.
  1. Cultural perspectives play a role in one’s own creation of art. (1.2.1, 2.3.1, 2.3.2)
  2. Acquire a working vocabulary of two or more arts and humanities disciplines.
  3. Establish a set of aesthetic criteria and apply it in evaluating one’s own work and work of others.
  4. Create an original work that offers a response to a human problem.
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  1. How do early forms of rock and roll reflect social norms? Political events?
  1. What were some of the events that pushed rock music towards popularity?
  1. Are there universal themes in rock and popular music? Why are they universal?
  1. How has your cultural perspective affected your art creation?

Grade: 9-12
Subject: History of Rock & Roll
Unit: Roots of Rock
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and SkillsO – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to do… / AC
  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)
  1. Musical development of early rock music (e.g.: rhythm sections, 12 bar blues, walking bass)
  1. 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)
  1. About the influence of technology (e.g.: microphone, radio networks, television, Les Paul/Mary Ford, recording companies)
  1. The relationship between the social and political climate and rock music (e.g.: pop culture for youth, conservatism, Korean/Vietnam War, civil rights)
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  1. Take notes
  1. Analyze a piece of music
  • Meaning/message
  • Market (target)
  • Recording (production)
  • Music
  • Style/feel
  • Form
  • Instrumentation
  1. Compare and contrast two pieces of work
  1. Communicate orally and in writing

Created Spring 2013