COURSE TITLE:
POP MUSIC AND HISTORY
LENGTH:
ONE SEMESTER ELECTIVE
DEPARTMENT:
SOCIAL STUDIES
SCHOOL:
RUTHERFORD HIGH SCHOOL
RUTHERFORD, NJ
REVISED:
2015
APPROVED: June 2015
Pop Music and History
I.
INTRODUCTION
Among our students there are those who wish to understand the events, trends, technology, and
ideas which have influenced the development of popular music, particularly rock music, in the
20th century. This one-semester elective course will answer the need of students who wish to
understand the antecedents of the music which they enjoy today. Enrollment in this course will
be limited to eleventh- and twelfth-grade students.
After developing a theoretical base as to the nature of popular music and its relationship to
society and an understanding of the implications of developing technology on popular music, the
course will basically follow a chronological approach to the subject. For each section or period
of music that is covered, the historical background of that era will serve as an introduction. At its
most basic level, the course will offer a survey of American popular music from the early 1800s
through the start of the 21st century. The major emphasis will be on the post-WW II period. The
relationship between the popular music of a given time and historical events and societal trends
will be shown. At its most sophisticated level, the course will examine how the various forms of
American popular music have inter-acted with and influenced each other, particularly in the
development of that enduring phenomenon of the last half of the 20th century - rock ‘n roll.
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II. OBJECTIVES
A. NJ Core Curriculum Standards for Social Studies (2014)
For a complete copy of the NJ Core Curriculum Content Standards for Social Studies,
please visit the following website:
http://www.state.nj.us/education/cccs/2014/ss/
Standard 6.1
U.S. History: America in the World. All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to
make informed decisions that reflect fundamental rights and core democratic values as
productive citizens in local, national, and global communities.
Standard 6.2
World History/Global Studies. All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Standard 6.3
Active Citizenship in the 21st Century. All students will acquire the skills needed to be
active, informed citizens who value diversity and promote cultural understanding by
working collaboratively to address challenges that are inherent in living in an
interconnected world.
Common Core State Standards for English, Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
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B. Course Outline
1. Introduction to Popular Music
a. Music for the People
b. The Social Impact of Popular Music
c. The Impact of Technology on Popular Music
2. The 1800s
a. Historical Background
b. Origins of Popular Music
c. The Minstrel Show
d. The Civil War
e. Coon Shouters and Cakewalks
f. Vaudeville
g. Technology
1) Sheet music
3. 1890 To World War I
a. Historical Background
b. Ragtime
c. Tin Pan Alley and Musical Theater
d. The Early Days of Jazz
e. George M. Cohan
f. World War I and Popular Music
g. Technology
1) Victrola
4. The Jazz Age to World War II
a. Historical Background
b. George Gershwin
c. Broadway
d. Golden Age of Songwriting
e. The Big Bands
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f. The Swing Era
g. Swing Era to Sing Era
h. Small-group Jazz
i. Hillbilly Music
j. Race Music and The Blues
k. Songs of the Depression Era
l. World War II and Popular Music
m. Technology
1) Mass radio
5. End of World War II to the Death of JFK
a. Historical Background
b. Mood Music
c. AM/FM and the Growth of the Recording Industry
d. The Swing Era Continues
e. Jazz in the Post-War Era
f. Folk Music Enters the Mainstream
g. Broadway and the Movies
h. Hillbilly Becomes Country and Western
i. Race Music, Covers and Rhythm and Blues
j. The Rock Revolution
k. The King of Rock ‘n Roll
l. The Adult World Reacts
m. Television
1) The Ed Sullivan Show
2) American Bandstand
3) Smothers Brothers
4) Rowan & Martin’s Laugh-In
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6. The Turbulent ‘60s
a. Historical Background
b. The Rock Revolution Continues
c. Folk Music Develops an Edge
d. Country Sounds in Nashville and Elsewhere
e. The British Invasion
f. Bob Dylan
g. Sam Cooke, Otis Redding, Aretha Franklin and the Power of Soul Music
h. Jefferson Airplane, the Grateful Dead and the San Francisco Scene
i. Broadway Is Still Broadway
j. New and Old Voices Keep the Sing Era Alive
k. Jazz Survives the Rock Era
l. Rock Brings New Popularity for the Blues
m. Woodstock, Altamont, and the Deaths of Jimi Hendrix and Janis Joplin
n. Boundaries Crossed: Folk-Rock, Country-Rock and Fusion
o. Hee-Haw
p. Rock Journalism
7. The ‘70s - The Changing Face of Popular Music
a. Historical Background
b. Age of the Singer-Songwriters
c. Art Rock
d. Glitter Rock
e. Rise of Hard Rock
f. AOR/FM Radio/8 Track
g. The Super Groups
1) Stadium rock
h. Heavy Metal Cranks It Up
i. Black Rock, Funk, Disco and Reggae
j. On Broadway and in Hollywood
k. Modern Country Music
l. Folk Music and the Blues
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m. The Singers Still Sing
1) Frank Sinatra
n. Jazz - Experimental and Mainstream
o. Punk Rock and Its Aftermath
p. Concept Albums
q. Modern Album Art
r. Birth of Rap
s. Technology
1) 8 track
8. The ‘80s
a. Historical Background
b. The Deaths of Elvis Presley and John Lennon
c. New Technology
1) Cassette tapes
d. Major New Starts - Prince, Michael Jackson and Bruce Springsteen
e. The Rise of MTV
f. Rap Fuels a Black Revival
g. Lyrics and Legal Issues
h. All the Forms of Popular Music Keep Moving Along
i. College Radio
1) Birth of Alternative Rock
j. New Wave
9. The 90’s
a. Historical Background
b. Pop Music
c. Gangsta Rap
d. Seattle Grunge
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e. Technology
1) CD’s
2) Napster
f. Rad Metal
g. East Coast/West Coast Rap
h. Alternative in the 90’s
1) Alternative to mainstream
i. Metal goes mainstream
1) Commercialization
j. The Internet and Music
k. Jambands
1) H.O.R.D.E.
10. Today
a. Boy Bands - 21st Century
b. iPods/MP3’s
1) Recording industry
c. New Metal
d. Emo Music
e. Rap Goes Mainstream
f. Posthumous Albums
g. Pop Country
h. Indie Music
i. Hipsters
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III. PROFICENCY LEVELS
This curriculum is designed for eleventh- and twelfth-grade students who may be interested
in music. There are no prerequisites or musical requirements.
IV. METHODS OF ASSESSMENT
A. Student Assessment
1. Tests and quizzes will be used as tools of evaluation. Because of the nature of the
class, these evaluative tools will not be heavily emphasized. Alternative
assessments will be utilized.
2. Student participation in class discussions will be an integral part of the course and
will be graded accordingly.
3. Students will be evaluated on their ability to use the Internet, CD’s and any other
computer activities for research.
4. Oral or technical presentation of research or related projects in either an
individual or group setting will be a part of the student’s evaluation.
5. The compilation and presentation of an audio project concerning a particular type
of music or artist along with appropriate notation will receive due credit for
evaluation.
6. The production and presentation of a multi-media project on an aspect of the
course’s subject matter will constitute a part of the student’s evaluation.
7. Surveys conducted within and out of the school will be used as part of the
student’s evaluation.
8. Homework in this course will be in accordance with the Rutherford School
District’s homework policy.
9. Student evaluation in this course will be in accordance with the Rutherford School
District’s grading policy.
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B. Teacher/Curriculum Assessment
Throughout the semester, the teacher and the supervisor will continually discuss the
curriculum to access changes and needs. The teacher is always encouraged to make
suggestions for improvement.
The supervisor may also request an annual meeting or written review from the teacher for
suggestions or modifications.
V. GROUPING
This course is designed for eleventh- and twelfth-grade students without restrictions or
prerequisites.
VI. ARTICULATION/SCOPE/SEQUENCE
Eleventh- and twelfth-grade students can enroll in this one-semester elective without any
preconditions.
VII. RESOURCES
A. There will not be a basic textbook for this course because there doesn’t appear
to be one written for this subject for the secondary level.
B. A series of handouts culled from different sources will be used in lieu of a text.
C. There are numerous documentaries, educational videos and feature-length films dealing
with American popular music. The modern era, particularly the period of rock music, has
been well documented. Films and videos from this abundant supply will be selected and
will be used as supplemental material along with the readings.
D. There are a number of possible speakers that can be used for this course. Musicians, disc
jockeys, a representative from local schools that have music business major fields, or
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someone from the Rutgers Speakers Bureau could make a contribution to the students’
understanding of popular music.
E. There are CD’s available that deal with the subject matter of this course.
F. The Internet provides a wealth of information that will be mined by both the teacher and
students for developing materials for classroom use.
G. The major amount of materials to be used for this course will come from the vast quantity
of recorded popular music in America. Either in its original form or pre-recorded, there is an
incomparable selection to pick from. The music listened to in class will largely be dictated
by the direction that class discussions take, teacher discretion, or selection for studentdirected projects. It is rare that so much primary source material is readily available and
accessible for study by secondary students.
VIII.
TECHNOLOGY
http://www.state.nj.us/education/cccs/2014/tech/
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and to
create and communicate knowledge.
A. Technology Operations and Concepts 8.1.12.A.2
B. Creativity and Innovation 8.1.12.B.1
C. Communication and Collaboration 8.1.12.C.1
D. Digital Citizenship 8.1.12.D.4
E. Research and Information Literacy 8.1.12.E.2
F. Critical Thinking, Problem Solving, and Decision-Making 8.1.12.F.2
8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design, and
the designed world, as they relate to the individual, global society, and the environment.
A. Nature of Technology: Creativity and Innovation 8.2.12.A.1
B. Design: Critical Thinking, Problem Solving, and Decision-Making 8.2.12.B.3
C. Technological Citizenship, Ethics, and Society 8.2.12.C.3
D. Research and Information Fluency 8.2.12.D.1
E. Communication and Collaboration 8.2.12.E.1
F. Resources for a Technological World 8.2.12.F.1
G. The Designed World
8.2.12.G.1
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IX.
METHODOLOGIES
Teachers will use oral, written, and visual techniques to teach all students that accommodate
their learning styles.
X.
SUGGESTED ACTIVITIES
Teachers are to make use of any student’s special interest in music, have guest speakers, and
have students prepare critiques of concerts they may attend.
XI.
INTERDICIPLINARY CONNECTIONS
Teachers will use interdisciplinary reading and writing assignments across the curriculum to
enhance student learning whenever possible.
XII.
Differentiating Instruction for Students with Special Needs: Students with Disabilities,
English Language Learners, and Gifted & Talented Students
Differentiating instruction is a flexible process that includes the planning and design of
instruction, how that instruction is delivered, and how student progress is measured. Teachers
recognize that students can learn in multiple ways as they celebrate students’ prior knowledge.
By providing appropriately challenging learning, teachers can maximize success for all
students.
Examples of Strategies and Practices that Support
Students with Disabilities
•
Use of visual and multi-sensory formats
•
Use of assisted technology
•
Use of prompts
•
Modification of content and student products
•
Testing accommodations
•
Authentic assessments
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Gifted & Talented Students
•
Adjusting the pace of lessons
•
Curriculum compacting
•
Inquiry-based instruction
•
Independent study
•
Higher-order thinking skills
•
Interest-based content
•
Student-driven instruction
•
Real-world problems and scenarios
English Language Learners
•
Pre-teaching of vocabulary and concepts
•
Visual learning, including graphic organizers
•
Use of cognates to increase comprehension
•
Teacher modeling
•
Pairing students with beginning English language skills with students who have more
advanced English language skills
•
Scaffolding
•word walls
•sentence frames
•think-pair-share
•cooperative learning groups
•teacher think-aloud
XIII. 21st CENTURY LIFE AND CAREERS
Career Ready Practices describe the career-ready skills that all educators in all content areas
should seek to develop in their students. They are practices that have been linked to increase
college, career, and life success. Career Ready Practices should be taught and reinforced in
all career exploration and preparation programs with increasingly higher levels of complexity
and expectation as a student advances through a program of study.
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http://www.state.nj.us/education/cccs/2014/career/
9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION
C. CAREER PREPARATION: 9.2.12.C.1, 9.2.12.C.2, 9.2.12.C.3, 9.2.12.C.4, 9.2.12.C.5,
9.2.12.C.6, 9.2.12.C.7, 9.2.12.C.8, 9.2.12.C.9
XIV. PROFESSIONAL DEVELOPMENT
As per the PDP/150 hour statement, the teacher will continue to improve their expertise
through participation in a variety of professional development opportunities.
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Curriculum Map – Pop Music & History
Class
September/February
Pop
Music &
History
1) Introduction to
Pop Music
2) The 1800’s
- Historical
background
- Minstrelsy
- The Civil War and
its impact
3) 1890 to WWI
- Ragtime
- The advent of jazz
- The impact of WWI
on Pop Music
October/March
1) The Jazz Age
- Golden age of
songwriting
- The Big Band
Era
- The Depression
and Pop Music
2) WWII and Pop
Music
- Music overseas
- The USO Dance
- Radio and jazz
3) Post War
- The singers
- The beats
- The Big Bands
November/April
1) The 1950’s
- Birth of Rock ‘n
Roll
- Growth of the
record industry
-Race music
2) The 1960’s
-Society and
music changes
-The British
invasion
-Birth of the
singer/songwriters
December/May
January/June
1) The 1970’s
- Impact of the
1960’s
- The birth of
Hard Rock
- Jazz in the
modern age
1) Today
-How Steve
Jobs changed
the music
industry
-Rap is
mainstream
now
2) The 1980’s
- Pop music as
industry
- The rise of
MTV
- The birth of
Rap
- Lyrics and the
law
3) The 1990’s
- Technology
and music (the
dawn of the
Internet)
-Alternative and
mainstream
-Rap divides a
nation
2) Future of
the music
industry
-Records or
iPods?
-The
independent
recording
studio
-How has
music
changed?
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