Course Title: Rock, Rap, and Revolution: Music as a Social Voice
Grade Level: High School (Grades 9–12)
Length: 90 Classes (2 Marking Periods)
Instructor: Mr. John P. Shoener
Course Format: Project-Based, Discussion-Based, Multimedia-Integrated
This course explores the role of music as a form of protest, identity, and cultural expression across different time periods and global contexts. Students will engage in analysis, creative expression, historical research, and media literacy through music. Units are themed around music’s impact on society, from American protest songs to the international revolution soundtrack, ending with explorations into the future of protest music.
Objective: Examine how music reflects societal values and inspires action.
Song Comparison: Compare “This Land is Your Land” and “The Star-Spangled Banner” in terms of tone, message, and cultural relevance.
Short Answer Writing: How can a song inspire people to take action?
Class Survey: Poll and analyze student opinions on influential music genres today.
Timeline Activity: Plot key protest songs on a timeline from 1900s–2000s.
Assessment: Written comparisons, class discussion participation, completed timeline.
Objective: Understand the intersection of music, youth rebellion, and political movements.
Artist Focus: Research and present on a 1960s rock or folk artist.
Discussion Prompt: Debate whether Woodstock was revolutionary or purely entertainment.
Album Cover Design: Redesign a 1960s album to visually reflect revolutionary themes.
Roleplay Activity: Simulate a 1969 protest using music to support a cause.
Assessment: Presentation, written reflection, creative design submission.
Objective: Analyze how hip-hop developed as a platform for social critique.
Lyric Breakdown: Analyze lines from Grandmaster Flash’s “The Message.”
Write a Verse: Students write their own socially conscious rap verse.
Music Video Breakdown: Analyze imagery and message of a modern protest-themed rap video.
Debate: Has rap lost its political edge or evolved in new ways?
Assessment: Original verse, class debate rubric, video analysis worksheet.
Objective: Explore how protest music functions across cultures.
International Artist Profile: Choose and research a global protest musician (e.g., Fela Kuti, Shakira, Bob Marley).
Protest Playlist: Create and justify a 3-song international protest playlist.
Flag + Song Matching: Match songs to their countries and protest causes.
News + Music Connection: Connect a global news headline with a protest track from that region.
Assessment: Playlist presentation, matching activity, written summary.
Objective: Investigate censorship and envision the future of musical activism.
Banned Songs Investigation: Research a song that was censored or banned and why.
Final Reflection Essay: Can music still change the world?
Social Media Simulation: Create a mock post promoting a protest song.
Future Forecast: Predict what protest music might sound like in 2040.
Assessment: Research report, mock social post, creative forecasting project.
Objective: Understand the Beatles' impact on music and cultural identity.
Song Analysis: Analyze a Beatles song that reflects social or political change.
Cultural Impact Discussion: Discuss how the Beatles shaped fashion, politics, or social thought.
Album Evolution Timeline: Chart how the Beatles’ style and themes evolved.
Compare to Today: Contrast the Beatles’ influence with a modern artist’s cultural reach.
Assessment: Lyric analysis, class discussion, visual timeline, comparative essay.
Students will choose a protest-related musical theme or artist and develop a multimedia presentation (e.g., slideshow, podcast, video) synthesizing course topics. They will present their project to the class, demonstrating analytical skills and creative engagement.