ENGLISH LANGUAGE ARTS RESOURCES

SONGS AND CULTURE

Planning Points

Approximate Time Needed: 2-3 days for research (may be done out of class), 2-3 days for presentations
Correlation to English I SCS 1.02, 2.01, 2.02, 2.03, 4.03, 6.01
Correlation to NC High School Exit Exam Competencies: C1, C2, C3, C4, PI9, PI13

Lesson Objectives:

Students will analyze a modern American song and its relationship to the time in which was a hit.

Materials Needed:

• Resources from media center for research
• Assorted recordings (helpful for students unfamiliar with music before 1980)

Description:

• Ask students to name some songs or groups popular among their peers. Have them explain why they like or dislike a particular song. Discuss how the songs reflect the culture of different groups. (You might even talk about why Lee Greenwood's "God Bless the USA" became a hit again in 2001 - what events and feelings were involved?) If you wish, students can bring in songs to play for the class to help illustrate their points. Remember to screen the songs that you do not know in advance.
• Introduce students to the project and discuss the timeline and expectation for their products. (You may allow more or less time in class, depending on the students and materials available)
  • Choose a popular American song written before 1980 which reflects something important about our culture. Your song cannot duplicate anyone else's in our class. Lyrics cannot be profane or offensive. Write or photocopy the lyrics.
  • Find out when your song was a hit. Read about the decade when it was popular. As you read, take notes on the following aspects of the time period. Remember to note which book you are reading and the page number for each fact recorded.
    • styles and customs
    • historical events
    • musical climate
  • Read about the recording artist. Write down three fascinating facts about the artist. Note the source(s) of your information.
  • Write a 2-3 page paper about why your song was so popular and what important aspect(s) of American culture it reflects. Use your documented sources to support your opinions. The final copy of your paper must be typed or written in ink. Do not write on the back. Include references in your paragraphs.
  • Create a cover page for your paper which reflects the culture and or themes of the song. Don't just use the album cover; make an original connection based on your own analysis.
• Have students sign up as they determine their song titles to make sure that no songs are duplicated.
• Review MLA format with students, giving them directions and examples for their works cited pages.
• Have students bring in a copy of their song to play for the class as part of their short presentations.

Assessment:

Song Project Rubric

Additional Notes:

This project would also work well with a teacher-selected group of song titles, each chosen to represent aspects of decades from 1930-1980.

This lesson was adapted from Lou Price, Gaston County Schools

Teacher's Notes:

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