The Evolution of Rock and Roll

Standard:
HS. 6 Analyze ideas critical to the understanding of history including Transistor,
Baby Boomer, GI Bill of Rights, Interstate Highway Act, Men & Womens Roles,
Rock and Roll, Beatniks, Taft-Hartley Act, Sputnik, NASA, National Defense
Education Act.
Objective:
Students will analyze ideas and characteristics critical to understanding the
development of Rock and Roll from the 1950s to today.
Materials:
Computer with projector, document camera. Working speakers. Template for
student notebooks. Music video.
Timing: (51 minutes)
Introduction/Notebook set up (5 minutes)
Activity (35-40 minutes)
- video is paced to allow 1 minute of music with approximately 2 minutes
of note-taking during the class period.
Wrap Up (5 minutes)
Directions:
Students will copy the template into their notebooks, then listen to each song clip.
As each clip finishes, students should take notes on what they observed or heard
in each song (guided by the teacher). Between songs in the rows, students
should also look for similarities or changes that are occurring.
Visuals:
Music video, template for notebooks.
Lesson:
1. Teacher introduces topic for the day. Briefly discuss how Rock and Roll
continued to evolve since its debut in the 1950s and many of our current musical
styles feature heavy influences from R&R. Model how to format template in
notebooks on the document cam. Explain how the activity works, remind
students to be prepared to write and discuss after each clip.

2. Teacher will play each song clip. After each clip is over, pause the video and
help students reflect and analyze what they heard and saw. Possible points to
consider:
- Who is singing? (1 man, group of 3 women)
- Do you know what race the artist is? (Remind students about the
importance of crossing racial boundaries in early R&R)
- What instruments do you hear? (Importance of the development of
electric guitar)
- Do you hear any other musical styles? (Jazz, Doo Wop)
- What are they singing about?
- Are they dancing? Is that an important part of the performance?
- How is the artist using their voice in relation to the instrumental
accompaniment?
- Are there any unusual features to the song? (Is there a breakdown with
lots of clapping? Call and response?)
- How easy would the song be to dance to?
3. Continue to play each clip and reflect/analyze, either by switching over to a
document camera or writing on the board. Remind students to consider the
similarities between songs within each row.
4. Reflect at the end of the class, as time allows. What did they learn? Were they
surprised by anything that they noticed? How does this make them feel about
some of their favorite songs? Were there any characteristics that they noticed
about songs that did not share a row (i.e. two songs with Diana Ross)?
Wrap-Up:
Review and discuss lesson with students. What did they learn? Were they
surprised by anything that they noticed? How does this make them feel about
some of their favorite songs?
Modifications:
Students who need additional support could be directed to write less in each box
or have the template printed for them.
Behavior Issues:
Some students may have issues with the pace or need reminders to stay on task.
Transitions:
- Today we will be looking at some of the ways that Rock and Roll evolved from
its first form in the 1950s into some of the musical styles we listen to today.
Because R&R was so important to the culture of America from the 1950s
onward, its influence can be found in some really surprising places.
- Everyone needs to open their notebook to their activity section (model/direct
entry into log, model how to create boxes, labels on page).

- We are going to be listening to song clips and then discussing what we hear
and see. As you watch the videos, listen to the music and think about what you
hear. Who is singing? What are they singing about? What do they look like?
What instruments do you hear? Be ready to talk about the songs and write about
them quickly after the clip is over.
Assessment:
The graphic organizers included with the assignment serve as the assessment
for this lesson.
Included Sources
The Supremes You Cant Hurry Love
The Emotions Best of My Love
Destinys Child Say My Name
The Isley Bros. Shout
Marvin Gaye Got to Give it Up
Pharrell Williams Happy
The Ronettes Be My Baby
Diana Ross Im Coming Out
Notorious BIG Mo Money, Mo Problems
Elvis Presley Jailhouse Rock
Queen Crazy Little Thing Called Love
The Black Keys Tighten Up

Name _______________________

The Evolution of Rock and Roll

Directions: Listen to each song clip. As you listen, think about what is going on in the song. What
instruments do you hear? Who is singing? What are they singing about? What is the tone (mood) of
share what you noticed.

Rock and Roll R&B