Students identify popular songs from 1968 era and analyze some of the topical and musical elements. They focus on social protest songs and other songs of social conscious.

Learners explore protest songs. In this interdisciplinary lesson, students examine issues-based music by summarizing lyrics and revealing inferences, generalizations, conclusions, and points of view found in the songs.

Students listen to and discuss various protest songs from the 1960's, and write original lyrics for a song addressing global or societal issues. They write a paragraph evaluating the efficacy of the song to convey a message.

The Civil Rights Movement of the 1960s marched to its own beat—literally. Using songs from the era, as well as other primary sources such as King's "I Have a Dream" speech, class members analyze lyrics to discover how music and protest...

Eleventh graders examine political, cultural, and social movements through music. In this 1960s American history lesson, 11th graders explore the music of the decade in order to better understand the complexity of the time period....

Students examine protest music and songs from the Civil Rights movement. In this music of the Civil Rights era activity, students listen to selected music before working in groups to determine who the music was directed at, what social...

Students analyze musical and topical elements in popular songs and compose song as a classroom effort. They write a short paragraph evaluating the effectiveness of the song in conveying the message of the lyrics.

High schoolers identify popular songs from 1968 and make connections with the year's current events They recognize popular music as a reflection of the culture. They focus on songs of the Vietnam War era.

Students explore music that exemplified the Civil Rights Movement. In this music and history lesson, students research 1960's protest songs, Motown recorded music, and rap of the 1990's to consider the power of music and its reflection...

Learners identify popular songs from 1968 and make connections with the year's current events. They pretend that they are producing a new CD. The CD includes four songs that comment on today's social issues. They write the liner notes.

Students make connections with events of the Civil Rights Movement in the 1960's with songs made popular by Aretha Franklin.

Students listen to the Louis Armstrong song, "What Did I Do to Be So Black and Blue?" and consider it as a protest song. They write in their journals about Armstrong, his music, and civil rights.

Students read about Woody Guthrie and how folk music often tells of events of the time and can be effective protest music.

Students listen to and analyze the ballad "American Pie." They utilize a worksheet imbedded in this plan. They circle the appropriate descriptive words of the song's medium form, melody, tempo and dynamics, and style.

Students identify different genres of music popular in the 1980s. They study musicians of the 1980s examples of the songs that they made popular. They utilize a worksheet imbedded in this plan to categorize the music.

Students discuss how a musician's message can influence society and government. They debate if political viewpoints should be publicized in music.

This site has an web-article of the origins of 60s rock. Sections include "The Roots of Rock 'n' Roll," "The 1960's Begin," "The British Invade," and "1968 & 1969: The Unraveling." Also includes a bibliography section called...