Brian O’Connor & Andrew Mailen

ELL

University of Scranton

Title Music and the culture of the 1950s-60s

Subject Area(s) US History
Grade Level 10-11th grade
Summary of the Lesson This lesson will educate the student on
the new types of music in the 1950s
and 60s. It will develop the student’s
vocabulary and also show the effect
that music can have on the culture.

Essential Questions Create essential questions for content

Objectives Students will be able to:
Content Objective:
Contrast the differences between the
culture and counterculture of the
1960s during class discussion and a
matching exercise.
Language Objective:
Verbally identify 3 musical influences
on counterculture and explain how
they are connected with the culture
Vocabulary: Counterculture- a way of life and set
of attitudes opposed to or at variance
with the prevailing social norm.

Beatlemania-is the term given to the

intense fan frenzy directed towards
the English rock band the Beatles in
the 1960s. The phenomenon began in
1963 and continued past the group's
break-up in 1970, despite the band
ceasing public performances in 1966.

Estimated Time
Materials Required
Procedure
Each professor may choose to align
this section to his/her content areas.
This section will include anticipated
areas of differentiated instruction.
Beatles- English rock band from the
1960s who transformed a
counterculture built on peace and
love.
Motown-an upbeat, often pop-
influenced style of rhythm and blues
associated with the city of Detroit and
with numerous black vocalists and
vocal groups since the 1950s and
characterized by compact, danceable
arrangements.
Woodstock- A village in New York
state, where some 400,000 young
people assembled in 1969 for a rock
music festival
30 Minutes
PowerPoint
Matching quiz
In a succinct way, describe the step by
step format for your lesson. It is not
necessary to script the lesson.
Demonstrate your knowledge of
differentiation and scaffolding. You
will use the Before/During/After
format. Discuss the following
components:
BEFORE:
 We will start with the general
question, which we will circle
back to-> Are The Beatles
representative of the
counterculture of the 1960s?
  Then we will work backwards: to
define what counter-culture is,
we need to learn more about
the culture that was being
countered.
 1960s slide, point to different
figures to activate prior
knowledge about decade.
 While in 1960s slide, ask: "when
you see these pictures, what
words or feeling do you think
of?"
 Beatles slide #1, just make
observations. Briefly describe
Beatlemania.
 Play part of songs, remind
students to observe bolded
questions on bottom of slide
while listening.

DURING:
 Motown- we will discuss the
foundations of Motown and the
cultural effect that it had on the
time period especially the civil
rights movement. We will also
have a selection of music from
two Motown groups that will
demonstrate some of the iconic
Motown music.
 Woodstock- we will discuss how
Woodstock was one of the
greatest examples of the
counterculture of the 1960s.
Time allowed, we will discuss
how the planners did not expect
the number of attendees, and
 the potential that existed for a
disaster.
AFTER:
 Student will be given a matching
exercise to ensure that she has
understood the material. Any
issues or concerns will be
readdressed given the results of
the exercise.
Formative Assessment Student will be given a matching quiz
at the end of the lesson to ensure she
has learned the vocabulary terms.
Student Resources Student will be able to take notes and
the matching will be provided.
Accommodations Adhere to all 504 and IEP documents
Assessment See above