Rockin’ n the Common Core Learning Standards: Ideas that blend Rock and Roll history and CCLS

I had the opportunity to present at the Rock and Roll Hall of Fame Summer Institute this week.  The summer institute includes a week long professional development opportunity I highly recommend.  The objectives of the institute include: (1) learning about the history of rock and roll and popular music, recognizing that music is the complex product of individual artistic creation, social and cultural communities, new technologies and emerging industries; (2) identify aspects of popular music culture that can be brought into the classroom in order to reinforce instructional goals, including meeting state and common core learning standards; and (3) plan classroom activities using featured Rock and Roll Music Hall of Fame and Museum content and resources.

Below is my presentations and the resources I shared with the participants.

Rock and Roll Tweet

With this activity students have viewed Time Life’s History of Rock and Roll documentary. I have students take notes in their rock journal of the big ideas presented in the documentary.  At the end of the first episode, the video discusses how within a few years of the late 1950s rock and roll exploded in the mainstream and then hit some speed bumps — Elvis was drafted into the military, Buddy Holly’s plane crash, Jerry Lee Lewis and Chuck Berry had some legal issues due to their relationship with young women — this Rock and Roll Tweet activity allows students to infer and synthesize based on their understanding of the documentary.

Disco Roll the Dice

Roll the Dice is a differentiated jigsaw activity that allows students to collaborate and answer questions generated by the teacher.  As students walk into the classroom they get the handout above with questions on one side and a particular reading about Disco on the other side.  There are four different readings all about the history of Disco that range in reading complexity and sub topics.  Students take the first ten minutes of class to read and summarize the reading.  Then, students get into small groups with students who have the same readings and articulate their understanding.  After six or seven minutes the students then break up into a second small group that includes students who read each of the four different texts.  The students get a set of dice and each student has a chance to roll the dice and answer the question (with their peer’s help) that correlates to the number they rolled. A collaborative activity that allows students to work together, listen, and articulate their understandings.

Additional materials shared is available on my Rock Write Listen Wiki.  This includes a 1969 Woodstock QR Code Quest and Webquest about the 1980s.

A special thank you to Stephanie Heriger and Max Espinosa of the Rock and Roll Hall of Fame and Museum Education Department for the opportunity to present and share lesson ideas I am passionate about. 

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