In this lesson, students will explore two songs that address major social and political issues of their time, both recognized as powerful protest anthems. By examining the historical events that inspired these songs and analyzing their tone, lyrics, and delivery, students will gain insight into how music can raise awareness, challenge injustice, and inspire social change.
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About the inquiry
Compelling Question
How do songs amplify political messages?
Standards
D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
Instructional Snapshot
Start the lesson by having students list songs they think address current social or political issues. Ask them to briefly explain the themes or messages in each song. Then, play the two selected songs for the class. As they listen, students will fill out the First Listen sections of their organizer, jotting down what stands out to them. Afterward, have a quick class discussion to share initial thoughts. Next, students will read background essays on each song to understand the historical context, then move on to the lyric analysis and tone words organizer, focusing on how the songs express their messages. To wrap up, students will use their tone words and historical context to write a 1-2 sentence description of each song. These should describe the song’s tone, mention the social or political issue it addresses, and serve as an introduction for someone who hasn’t heard the song before.
Formative Tasks
COLLABORATE: Students should complete the “first listen” portion in the organizer. They can compare and contrast their initial impressions of each song.
DELIBERATE: Using the background essays and list of tone words, complete the organizer. Students should be prepared to point to specific parts of the song (lyrics, instrumentation) to explain their choices for their selected tone words.
PRODUCE: Compose a 1-2 sentence summary for each song that would realistically be used by a reviewer to describe the song to someone unfamiliar with the context or meaning of the songs.
Sources
Source A: Strange Fruit recording by Billie Holiday
Source B: Excerpts from Strange Fruit essay from Library of Congress National Recording Registry
Source C: Fortunate Son recording by Creedence Clearwater Revival
Source D: Excerpts from Fortunate Son essay from Library of Congress National Recording Registry
Summative Performance Task
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Taking Informed Action
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