Music of the Sixties PurposeOver the course of the 1960s, American culture takes a drastic shift.
At his inaugural address, JFK called on Americans to “ask what you can do for your country.” By the end of the sixties, the mood of the youth shifts dramatically.
Vietnam, Civil Rights, and the deaths of numerous prominent American leaders seemed to sour young Americans causing them to do something that an entire generation had never done before – question the government and its elected leaders to the point of generational rebellion.
The purpose of this lesson is to explore a type of primary source that is often overlooked – the music of the period.
Music plays an important part in telling the story of the United States.
Examining the music of the sixties will help you understand the turmoil of the time and the role it played in shaping our nation.You can earn up to 25 bonus points for this paper.Lesson Outcomes
1.Examine the counter-culture movement of the sixties (CLO 1, 2, 4)
2.Interpret primary source music to understand the historical context of events (CLO 2, 4)3.Analyze the artist’s point of view and their intention (CLO 1, 2, 3, 4) Steps to Complete the Task
Step 1: Background InformationWe can see the cultural rebellion by examining the music of the 60s.
In 1960, “The Twist” by Chubby Checker (lyrics) and “Itsy Bitsy Teenie Weenie Yellow Polka Dot Bikini” by Brian Hyland (lyrics) were #1 singles on the Hot 100.
While upbeat songs still tended to dominate the top spot on the charts, music was drastically changing. Sex, drugs, and anti-war emerged as important topics.
“American Pie” by Don MacLean (lyrics) dealt with the tragedies of the entire decade in an eight-minute song.The evolution of the Beatles further highlights the change.
In the early years of the decade, the Beatles were optimistic with songs like “Roll Over Beethoven” (lyrics) and Want to Hold Your Hand” (lyrics).
By 1970, their music was more melancholy. Songs like “Let It Be” (lyrics) and “Hey Jude” (lyrics) still resonated with fans and soared to the top of the charts but the tone was more somber. Other songs, like “Give Peace a Chance” (lyrics), were more obvious challenges to authority.
There can’t be any large-scale revolution until there’s a personal revolution, on an individual level. It’s got to happen inside first. –Jim Morrison
Step 2: Consider Point of View and BiasYou are exploring the protest music of the sixties.
Not only do you need to be aware of the point of view of the artists, but you also need to be aware of your own point of view and biases.
Listen to the music and read the lyrics with an open mind so you can better understand the mindset of the creators and those who thought the same way.Things to consider…
•What is going on in the United States and the world in the sixties?
oHow do national and world events shape the music?
•Who is the creator of the primary source?
oWhat is their gender, age, ethnicity, social status, religion, intellectual beliefs, etc. and might those influence how they see this moment in history?
•Who is the intended audience? oIs there more than one audience?
What message is sent to each?
•Why was the source created?
oWhat is the motive? Is there something the creator is trying to change?
Step 3: Analyze the Primary Sources
1.Review Chapter 29 in the textbook, “Contesting Futures: America in the 1960s.”
a.Pay special attention to the hippies, anti-war protests, and the struggle for civil equality.
2.Listen to at least five (5) of the songs listed below.
a.Try to listen to one or two from each category.
3.Be sure to take notes as you listen.
a.What are the themes in the song?
b.What issue(s) are addressed?
c.How does the song embody the nonconformity of the decade?
Anti-War Songs“Fortunate Son” – Creedence Clearwater Revival “Fortunate Son” lyrics“Give Peace a Chance” – John Lennon”Give Peace a Chance” lyrics“War” – Edwin Starr“War” lyrics“War Pigs” – Black Sabbath”War Pigs” lyrics“Blowin in the Wind” – Bob Dylan“Blowin in the Wind”
lyrics“For What It’s Worth” – Buffalo Springfield“For What It’s Worth” lyricsSongs with Sex or Drugs“Light My Fire” – The Doors“Light My Fire” lyrics“Me and Bobby McGee” – Janis Joplin“Me and Bobby McGee” lyrics“Mama Told Me (Not to Come)” – Three Dog Night“Momma Told Me (Not to Come)” lyrics“Purple Haze” – Jimi Hendrix “Purple Haze” lyrics”Looking Out My Back Door” – Creedence Clearwater Revival“Looking Out My Back Door” lyricsEquality “Say It Loud” – James Brown“Say It Loud” lyrics“A Change is Gonna Come” – Sam Cooke“A Change is Gonna Come” lyrics“Respect” – Aretha Franklin“Respect” lyricsHippy Songs“Joy To The World” – Three Dog Night“Joy To
The World” lyrics“Imagine” – John Lennon“Imagine” lyrics“Let It Be” – the Beatles“Let It Be” lyrics“San Francisco” – Scott McKenzie“San Francisco” lyrics“Turn! Turn! Turn!” – The Byrds“Turn! Turn! Turn!” lyricsRepudiation of Hippies“Okie From Muskogee” – Merle Haggard“Okie from Muskogee” lyrics“The Fightin’ Side Of Me” – Merle Haggard“The Fightin’ Side of Me” lyrics“Ballad Of The Green Berets” – Sergeant Barry Sadler “Ballad of the Green Berets” lyricsMusic is a safe kind of high. – Jimi Hendrix
Step 4: Plan, Organize, & Write Your PaperYou will write a 1.5 to 2-page paper discussing the themes of the songs and how they represent the turmoil in the sixties.
Write your paper on a Word document.
•Be sure to include both an introductory paragraph and a concluding paragraph
•Superior papers will odraw specific examples from the songsointerpret the meaningoanalyze the intention of the artist
•At the end of the paper, (this does not count in the 1.5to 2 pages), list the songs that you listened to even if you did not discuss the songs in the paperOutside
Sources: The use of outside sources is not necessary.
However, if you use additional sources, cite those in your paper and append a bibliography.
Refresher:
How to Write a College-Level PaperThis refresher will give you an overview of how to write a college-level paper and how to format your Word document for this history class.Submitting the Assignment
1.Your paper should be written on a Word document. You will submit the Word document.
2.Submit the paper in the Unit 4 >
3. Extra Credit Paper (optional) area.Criteria for SuccessYou can earn up to 25 bonus points for this paper. To be successful, your paper should
1.Be historically accurate
2.Use specific examples from the song3.Interpret the meaning of the song and analyze the intention of the artist
4.Be written in your “own voice” with minimal errors in grammar, punctuation, and spelling.
a.The paper should sound “like you” not like the Internetb.
Hint: read your paper out loud before submitting. Have someone else read your paper.
5.Use academic English (no slang or texting language) with minimal errors in grammar, punctuation, and spelling. (Hint: read your responses out loud before submitting.)
6.Be properly formatted within the 1.5 to 2-page range (double-spaced) and include a title, introduction, body paragraphs, and conclus
