VH1 When Disco Ruled the World__VH1 Music Studio_Cable in the Classroom__Lesson for Social Studies Classes, Grades 8 -12 __Lesson 2 - Did Disco Change America? Note to Teachers: The programs viewed in conjunction with these lesson plans may include references, consistent with the eras portrayed, to substance abuse, violent acts, and topics of a sexual and/or political nature. Because this may be considered inappropriate for classroom use in some communities, you are encouraged to review the programs before presenting them to your students, and if necessary, choose those sections that enhance your lesson and are acceptable for use in your classroom Introduction Disco is an up-tempo style of dance music that originated in the early 1970s. It's musical roots are mainly funk and soul music and it was popular originally with gay and black audiences in large U.S. cities. It derives its name from the French word discotheque (meaning nightclub). Historically, Disco was most popular from about mid-1974 until 1980. It peaked with the popular movie Saturday Night Fever released in 1977. The "Disco era," while short, represents a crucial transition in American History complete with controversy and enormous social diversity. Students will attempt to understand the change over time from 1974 to 1980. In many ways Disco can be seen historically as a bridge between the turbulent 60's and the conservative 80's. By examining specific and concretely measurable changes, students will examine this bridge between generations. Teachers are again warned that some of these themes would only be appropriate for older secondary students. Objectives . Students will develop questions for historical research to explain social phenomena. . Students will obtain specific historical, sociological, demographic and economic statistics to evaluate the change over time in America from 1974 to 1980. Materials . VHS VCR Player . Television . CD Player or other audio playback equipment . VH1's When Disco Ruled the World . Web-based lesson materials . Pencils/pens and paper (students) . Cassette recorder and blank tape Prior Knowledge: This lesson could be presented in the context of an American History course (chronological or thematic) in which the prior time period of the 1960's has been taught. This unit could also be taught as an economics case study. Procedures 1. Day 1 - Research 1974 and 1980. Obtain various statistics, as available from the sites below, to paint an historical picture of the conditions (social, economic, and cultural) of these two years. Students should make a chart similar to the one below and fill in specific data. Various other specific statistics can be added. Data 1974 1980 Inflation Rate Prime Rate Mortgage Rate Unemployment Rate . 1974 - Basic statistics . 1974 World History events . 1980 - Basic statistics . History of 1980 . History of the 1980's . Mortgage rates historical . Prime Rate/Historical . General 70's Info - http://www.superseventies.com/ . Disco History site 2. Day 2 - In class, discuss the two years and the differences the statistics indicate. The following questions are seen as a starting point and can be added to as specific courses require (focusing more on social or economic or historical patterns): . Given the events of 1974, what was the social "mood" of the country? Cite at least three major historical events that support your point. . How did the end of the Nixon administration, with the resignation of both Vice President Agnew (1973) and President Nixon (1974) , add to people's concerns? . What specific changes are most notable between 1974 and 1980? . What generalizations can you make about the differences in these two years as they relate to entertainment and in particular disco. 3. Day 3 - In class have students watch the VH1 special, When Disco Ruled the World. This video will take the entire period. 4. Day 4 - Discuss the video. What questions does the video raise with students about Disco and the time period? Listed below are some selected discussion starters. . During this time period, different groups (gay/lesbians, African Americans, women) were striving for equal rights. In what ways does the video depict this struggle? . How does the New York underground party scene contribute to these movements? . What specific lyrics or artists reflect these struggles? . Why do you think these movements/struggles appear first in large cities? . In what ways does Disco contribute to these movements/struggles? In what ways does it detract or harm the movements/struggles? . Within the Disco period some artists indicate that the popularization of disco, through the movie Saturday Night Fever, also contributes to its downfall. Do you agree or disagree? . Compare disco with a current musical style, e.g. Hip Hop. In what ways does this form follow the same pattern? In what ways is it different? _Supplemental Resources (teachers/students): The Background/History of Disco: http://www.disco-disco.com/disco/history.html Year by Year events in Disco: http://www.geocities.com/SunsetStrip/Palms/9855/History.html The Ultimate Disco site: http://www.jahsonic.com/Disco.html Excellent Background (in depth) for the teacher: http://www.discostepbystep.com/hustling_disco.htm National Social Studies Standards covered in this lesson: (available in full at the National Council for the Social Studies web site: http://www.socialstudies.org/standards/strands/ . Strand 1. Culture - Social studies programs should include experiences that provide for the study of culture and cultural diversity. . Strand 2. Time, Continuity and Change - Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. . Strand 4. Individual Development and Identity - Social studies programs should include experiences that provide for the study of individual development and identity. . Strand 9. Global Connections - Social studies programs should include experiences that provide for the study of global connections and interdependence. This lesson plan was created by Tim Dugan, Cable in the Classroom National Teacher Advisor, Princeton High School, Cincinnati, OH. Mr. Dugan graduated from high school in 1974!