The Jazz Age (1917-1940) - About TPS - Loyolaloyolachicagotps.com/Lessons/The Jazz Age.pdf · The Jazz Age (1917-1940) ... the written document analysis form. At this time, the teacher

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The Jazz Age (1917-1940) Michelle Trojan

Rowe-Clark Math and Science Academy 10th Grade U.S. History

School Overview Rowe-Clark Math & Science Academy is located on the West Side of Chicago and is one of ten campuses of the Noble Street Charter Schools. Noble was founded in 1999 with the goal of graduating 2020 Noble alumni from college by the year 2020. As one of the ten schools, Rowe-Clark sets high expectations for all students to not only graduate from high school, but succeed and graduate from college. As a whole, Noble Street Charter Schools are 56% Hispanic, 19% African American, 2% Caucasian, 1% Asian, and 22% other/unknown. In addition, Noble is 85% free and reduced lunch and has a 17% special education population. Unit Overview Throughout this unit, students will cover the major aspects of the Jazz Age. Students will discover the push and pull factors of the Great Migration and the major changes in American culture after World War I. Students will identify the origins of jazz music and how jazz moved into the northern part of the United States. In addition, students will discover the major players of the Jazz Age. The unit will conclude with the discussion of the contributions of the Jazz Age as well as the impact that this music has left on society. Goal At the end of this unit, students will have a broad understanding of the Jazz Age. Students will be able to explain the migration of African Americans to the North as well the emergence and popularization of jazz music throughout the United States. Objectives

1. SWBAT define the Great Migration. SWBAT explain the push and pull factors of the Great Migration. SWBAT describe the opposition that African Americans faced once moved to the North.

2. SWBAT describe the major changes in American culture after World War I. SWBAT explain the Harlem Renaissance.

3. SWBAT define jazz and identify the origins of jazz. SWBAT explain the major components of jazz music.

4. SWBAT identify and describe the major players of the jazz movement. 5. SWBAT describe the contributions of the jazz age and draw conclusions about the

effects of the jazz age on music and society today.

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Investigative Questions How has jazz music affected society in 2010? What contributions did jazz musicians make on society? Time Required Eight 90 minutes class periods Recommended Grade Range 10th grade Subject United States History and/or American Literature Standards

College-Readiness Standards

MID 601: Infer the main idea or purpose of more challenging passages or their paragraphs MID 602: Summarize events and ideas in virtually any passage. SUP 601: Locate and interpret minor or subtly stated details in more complicated passages SUP 602: Use details from different sections of some complex informational passages to support a specific point or argument MOW 601: Determine the appropriate meaning of words, phrases, or statement from figurative or somewhat technical contexts GEN 601: Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas and REL 601: Order sequences of events in more challenging passages REL 603: Understand implied or subtly stated cause-effect relationships in more challenging passages

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Illinois Social Science Standards

16.A.4a Analyze and report historical events to determine cause-and-effect relationships. History

16.A.4b Compare competing historical interpretations of an event. 16.D.4a (US) Describe the immediate and long-range social impacts of slavery. 16.D.4b (US) Describe unintended social consequences of political events in United States history

Geography

17.C.4b Analyze growth trends in selected urban areas as they relate to geographic factors. 17.C.5b Describe the impact of human migrations and increased urbanization on ecosystems.

Social Systems

18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

Illinois English Arts Standards

Reading

1.A.5a Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. 1.B.5a Relate reading to prior knowledge and experience and make connections to related information. 1.C.5a Use questions and predictions to guide reading across complex materials. 1.C.5b Analyze and defend an interpretation of text. 1.C.5c Critically evaluate information from multiple sources. 1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material.

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Writing

3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. 3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.

Illinois Fine & Performing Arts Standards

25.B.4 Analyze and evaluate similar and distinctive characteristics of works in two or more of the arts that share the same historical period or societal context. 27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms. 27.B.4a Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture. 27.B.4b Understand how the arts change in response to changes in society. Materials See individual lesson plans for specific materials. Procedure See individual lesson plans for specific procedures. Evaluation See individual lesson plans for specific evaluations for lesson plans and unit assessment.

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Social Science This unit specifically covers the Jazz Age (1917-1940). Students will begin with the Great Migration after World War I, progressing through music, and finally the contributions of jazz music in today’s society. Students will not only study the music, but the individual players as well during this era.

Science

English Language Arts During this unit, students will read a variety of primary sources pertaining to the jazz age. Students will read biographies, letters, political cartoons, etc. Students will need to identify the main idea and specific supporting details in a text. Students will also write from not only their own perspective, but others as well as designated by the teacher.

Math

Differentiation Lessons during this unit can be easily differentiated when choosing primary sources. The letters in this unit are at a variety of reading levels, so students can access the material based on their reading level. Students are also paired during many activities, so the teacher has the ability to assist students who may need extra help.

Fine Arts During this unit, students will listen to and study jazz music. Students will be exposed to music that they may have never heard before and will be asked to make connections to music today in 2010.

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Vocabulary List 1.Great Migration 2. Jazz 3. Harlem Renaissance 4. Push Factors 5. Pull Factors 6. Jim Crow Laws 7. Segregation

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CALENDAR OF DAILY OBJECTIVES

<Insert Month and Year> Monday Tuesday Wednesday Thursday Friday

• SWBAT

define the Great Migration.

• SWBAT

explain the push and pull factors of the Great Migration.

• SWBAT define

the Great Migration.

• SWBAT explain

the push and pull factors of the Great Migration.

• SWBAT

describe the reactions of others to the Great Migration during the 1920s.

• SWBAT

describe the reactions of others to the Great Migration during the 1920s.

• SWBAT

define jazz and identify the origins of jazz.

• SWBAT explain the major components of jazz music.

• SWBAT explain the Harlem Renaissance.

• SWBAT define jazz and identify the origins of jazz.

• SWBAT explain the major components of jazz music.

• SWBAT explain the Harlem Renaissance.

• SWBAT identify

and describe the major players of the jazz movement.

• (Research)

• SWBAT identify

and describe the major players of the jazz movement.

• (Research)

• SWBAT

identify and describe the major players of the jazz movement.

• (Speed Dating)

• SWBAT

identify and describe the major players of the jazz movement.

• (Speed Dating)

• SWBAT

describe the contributions of the jazz age and draw conclusions about the effects of the jazz age on music and society today

• SWBAT

describe the contributions of the jazz age and draw conclusions about the effects of the jazz age on music and society today

• Final

Assessment Work Time

• Final

Assessment Work Time

• Final

Assessment due at the beginning of class

• Final Assessment due at beginning of

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Unit: The Jazz Age; Day 1 (The Great Migration)

Lesson Objective:

• SWBAT define the Great Migration. • SWBAT explain the push and pull factors of the Great Migration.

Aligned State Standard (pre-March/post-March):

MID 601: Infer the main idea or purpose of more challenging passages or their paragraphs

Assessment (sample task): See attached. Lesson Agenda: • Do Now (10 min)

• INM (20 minutes) • GP: Push and pull factors (25 minutes) • IP: Presentations of factors (25 minutes) • Agenda/Homework (10 minutes)

Do Now: Students will answer the following questions on looseleaf paper silently and individually:

• What is your favorite vacation memory? Why? • What is your worse vacation memory? Why? • Looking back at your notes, what is a push factor? What is a pull factor?

Introduction to New Material: (key points, 3-5) Key Points (3-5): • The Great Migration is the

movement of African Americans in the 20th century from the rural south to the industrial North.

• African Americans were pushed from the South by Jim Crow segregation laws, lynchings and other racial violence, low-paying jobs as sharecroppers or servants, and ruined crops due to boll weevil infestation.

• African Americans were pulled to the North by Economic prosperity in northern cities, job openings due to reduced immigration, and aid for African Americans in the North.

Method (how will you get your points across effectively to your students?): Students will review the end of World War I with a teacher led discussion. In the previous unit, students covered World War I in depth, including the causes and consequences of the war. Students will create a timeline on the board as a review tool using their prior knowledge to guide the discussion. Next, students will discuss the state of African Americans at the end of World War I. Students will the read a small portion from their textbook about the Great Migration, using a set of comprehension questions to guide their reading. (Textbook: Lapsansky-Werner, Emma J., Peter B. Levy, Randy Roberts, Alan Taylor. United States History. Boston: Prentice Hall. 2008. Pages 633-635) Students will be given 15 minutes to complete the reading and guiding questions.

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Guided Practice: (What examples are you going to work through together?)

Teacher: (what will the teacher be doing at this point in the lesson?- what examples will you be reviewing with students?) During this time, the teacher will have prepared multiple letters for students to read about the various push and pull factors during the Great Migration. The teacher will split the class into groups of two or three depending on class size. Each group will receive one letter from a migrant during the Great Migration. All students will receive a copy of the letter and a written document analysis form. Students will take 5-7 minutes to read their letter as a group and then students will begin to break the letter down, filling out the written document analysis form. At this time, the teacher will monitor the room to ensure that students are on task. The letters that are given to the students can be differentiated based on reading levels for students. Once the group has finished their analysis form, students will need to indentify the major push or pull factor for their specific migrant.

Students: (what will the students be doing at this point in the lesson?) The teacher will split the class into groups of two or three depending on class size. Each group will receive one letter from a migrant during the Great Migration. All students will receive a copy of the letter and a written document analysis form. Students will take 5-7 minutes to read their letter as a group and then students will begin to break the letter down, filling out the written document analysis form. At this time, the teacher will monitor the room to ensure that students are on task. The letters that are given to the students can be differentiated based on reading levels for students. Once the group has finished their analysis form, students will need to indentify the major push or pull factor for their specific migrant. Students will then need to prepare to present their letter to the class. Students will need to summarize the letter and identify/explain the specific push or pull factor.

Checking For Understanding: (What questions need to be answered from students as evidence for understanding of the material?)

What are push factors?

What are pull factors?

What was happening in the

1920s in which African Americans would want to

leave the South and move to the North?

Independent Practice:

(What assignment questions/problems will serve as evidence of student mastery?) After all groups have finished analyzing their letter, students will present their letter to the class. The groups of 2 or 3 (depending on class size) will each summarize their letter for the class and identify the push or pull factor that is discussed in their letter. All students must speak during the presentation to receive full credit. As students are presenting, the rest of the class will complete their independent practice form. (see attached) This form will allow students to see a variety of push and pull factors that faced African Americans during the Great Migration.

Who will you target to CFU?

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Students will be graded on the correct summarization of the letter as well as the identification of push and pull factors.

Closing: Students will turn in their Great Migration: Push and Pull worksheet as their exit ticket for the day. HW:

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Letter 1 Houston, Texas, 4-29-17. Dear Sir: I am a constant reader of the "Chicago Defender" and in your last issue I saw a want ad that appealed to me. I am a Negro, age 37, and am an all round foundry man. I am a cone maker by trade having had about 10 years experience at the business, and hold good references from several shops, in which I have been employed. I have worked at various shops and I have always been able to make good. It is hard for a black man to hold a job here, as prejudice is very strong. I have never been discharged on account of dissatisfaction with my work, but I have been "let out" on account of my color. I am a good brassmelter but i prefer core making as it is my trade. I have a family and am anxious to leave here, but have not the means, and as wages are not much here, it is very hard to save enough to get away with. If you know of any firms that are in need of a core maker and whom you think would send me transportation, I would be pleased to be put in touch with them and I assure you that effort would be appreciated. I am a core maker but I am willing to do any honest work. All I want is to get away from here. I am writing you and I believe you can and will help me. If any one will send transportation, I will arrange or agree to have it taken out of my salary untill full amount of fare is paid. I also know of several good fdry. men here who would leave in a minute, if there only was a way arranged for them to leave, and they are men whom I know personally to be experienced men. I hope that you will give this your immediate attention as I am anxious to get busy and be on my way. I am ready to start at any time, and would be pleased to hear something favorable.

Source: The Journal of Negro History. Vol. IV, 1919, pp. 461–62, 458–59, 464

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Letter 2

New Orleans, La., June 10, 1917. Kind Sir: I read and hear daly of the great chance that a colored parson has in Chicago of making a living with all the priveleg that the whites have and it mak me the most ankious to want to go where I may be able to make a liveing for my self. When you read this you will think it bery strange that being only my self to support that it is so hard, but it is so. everything is gone up but the poor colerd peple wages. I have made sevle afford to leave and come to Chicago where I hear that times is good for us but owing to femail wekness has made it a perfect failure. I am a widow for 9 years. I have very pore learning altho it would not make much diffrent if I would be throughly edacated for I could not get any better work to do, such as house work, washing and ironing and all such work that are injering to a woman with femail wekness and they pay so little for so hard work that it is just enough to pay room rent and a little some thing to eat. I have found a very good remady that I really feeling to belive would cure me if I only could make enough money to keep up my madison and I dont think that I will ever be able to do that down hear for the time is getting worse evry day. I am going to ask if you peple hear could aid me in geting over her in Chicago and seeking out a position of some kind. I can also do plain sewing. Please good peple dont refuse to help me out in my trouble for I am in gret need of help God will bless you. I am going to do my very best after I get over here if God spair me to get work I will pay the expance back. Do try to do the best you can for me, with many thanks for so doing I will remain as ever,

Yours truly.


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Letter 3

Union Springs, Ala.

Dear Old Friend: These moments I thought I would write you a few true facts of the present condition of the north. Certainly I am trying to take a close observation—now it is tru the (col) men are making good. Never pay less than $3.00 per day or (10) hours—this is not promise. I do not see how they pay such wages the way they work labors. they do not hurry or drive you. Remember this is the very lowest wages. Piece work men can make from $6 to $8 per day. They receive their pay every two weeks. this city I am living in, the population 30,000 (20) miles from Big Chicago, Ill. Doctor I am some what impress. My family also. They are doing nicely. I have no right to complain what ever. I rec. the papers you mail me some few days ago and you no I enjoyed them reading about the news down in Dixie. I often think of so much of the conversation we engage in concerning this part of the worl. I wish many time that you could see our People up there as they are entirely in a different light. I witness Decoration Day on May 30th, the line of march was 4 miles. (8) brass band. All business houses were close. I tell you the people here are patriotic. I enclose you the cut of the white press. the chief of police drop dead Friday. Burried him today. The procession about (3) miles long. Over (400) auto in the parade—five dpt—police Force, Mayor and alderman and secret societies; we are having some cold weather—we are still wearing over coats—Let me know what is my little city doing. People are coming here every day and are finding employment. Nothing here but money and it is not hard to get. Remember me to your dear Family. Oh, I have children in school every day with the white children. I will write you more next time. how is the lodge.

Yours friend,


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Letter 4

PHILADELPHIA, PA., Oct. 7, 1917

Dear Sir: I take this method of thanking you for yours early responding and the glorious effect of the treatment. Oh. I do feel so fine. Dr. the treatment reach me almost ready to move I am now housekeeping again I like it so much better than rooming. Well Dr. with the aid of God I am making very good I make $75 per month. I am carrying enough insurance to pay me $20 per week if I am not able to be on duty. I don’t have to work hard. dont have to mister every little white boy comes along I havent heard a white man call a colored a nigger you no now—since I been in the state of Pa. I can ride in the electric street and steam cars any where I get a seat. I dont care to mix with white what I mean I am not crazy about being with white folks, but if I have to pay the same fare I have learn to want the same acomidation. and if you are first in a place here shoping you dont have to wait until the white folks get thro tradeing yet amid all this I shall ever love the good old South and I am praying that God may give every well wisher a chance to be a man regardless of his color, and if my going to the front would bring about such conditions I am ready any day—well Dr. I dont want to worry you but read between lines; and maybe you can see a little sense in my weak statement the kids are in school every day I have only two and I guess that all. Dr. when you find time I would be delighted to have a word from the good old home state. Wife join me in sending love you and yours.


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Letter 5

Dear Old Friend: These moments I thought I would write you a few true facts of the present condition of the north. Certainly I am trying to take a close observation—now it is tru the (col) men are making good. Never pay less than $3.00 per day or (10) hours—this is not promise. I do not see how they pay such wages the way they work labors. they do not hurry or drive you. Remember this is the very lowest wages. Piece work men can make from $6 to $8 per day. They receive their pay every two weeks. this city I am living in, the population 30,000 (20) miles from Big Chicago, Ill. Doctor I am some what impress. My family also. They are doing nicely. I have no right to complain what ever. I rec. the papers you mail me some few days ago and you no I enjoyed them reading about the news down in Dixie. I often think of so much of the conversation we engage in concerning this part of the worl. I wish many time that you could see our People up there as they are entirely in a different light. I witness Decoration Day on May 30th, the line of march was 4 miles. (8) brass band. All business houses were close. I tell you the people here are patriotic. I enclose you the cut of the white press. the chief of police drop dead Friday. Burried him today. The procession about (3) miles long. Over (400) auto in the parade—five dpt—police Force, Mayor and alderman and secret societies; we are having some cold weather—we are still wearing over coats—Let me know what is my little city doing. People are coming here every day and are finding employment. Nothing here but money and it is not hard to get. Remember me to your dear Family. Oh, I have children in school every day with the white children. I will write you more next time. how is the lodge.

Yours friend,


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Letter 6

[Letter from Mrs. J. H Adams, Macon, Georgia, to the Bethlehem Baptist Association in Chicago, Illinois,] 1918 Holograph Carter G. Woodson Papers Manuscript Division (119) http://www.loc.gov/exhibits/african/afam011.html

http://www.loc.gov/rr/mss/�

http://www.loc.gov/exhibits/african/afam011.html�

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Letter 7

[Letter from Cleveland Galliard of Mobile, Alabama, to the Bethlehem Baptist Association, Chicago, Illinois,] 1917 Holograph Carter G. Woodson Papers Manuscript Division (120)

http://www.loc.gov/exhibits/african/afam011.html

http://www.loc.gov/rr/mss/�

http://www.loc.gov/exhibits/african/afam011.html�

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Letter 8

Times is gettin' harder,

Money’s gettin' scarce.

Soon as I gather my cotton and corn,

I’m bound to leave this place.

White folks sittin' in the parlor,

Eatin' that cake and cream,

Nigger’s way down to the kitchen,

Squabblin' over turnip greens.



Soon as I gather my cotton and corn,


Me and my brother was out.

Thought we’d have some fun.

He stole three chickens.

We began to run.



Soon as I gather my cotton and corn


Source: Written by Lucious Curtis, 1940. From Mississippi River Blues Vol. 1, Matchbox label reissue.

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Letter 9 LUTCHER, LA., May 13, 1917

Dear Sir: I have been reading the Chicago defender and seeing so many advertisements about the work in the north I thought to write you concerning my condition. I am working hard in the south and can hardly earn a living. I have a wife and one child and can hardly feed them. I thought to write and ask you for some information concerning how to get a pass for myself and family. I dont want to leave my family behind as I cant hardly make a living for them right here with them and I know they would fare hard if I would leave them. If there are any agents in the south there havent been any of them to Lutcher if they would come here they would get at least fifty men. Please sir let me hear from you as quick as possible. Now this is all. Please dont publish my letter, I was out in town today talking to some of the men and they say if they could get passes that 30 or 40 of them would come. But they havent got the money and they dont know how to come. But they are good strong and able working men. If you will instruct me I will instruct the other men how to come as they all want to work. Please dont publish this because we have to whisper this around among our selves because the white folks are angry now because the negroes are going north. * * * NATCHEZ, MISS., Sept. 22–17 Source: http://historymatters.gmu.edu/d/5332/

http://historymatters.gmu.edu/d/5332/�

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Letter 10 Dear Sir: I thought that you might help me in Some way either personally or through your influence, is why I am worrying you for which I beg pardon.

I am a married man having wife and mother to support, (I mention this in order to properly convey my plight) conditions here are not altogether good and living expenses growing while wages are small. My greatest desire is to leave for a better place but am unable to raise the money.

I can write short stories all of which portray negro characters but no burlesque can also write poems, have a gift for cartooning but have never learned the technicalities of comic drawing. these things will never profit me anything here in Natchez. Would like to know if you could use one or two of my short stories in serial form in your great paper they are very interesting and would furnish good reading matter. By this means I could probably leave here in short and thus come in possession of better employment enabling me to take up my drawing which I like best.

Kindly let me hear from you and if you cannot favor me could you refer me to any Negro publication buying fiction from their race. * * * SELMA, ALA., May 19, 1917 Source: http://historymatters.gmu.edu/d/5332/


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Letter 11 Dear Sir: Permitt me to inform you that I have had the pleasure of reading the Defender for the first time in my life as I never dreamed that there was such a race paper published and I must say that its some paper.

However I can unhesitatingly say that it is extraordinarily interesting and had I know that there was such a paper in my town or such being handled in my vicinity I would have been a subscriber years ago.

Nevertheless I read every space of the paper dated April 28th which is my first and only paper at present. Although I am greatfully anticipating the pleasure of receiving my next Defender as I now consider myself a full fledged defender fan and I have also requested the representative of said paper to deliver my Defender weekly.

In reading the Defenders want ad I notice that there is lots of work to be had and if I havent miscomprehended I think I also understand that the transportation is advanced to able bodied working men who is out of work and desire work. Am I not right? with the understanding that those who have been advanced transportation same will be deducted from their salary after they have begun work. Now then if this is they proposition I have about 10 or 15 good working men who is out of work and are dying to leave the south and I assure you that they are working men and will be too glad to come north east or west, any where but the south.

Now then if this is the proposition kindly let me know by return mail. However I assure you that it shall be my pleasure to furnish you with further or all information that you may undertake to ask or all information necessary concerning this communication.

Thanking you in advance for the courtesy of a prompt reply with much interest. * * * BESSEMER, ALA., 5/14/17 Source: http://historymatters.gmu.edu/d/5332/


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Letter 12 Sirs: Noticing and ad in Chicago Defender of your assitance to those desiring employment there I thought I mayhaps you could help me secure work in your Windy City. I’m a married man have one child. I have common school education, this is my hand write. I am presently employed as a miner has been for 14 years but would like a Change. I’m apt to learn would like to get where I could go on up and support myself and family. You know more about it than I but in your opinion could I make anything as pullman porter being inexsperienced? I’d be so grateful to U. to place me in something I’ve worked myself too hard for nothing. I’m sober and can adjust my life with any kind and am a quiet christian man. * * * NEW ORLEANS, April 22, 1917 Source: http://historymatters.gmu.edu/d/5332/


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Name: ________________________________________________________ Date: __________________ Period: __________

Textbook Comprehension Questions

1. Define Great Migration. _______________________________________________________________________ _____________________________________________________________________________________________ 2. How did World War I change society for African Americans? _________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 3. What was the major publication that encouraged African Americans to move North? _______________________ 4. How did the publication affect the migration of African Americans? _____________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 5. Focus on Geography: How did World War I contribute to the prosperity and labor shortage that caused migration? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

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Name: ________________________________________________________ Date: __________________ Period: __________

Great Migration Document Analysis Form

1. What type of document is this? ________________________________________________________________ 2. Who is the author of the document? _____________________________________________________________ 3. When was the document written? _______________________________________________________________ 4. Where was the document composed? ____________________________________________________________ 5. For what audience was the document written? ____________________________________________________ 6. Summarize the document. What are the major points that author is trying to make in this document? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 7. What are the push factors in this letter? Explain. ____________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 8. What are the pull factors in this letter? Explain. ____________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 9. What is the goal of the author? What does he/she want to achieve by writing this letter? ___________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

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Name: ______________________________________________________ Date: ______________ Period: __________

Great Migration Document Share

Directions: As your classmates present their letters, identify the push and pull factors described.

Letter

Push Factors Pull Factors

1

2

3

4

5

6

7

8

9

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Unit: Jazz Age, Day 2 (Response to Great Migration)

Lesson Objective:

SWBAT describe the reactions of others to the Great Migration during the 1920s.


SUP 602: Use details from different sections of some complex informational passages to support a specific point or argument MID 601: Infer the main idea or purpose of more challenging passages or their paragraphs

Assessment (sample task): See attached. Lesson Agenda: • DO NOW (10 minutes)

• INM: Jacob Lawrence (15 minutes) • GP: Partner work (30 minutes) • IP (20 minutes) • Closing/ Homework (10 minutes)

Do Now: Students will answer the following questions individually when they enter the classroom:

• Define the Great Migration. • List two push factors of the Great Migration and list two pull factors of the Great Migration.

Introduction to New Material: (key points, 3-5) Key Points (3-5): • The Great Migration is the

movement of African Americans in the 20th century from the rural south to the industrial North.

• Jacob Lawrence created the Migration Series in 1941 to illustrate the journey of African Americans to the North in search of a better life.

• On the path to this better life, African Americans faced racism and violence while living in the North.

Method (how will you get your points across effectively to your students?): The teacher will review the Do Now activity and collect these papers from the students. Next, the teacher will introduce Jacob Lawrence with a short lecture on his background and career. Students will then complete a reaction response to Photo 1 (see attached). Students will have three minutes to write down their thoughts and reactions to the photo in preparation for a short discussion. After the three minutes, the teacher will lead a discussion about the first photo. Next, students will look at photo 2 (see attached) and complete a reaction response. Students will have three minutes to write down their immediate thoughts in preparation for a short discussion. After the three minutes, the teacher will lead a discussion about the second photo. Finally, students will look at photo 3 (see attached) and complete a reaction response. Students will have three minutes to write down their immediate thoughts in preparation for a short discussion. After the three minutes, the teacher will lead a discussion about the third photo. The goal of both of these photos is to allow students to see how artists portrayed the Great Migration. The teacher will then ask the students questions about the reaction of

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whites in the North. Students will predict how whites in the North will react to the migration of African Americans to the North.


Teacher: The teacher will pair the students prior to class. Then, each pair will receive multiple documents (some for migration and some against migration). The students will work together to analyze the documents and complete the written document analysis form (See attached). Students will complete written document forms for all primary sources. During this time, the teacher will monitor the room to ensure student participation and understanding.

Students: (what will the students be doing at this point in the lesson?) Each pair of students will receive multiple documents (some for migration and the others against migration). The students will work together to analyze the documents and complete the written document analysis form. Students will complete a written analysis form for all documents.


What is the Great Migration?

How were African Americans treated

once they arrived in the North?


(What assignment questions/problems will serve as evidence of student mastery?) Students will be given a role as an editor of a newspaper during the Great Migration, either pro migration or anti-migration. Students will then write an editorial based on their position given to them by the teacher. The editorial must be at least one page and will be graded using the attached rubric.


Closing: Students will turn in their newspaper editorials as their exit ticket, which will be graded using the attached rubric. HW:

28

Photo 1

The First Wave of the Great Migration (1916-1919) - part I "Around the time of WWI, many African-Americans from the South left home and traveled to cities in the North in search of a better life." © Jacob Lawrence http://www.opendemocracy.net/content/articles/4612/images/crowd_migration565.jpg

29

Photo 2

The First Wave of the Great Migration (1916-1919) - part I "Northern industries offered Southern blacks jobs as workers and lent them money, to be repaid later, for their railroad tickets. The Northbound trains were packed with recruits." © Jacob Lawrence http://www.opendemocracy.net/content/articles/4612/images/sleeping565.jpg

http://www.opendemocracy.net/content/articles/4612/images/sleeping565.jpg�

30

Photo 3

The First Wave of the Great Migration (1916-1919) - part I "For African -Americans the South was barren in many ways. There was no justice for them in courts, and their lives were often in danger." © Jacob Lawrence http://www.opendemocracy.net/content/articles/4612/images/noose565.jpg

http://www.opendemocracy.net/content/articles/4612/images/noose565.jpg�

31

Name: ___________________________________________________ Date: _______________ Period: __________

Reaction Response

Directions: After viewing the document, write your immediate reaction in complete sentences. _________________________________________________________________________________________________________ ________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________

32

Advocate Speaks Out Against Black Migration [from newspaper]

SOURCE Cleveland Gazette 07, no. 08 (10/05/1889): 02

MEDIUM Newspaper

CALL NUMBER Newspaper Roll#4429

REPOSITORY Ohio Historical Center Archives Library

http://memory.loc.gov/cgi-bin/query/r?ammem/aaeo:@field(DOCID+@lit(o16490))

http://www.ohiohistory.org/resource/archlib/�

http://memory.loc.gov/cgi-bin/query/r?ammem/aaeo:@field(DOCID+@lit(o16490))�

33

SOURCE Cleveland Advocate 03, no. 32 (12/16/1916): 01

SUBJECTS United States--Race relations Afro-Americans--Employment Afro-Americans--History--1877-1964

MEDIUM Newspaper


REPOSITORY Ohio Historical Center Archives Library http://memory.loc.gov/cgi-bin/query/r?ammem/aaeo:@field(DOCID+@lit(o6280))

http://memory.loc.gov/cgi-bin/query/S?ammem/aaeo:@FIELD(SUBJ+@od1(+united+states++race+relations+))�

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34

Pro-Migration Documents

Schomburg Center for Research in Black Culture, General Research and Reference DivisionThe Chicago Defender, April 7, 1917

35

36

Name: ________________________________________________________ Date: __________________ Period: __________

Reactions to the Great Migration Document Analysis Form

1. What type of document is this? _________________________________________________________________ 2. Who is the author of the document? _____________________________________________________________ 3. When was the document written? _______________________________________________________________ 4. Where was the document composed? ___________________________________________________________ 5. For what audience was the document written? _____________________________________________________ 6. Summarize the document. What are the major points that author is trying to make in this document? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 7. What side does the author take? How do you know? ________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 8. What is the goal of the author? What does he/she want to achieve by writing this letter? __________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

37

Name ___________________________________________________________ Date: _______________ Period: ________

Great Migration Scoring Rubric

4 - Excellent 3 - Progressing 2 – Emerging 1 – Below Standards Role The author’s role is

clearly defined and is carried through the entire piece. The chosen point of view is logical, based on the assignment.

The author’s role is defined and is carried out through most of the piece. The chosen point of view is logical, based on the assignment.

The author’s role is not clearly defined and is not carried out through much of the piece. The chosen point of view may or may not be logical, based on the assignment.

There is no clear role of the author attempted.

Audience The audience of the piece is clearly defined, and the writing throughout the entire piece is directed toward this chosen audience.

The audience of the piece is clearly defined, but the writing does not address this audience consistently.

The audience of the piece is not clearly defined, and the writing is not consistently directed.

There is no defined audience of the piece and the writing is random and inconsistent.

Format The format of the piece fits the role, audience and topic well. The format is followed consistently throughout the writing.

The format of the piece fits the role, audience and topic. The format is followed through the writing, but could be used more consistently.

The format of the piece somewhat fits the role, audience and topic. The format is followed throughout parts of the writing, though not consistently.

The format of the piece does not fit the role, audience and topic and/or it is not used throughout the writing.

Topic The topic of the piece is appropriate to the novel, essential question(s), themes, culture or time period. The piece is a coherent, finished product that addressing the topic fully.

The topic of the piece is appropriate to the novel, essential question(s), themes, culture or time period. The topic is not as fully developed as it could be.

The topic of the piece is somewhat appropriate to the novel, essential question(s), themes, culture or time period. The topic is not developed in a coherent way.

The topic of the piece is not appropriate to the novel, essential question(s), themes, culture or time period and/or the topic is not developed in a coherent way.

38

Unit: The Jazz Age; Day 3 (Origins of Jazz) Lesson Objective:

• SWBAT define jazz and identify the origins of jazz.

• SWBAT explain the major components of jazz music. • SWBAT explain the Harlem Renaissance.


MID 602: Summarize events and ideas in virtually any passage.

Assessment (sample task): See attached. Lesson Agenda: • DO NOW (10 minutes)

• INM (15 minutes) • GP: Galley Walk (35 minutes) • IP (15 minutes) • Agenda/Closing (10 minutes)

Do Now: Students will answer the following questions on a separate piece of paper upon entering the classroom.

• What is your favorite song? Why? • Who is your favorite musical artist? Why do you enjoy listening to this person or group of people? • Ms. Trojan is going to buy ONE new CD from iTunes this afternoon. What CD should she buy and why?

Introduction to New Material: (key points, 3-5) Key Points (3-5): • Jazz music originated with

African American musicians in New Orleans and gained popularity in the 1920s.

• Jazz was more than a musical style. It was also a symbol of the roaring twenties and a demonstration of the depth and richness of African American culture.

• The Harlem Renaissance was the flowering of African American culture in the United States.

Method (how will you get your points across effectively to your students?): Students will complete their Do Now and the teacher will review the answers the students provided and then collect their papers. The teacher will then introduce jazz music through a reading from the textbook. Students will partner read with their assigned partner and answer a set of comprehension questions. Students will be given 20 minutes to complete this reading. Textbook: Lapsansky-Werner, Emma J., Peter B. Levy, Randy Roberts, Alan Taylor. United States History. Boston: Prentice Hall. 2008. Pages 691-694


Teacher: Prior to the beginning of class, the teacher will have set up a gallery walk for students of posters from the jazz age. Using a poster analysis form, students will discover the major components of jazz music. The teacher will split the students into groups of three

Students: Students will be broken up into groups of three depending on class size. Students will sit with their group and each receive a poster analysis form. Each student is responsible for completing one form per poster.

39

(depending on class size) and give each student a poster analysis form. All students must complete an analysis form for each poster. Each group will receive one poster to analyze. Students will have 7 minutes to analyze a poster, allowing each group to see 5 posters total. Once the 7 minutes have passed, students will move to a new station and complete a new poster analysis form. During this process, the teacher will monitor the room to ensure that all students are on task and answer any student questions.

Students will be given 7 minutes to analyze a poster from the jazz age with their group. Once students have completed their analysis and the 7 minutes has passed, students will move to the next station and complete another poster analysis. Students will have completed 5 poster analysis forms each by the end of the gallery walk.


What do all of the posters have in common?

What can you tell about the type of instruments that are being used while

playing jazz music?

In a majority of the posters, what do you notice about the

musicians? What do you notice about the people listening?


(What assignment questions/problems will serve as evidence of student mastery?) Students will complete a RAFT assignment to demonstrate their knowledge of the lesson. Role: You are a teenager living in the 1920s who is studying the history of jazz music and has started listening to jazz music. Audience: A friend who does not know anything about jazz music Topic: Explain to your friend what jazz music is, where is started and the components of jazz music. Be sure to mention the Harlem Renaissance Format: Letter Students will complete a one page letter (both sides) following the prompt above. Students are to work silently and individually to complete this assessment. Students will be graded with attached rubric.


Closing: Students will submit their letters for a grade using the rubric that is attached. HW: Students will read two documents comparing and contrasting reactions to jazz music. Students will read attached documents and answer the comparative questions that follow. This will be used as part of the DO NOW the following day.

40

Name: __________________________________________________ Date: ______________________ Period: __________

Origins of Jazz Textbook Comprehension Questions

1. Using the text, define jazz. ___________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 2. Where did early jazz music emerge? _____________________________________________________________ 3. How did jazz spread from its roots in the South to the North in the 1920s? _______________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 4. Using the text, define Harlem Renaissance. _______________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 5. What themes did the writers of the Harlem Renaissance explore? ______________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 6. Explain the lasting impact of the Harlem Renaissance on society. ______________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

41

Poster 1

Jazzin' the blues away / words by Jeff Branen ; music by Dick Heinrich. Part of Sheet Music Collection, The John Hay Library Repository Brown University Library Box A, Providence, RI, 02912 Digital ID rpbaasm 0623 http://hdl.loc.gov/loc.award/rpbaasm.0623

http://memory.loc.gov/cgi-bin/query/r?ammem/aasm:@field(NUMBER+@band(rpbaasm+0623))

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42

Poster 2

http://memory.loc.gov/cgibin/query/r?ammem/dukesm:@field(DOCID+@lit(ncdhasm.b0946

Old man jazz; An eccentric fox trot song. 1920

Quaw, Gene

RELATED NAMES Illustrator: Hasen

DIGITAL COLLECTION Historical American Sheet Music: 1850-1920

CALL/REPRODUCTION NUMBER Music B-946

CREATED/PUBLISHED New York, New York, Jos. W. Stern, 1920

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43

Poster 3

http://memory.loc.gov/cgi-bin/query/r?ammem/dukesm:@field(DOCID+@lit(ncdhasm.b0766))

Jazzin' the cotton town blues; Novelty song. 1917

Olsen, Harry

OTHER TITLES First line: There's a jazz band in Mississippi Chorus: Toddlelin' on, wobblelin' on

CREATED/PUBLISHED New York, New York, M. Witmark & Sons, 1917



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44

Poster 4

Jazz babies' ball; Shubert gaieties of 1919; Song-jazz dance. 1920

Pinkard, Maceo, 1897-1962

OTHER TITLES First line: Honey, get your dancin' shoes Chorus: First we'll dance with dignity

CREATED/PUBLISHED New York, New York, Shapiro, Bernstein and Co., 1920



REPOSITORY Rare Book, Manuscript, and Special Collections Library, Duke University

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45

Poster 5

What-cha gonna do when there aint no jazz. 1920

Wendling, Pete

OTHER TITLES First line: Ev'ry day you read about something else you must cutout Chorus: What cha gonna do when there aint no jazz?

CREATED/PUBLISHED New York, New York, Stark & Cowan, 1920


CALL/REPRODUCTION NUMBER Music A-6606; 1

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http://memory.loc.gov/cgi-bin/query/r?ammem/dukesm:@field(DOCID+@lit(ncdhasm.a6606�

46

Name: _____________________________________________ Date: _________________ Period: ___________

Jazz Poster Analysis Worksheet

1. What are the main colors used in this poster? ____________________________________________ ____________________________________________________________________________________ 2. What symbols (in any) are used in the poster? ____________________________________________ ____________________________________________________________________________________ 3. What other items are shown in the poster? ______________________________________________ ____________________________________________________________________________________ 4. Are the messages in the poster visual, verbal, or both? Explain. _____________________________ ____________________________________________________________________________________ 5. Who is the intended audience? ________________________________________________________ 6. What does the author of the poster hope the audience will do? _____________________________ ____________________________________________________________________________________ 7. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster? Why? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

47

Name _____________________________________________________ Date ____________ Period: ________

Origins of Jazz Music Scoring Rubric

4 - Excellent 3 - Progressing 2 – Emerging 1 – Below Standards Role The author’s role is

clearly defined and is carried through the entire piece. The chosen point of view is logical, based on the assignment.

The author’s role is defined and is carried out through most of the piece. The chosen point of view is logical, based on the assignment.

The author’s role is not clearly defined and is not carried out through much of the piece. The chosen point of view may or may not be logical, based on the assignment.

There is no clear role of the author attempted.

Audience The audience of the piece is clearly defined, and the writing throughout the entire piece is directed toward this chosen audience.

The audience of the piece is clearly defined, but the writing does not address this audience consistently.

The audience of the piece is not clearly defined, and the writing is not consistently directed.

There is no defined audience of the piece and the writing is random and inconsistent.

Format The format of the piece fits the role, audience and topic well. The format is followed consistently throughout the writing.

The format of the piece fits the role, audience and topic. The format is followed through the writing, but could be used more consistently.

The format of the piece somewhat fits the role, audience and topic. The format is followed throughout parts of the writing, though not consistently.

The format of the piece does not fit the role, audience and topic and/or it is not used throughout the writing.

Topic The topic of the piece is appropriate to the novel, essential question(s), themes, culture or time period. The piece is a coherent, finished product that addressing the topic fully.

The topic of the piece is appropriate to the novel, essential question(s), themes, culture or time period. The topic is not as fully developed as it could be.

The topic of the piece is somewhat appropriate to the novel, essential question(s), themes, culture or time period. The topic is not developed in a coherent way.

The topic of the piece is not appropriate to the novel, essential question(s), themes, culture or time period and/or the topic is not developed in a coherent way.

48

Homework: Article I

Farewell, Jazz [from newspaper]

SOURCE Cleveland Advocate 06, no. 20 (09/20/1919): 08 [2 pages]

SUBJECTS Afro-Americans--Social life and customs

MEDIUM Newspaper


REPOSITORY Ohio Historical Center Archives Library http://memory.loc.gov/cgi-bin/query/r?ammem/aaeo:@field(DOCID+@lit(o8706)) - Homework: Article II

http://memory.loc.gov/cgi-bin/query/S?ammem/aaeo:@FIELD(SUBJ+@od1(+afro+americans++social+life+and+customs+))�


49

Love of Colored Jazz Band by the French [from newspaper]

SOURCE Cleveland Advocate 05, no. 23 (10/12/1918): 06

SUBJECTS World War, 1914-1918 Afro-Americans in the performing arts Afro-American musicians

MEDIUM Newspaper


REPOSITORY Ohio Historical Center Archives Library http://memory.loc.gov/cgi-bin/query/r?ammem/aaeo:@field(DOCID+@lit(o7664))

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Name: _____________________________________________________ Date: __________________ Period: _____________

Reactions to Jazz Music Comparative Questions

1.What is the main idea of Article I? ______________________________________________________________ _____________________________________________________________________________________________ 2. Who do you think the author of Article I is? ________________________________________________________ 3. What was the purpose of Article I? ______________________________________________________________ _____________________________________________________________________________________________ 4. Predict why the author of Article I wrote this document. What did he/she want to persuade readers to do? _____________________________________________________________________________________________ _____________________________________________________________________________________________ 5. Who is the author of Article II? __________________________________________________________________ 6. Summarize the main idea of Article II. ____________________________________________________________ _____________________________________________________________________________________________ 7. What is the goal of the author in Article II? ________________________________________________________ _____________________________________________________________________________________________ 8. What is the major difference between Article I and Article II? __________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

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Unit: The Jazz Age; Days 4 & 5 (Major Players)

Lesson Objective:

• SWBAT identify and describe the major players of the jazz movement.


SUP 602: Use details from different sections of some complex informational passages to support a specific point or argument GEN 601: Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas and MID 601: Infer the main idea or purpose of more challenging passages or their paragraphs

Assessment (sample task): See attached. Lesson Agenda:

• Do Now (10 minutes) • INM: Research (Day 1—80 minutes) • GP/IP: Speed Dating (Day 2—80 minutes) • Agenda/Homework

Do Now:

Day 1

At the door, students will receive a mini-assessment (see attached) and an index card. Each index card has the name of a jazz musician from the era (see attached). Students will complete the attached mini assessment silently and individually. Day 2

Students will enter the classroom with their research from the previous class. Students will answer the following questions on looseleaf paper individually:

• Who was your assigned musician? • What is your musician most famous for? • What do you find most interesting about your musician?

Introduction to New Material: (key points, 3-5) Day 1 Key Points (3-5): •

Method (how will you get your points across effectively to your students?): After the teacher reviews the mini-assessment with the students, the teacher will collect the mini-assessment and introduce the index cards. Each student has a different name (see attached list). Students will use their textbook or computer lab to research their assigned jazz musician. Students will need to answer basic questions about their musician (see attached form) in preparation for speed dating. Students will need to complete their speed dating form on their individual musician during this work time. Students will be given 80 minutes to complete

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this research. During this time, the teacher will monitor the room to ensure student participation and progress. Also, the teacher should play sound recordings from the Library of Congress website so that students can get an idea of what jazz music sounds like. See attached for places to research artists.

Guided Practice: (What examples are you going to work through together?) Day 2

Teacher: (what will the teacher be doing at this point in the lesson?- what examples will you be reviewing with students?) Prior to class, the teacher will review the speed dating process for the activity. Desks will need to be put in partners for this activity. The teacher will introduce the activity to the students. Students will have 3 minutes with each other to discover the details about their career and life. In sharing this one another, students will need to complete the speed dating form (see attached) about the person that they are interviewing. Students will be paired and will be given 3 minutes to converse. At the end of the three minutes, a jazz song will play and one row of students will rotate and meet a new musician. By the end of class, all musicians should have met one another and learned about the career and life of other musicians.

Students: (what will the students be doing at this point in the lesson?) Students will be paired up for the speed dating activity with desks in rows. Students will be given 3 minutes to “speed date” with their fellow musician. Students will need to share information and fill out the speed dating form (see attached). At the end of the three minutes, one row of students will rotate so each student has a new partner. At the end of class, all musicians should have met one another and learned about the career and life of other musicians.


What were the major contributions of specific

musicians?

What do all of the musicians have in common?


(What assignment questions/problems will serve as evidence of student mastery?) Students will complete the speed dating form about all musicians that were researched in class.


Closing: Students will turn in their speed dating form as their exit ticket for the day. Students will be graded if they completed all musicians and if all information is correct. HW: Students will look at various primary sources of the theaters during the jazz era and complete a written document analysis form for each photograph. This will be used in during the next day’s Do Now activity to duscuss the theaters during the jazz age and the audience.

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Possible list of Musicians for Speed Dating

1. Duke Ellington 2. Louis Armstrong 3. Benny Goodman 4. Dizzy Gillespie 5. Charlie Parker 6. Miles Davis 7. Billie Holiday 8. Ella Fitzgerald 9. Sarah Vaughan 10. Bix Beiderbecke 11. Earl Hines 12. Nick LaRocca 13. Jelly Roll Morton 14. Joe “King” Oliver 15. Cab Calloway 16. Benny Carter 17. Count Basie 18. Sidney Bechet 19. Buddy Bolden 20. Earl Hines 21. Red Nichols 22. Charlie Christian 23. Thelonioius Monk 24. Sun Ra 25. Jimmy Dorsey 26. Tommy Dorsey 27. Ben Webster 28. Paul Whiteman 29. Herbie Hancock 30. Bud Powell

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Name: _________________________________________ Date: ______________________ Period: __________

Individual Speed Dating Information Handout

Directions: Using your textbook or computer, answer the following questions about your assigned musician. Remember you will “become” this musician next class period for our jazz party. Be sure you know all the answers to these questions and be ready to share information about yourself with your peers. YOU MUST PRINT A PHOTO OF YOUR MUSICIAN FROM LOC FOR THE NEXT CLASS PERIOD. 1. Name of your assigned musician. ______________________________________________________ 2. Where and when was your musician born? _______________________________________________ 3. Did you musician go to school? If so, where? ____________________________________________ ____________________________________________________________________________________ 4. What instrument (s) does your musician play? ____________________________________________ 5. During your musician’s early life, where did he/she play? Was he/she well received by the audience? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 6. At the height of your musician’s career, where did he/she play? Was he/she well received by the audience? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 7. Did you musician collaborate with others? If so, who? _____________________________________ ____________________________________________________________________________________ 8. What awards did you musician win? ____________________________________________________ ____________________________________________________________________________________ 9. What type of jazz was your musician known for? __________________________________________ 10. List three of your musician’s most popular songs. ________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 11. When and where did your musician die? ________________________________________________

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12. What were the major contributions of you musician to the music world and society at large? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 13. What type of legacy did your musician leave behind? ______________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 14. What other facts should your peers know about your assigned musician? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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Name: ________________________________________________ Date: _________________ Period: __________

Speed Dating Evaluation Form Directions: During the speed dating process, complete this chart for EVERY person that you meet. You will be graded on the CORRECT completion of this chart. This is your exit ticket for the day. Name of Musician

City Born In Instrument Played Major Life Highlights

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Name of Musician

City Born In Instrument Played Major Life Highlights

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Possible Sites to Perform Research on Jazz Musicians

1. Library of Congress: http://www.loc.gov 2. Biography: http://www.biography.com 3. PBS: http://www.pbs.org/jazz/index.htm 4. William Gottieb Collection: http://lcweb2.loc.gov/diglib/ihas/html/gottlieb/gottlieb-home.html

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Homework Photo 1

Source: Portrait of Arnett Cobb and Walter Buchanan, Apollo Theatre, New York, N.Y., ca. Aug. 1947] [graphic] Gottlieb, William P., 1917-, photographer. hdl:loc.music/gottlieb.01421

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Photo 2

[Charlie's Tavern, New York, N.Y., between 1946 and 1948] [graphic] Creator Gottlieb, William P., 1917-, photographer.

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Photo 3

[Portrait of Wesley Prince, Oscar Moore, and Nat King Cole, Zanzibar, New York, N.Y., ca. July 1946] [graphic] Below, King Cole (Zanzibar). An old shot from Bill Gottlieb's files hdl:loc.music/gottlieb.01521

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Photo 4

[Portrait of Louis Armstrong and Jack Teagarden, between 1938 and 1948] [graphic] Creator Gottlieb, William P., 1917-, photographer. hdl:loc.music/gottlieb.09591

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Photo 5 [Portrait of Ella Fitzgerald, Dizzy Gillespie, Ray Brown, Milt (Milton) Jackson, and Timmie Rosenkrantz, Downbeat, New York, N.Y., ca. Sept. 1947] [graphic] Creator: Gottlieb, William P., 1917-, photographer.

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Name: _______________________________________________ Date: _________________ Period: ___________

The Theater & The Audience Analysis

Directions: Using the photos in your packet, answer one analysis form per picture. 1. What is the main focus of your picture? How do you know? _________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. What does this photo reveal about the theaters during the jazz age? ___________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. What does this photo reveal about the audience during the jazz age? __________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4. What can you infer from this photograph? _______________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 5. What questions do you have about this photo? ___________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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Unit: The Jazz Age; Day 6 (Contributions)

Lesson Objective:

• SWBAT describe the contributions of the jazz age and draw conclusions about the effects of the jazz age on music and society today


MID 601: Infer the main idea or purpose of more challenging passages or their paragraphs SUP 602: Use details from different sections of some complex informational passages to support a specific point or argument

Assessment (sample task): See attached. Lesson Agenda: • Do Now (10 minutes)

• INM: Brainstorm contributions (15 minutes) • GP: Aaron Copeland Reading (35 minutes) • IP: Your Thoughts (20 minutes) • Agenda/Homework (10 minutes)

Do Now: Students will answer the following questions on looseleaf paper:

• Using your homework from last class, what did you notice about the theaters and audience members during the jazz age?

• Think of music that you listen to today, do you see any comparisons between that style and jazz? If so, what?

• What about the way people react to your style of music and the reactions to jazz music? Introduction to New Material: (key points, 3-5) Key Points (3-5): •

Method (how will you get your points across effectively to your students?): The teacher will review the Do Now activity with students, paying special attention to the last two questions. The teacher will ask two students to come to the board and write down the answers of their classmates on the board during this discussion. Students should also be taking note of their peers answers in their notebook, as this will help during independent practice. The goal of this discussion is to discover if students can make connections between current music in 2010 and the music of the 1920s-1930s. At the end of the discussion, the teacher should collect the Do Now.

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Teacher: (what will the teacher be doing at this point in the lesson?- what examples will you be reviewing with students?) First, the teacher will introduce Aaron Copland with a brief lecture. See http://memory.loc.gov/ammem/collections/copland/index.html for further details about the life and career of Copland. Next, students will be paired with another classmate and will be given the notes from Aaron Copeland and his lecture: The Influence of Jazz on Modern Music. http://memory.loc.gov/cgi-bin/query/r?ammem/coplandbib:@field(DOCID+@lit(coplandbib/writ0067 Students will work together to decipher his notes and list the major contributions of jazz music according to Copland. During this time, students will answer questions on the Copland handout (see attached). The teacher will monitor the room to ensure student progress and understanding.

Students: (what will the students be doing at this point in the lesson?) Students will be paired with another classmate to decipher Aaron Copland’s Influence of Jazz on Modern Music. Students will read the document with their assigned partner and will answer the questions on the Copland handout (see attached).


According to Copland, what were the major contributions of jazz musicians?

What are the major similarities?

Differences?


(What assignment questions/problems will serve as evidence of student mastery?) Students (In partners from reading) will create a timeline on poster paper of the beginnings of jazz through the modern influences according to past discussion and the current reading. Students need to use prior knowledge as well as material covered today in class.


Closing: Students will turn in their timeline and will be graded on correct information as well as neatness. HW: Make sure to bring all materials from the unit to the next class.

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Name: ________________________________________________ Date: ________________ Period: ___________

Aaron Copland: The Influence of Jazz on Modern Music (Guided Practice)

1. What does Copland list as precedents to jazz music? Why do you think he lists what came before jazz? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. What do you think is the difference between the “spirit of the times” and the “technical procedure?” Why do you think Copland discusses this difference? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. According to Copland, what other styles of music is jazz similar to? How do you know? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4. Looking at the document, how has the rhythm of jazz influenced other styles of music? ___________ ____________________________________________________________________________________ ____________________________________________________________________________________

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5. Identify what styles of music emerged after jazz according to Copland? ________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 6. In what other countries did jazz emerge? ________________________________________________ 7. Imagine you are Copland in 1940, what do you think that future of jazz music is? Will it change? Will the audience grow tired of it? Is change needed? Explain your thoughts. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 8. In your opinion, do you enjoy listening to jazz music? Why or why not? ________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Independent Practice: With your assigned partner, create a timeline (according to Copland) of the journey of jazz music. Use poster paper and markers so it is visible to others. Print clearly and use correct spelling. You may add illustration for extra points.

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The Jazz Age: Final Assessment

Task: Create your own newspaper specifically highlighting jazz music. Role: You are a newspaper editor living in Chicago in 2010. You want to share jazz music and its contributions with the country. You MUST include:

• Title of newspaper; Author; Cover Page

• One page summary of the influence of jazz music and its contributions. o Use both your thoughts and discussion in class

• Biography of a chosen jazz musician from the era

• Must include birth/death dates • Career highlights • Instrument played; Songs produced • Awards • Picture

• Summary of jazz music; What is it? Where was it played?

o Must include a jazz poster from the era (primary source)

• Informational Piece: The Arrival of jazz music—think Great Migration

• Biography of a current musician who has been influenced by jazz music

o Must include birth/death dates o Career highlights o Instrument/Songs produced o Explanation of how this artist has been influenced by jazz music o Picture

This should be typed and formatted to look like an anniversary edition newspaper. You will have one full class period to work on this. Note: You have done some very similar assignments during this unit, so it would be important to draw upon previous writing assignments completed as exit tickets. This project is worth 200 points and will count as your Unit Assessment.