Benny Goodman Teacher Resources

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Bette Davis, Clark Gable, Judy Garland. Jack Benny, The Lone Ranger, Edward R. Murrow. Duke Ellington, Count Basie, Benny Goodman. The second lesson in a unit devoted to The Grapes of Wrath establishes for readers the cultural and historical background of the 1930s. Class members read articles about the WPA, listen to recordings, all to provide background for a written reflection on the ways artists are influenced by the political and social climate.
How does one become a catalyst for change? What are the challenges faced by those who take a stand for change? What part do the arts play in cultural change? Using primary and secondary sources from the 1920s and 1930s, class members explore these questions and craft an essay that presents their reflections. The packet includes a brief plan but the real value is in the resources included. Provided are a resource list, a reflective essay writing assignment, rubric, and exemplary writing sample. In addition, templates for “Power Quotes,”  historic events, famous people, significant art and architecture, education issues, fads, fashions, literature, music, and radio shows are provided.
High schoolers examine the impact of WWII on the development of jazz music and consider how jazz music helped to boost morale of both soldiers and those left at home. They identify the function of jazz as a cultural export and discuss its worldwide effects.
Tenth graders examine the role of Jewish Americans in the 1900s. They examing the changes in industry and inventions. They also identify how Jewish Americans changed society and religious organization.
Students explore development of jazz music in the 1930s by forming imaginary jazz bands which tour several cities in Depression-era America. Jazz band members create imaginary identities for themselves, develop publicity for their tour, and keep diaries of their journey.
Students examine the life style of the 1930's using art, music, the Internet and interviews as resources. They complete worksheets including a Venn diagram comparing two pieces of artwork. They determine what life during the Great Depression was like through these lessons.
Students explore various instruments used in different types of bands. They listen to a recording of sounds from different instruments and different types of bands. They choose their favorite instrument and make a life size outline of it on posterboard. They paint their instrument with Crayola Washable Kid's Paint.
Seventh graders investigate the contributions of individuals during the Italian and Harlem Renaissance periods. In this Italian and Harlem Renaissance lesson, 7th graders research the two eras before writing a script. They write a script that develops a conversation between two significant persons of the era including details about the artistic, social, and political changes.
Discover details about 1920's America. In this American history lesson, students read From the Great War to the Great Depression. Students then research famous Americans from the time period and present their findings to their classmates.
In this online interactive history quiz worksheet, students respond to 41 multiple choice questions about the accomplishments of musician Bessie Smith. Students may submit their answers to be scored.
Students explore Latin America by researching the favorite past time, baseball. In this Latin culture lesson plan, students identify the leaders in the Latin American baseball movement such as Felipe Alou, Jose Mendze, and the great Roberto Clemente. Students practice using baseball vocabulary terms and answer study questions based on the book they are assigned to read.
Learners read the "Chicago Tribute Markers of Distinction," and pick one famous person to write about. In this creative writing worksheet, students write about this person's home. Additionally, learners pretend that 100 years from now, a marker of distinction is placed in front of their own home. They write an essay describing the famous person (themselves?) who lived there and what they accomplished in life.
Students define the community of Harlem. They explain the growth of music in this area and identify important people who spearheaded this movement. They identify places where music grew in Harlem and establish a visual as well as an aural account of the musical history of this era.
Students learn vocabulary associated with the Swing Era. They also listen to music from the time period.
Seventh graders compare and contrast the Italian and Harlem Renaissance periods. Classmates examine the life of historical individuals and assess their contributions and impacts on the respective eras. Students role play individuals from each era, comparing their lives. Pupils discuss the artistic, social and political changes that developed in the two very different eras.
Learners write poems using rhyme and meter as they come to understand the mechanical concept of rhythm. They discover that rhythm is seen in dance and sports, poetry and other literary forms, and communication in general. They recognize stylistic elements such as voice, tone and style, and draft, revise, edit and proofread for a legible final copy.
In this music worksheet, students find the words that are associated with Jazz music and the answers are found by clicking the link at the bottom of the page.
Learners use primary and secondary sources to study the literature, historical events, people, technology, medicine, government, entertainment and culture of the decades of the twentieth century.
Students watch a video segment about the distinguishing characteristics of jazz. They describe those characteristics and the relation between the culture of jazz and democracy. They improvise simple rhythms and melodies.
Students view a video about different types of music. They examine the history of jazz, big band and rock back to the city of Chicago. They discover Chicago's music scene today and compare it to the past.

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