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- Irma O.
- Amarillo, TX
Benny Goodman Teacher Resources
Find Benny Goodman educational ideas and activities
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.
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.
Young scholars explore Latin America by researching the favorite past time, baseball. In this Latin culture lesson, students identify the leaders in the Latin American baseball movement such as Felipe Alou, Jose Mendze, and the great Roberto Clemente. Young scholars practice using baseball vocabulary terms and answer study questions based on the book they are assigned to read.
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.
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.
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.
Young scholars 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.
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.
Fourth graders describe in their own words how a home or other structure can be a "container of memories." They also identify the Marker of Distinction site nearest to their school on the map provided and summarize the honoree's biographical information. Finally, 4th graders write creatively about the home of one famous Chicagoan and/or write creatively about their own home.