Tables and Appendices
TableI. Social Studies and Music Connections
Social Studies Curriculum / Music Curriculum / Connections / Suggested Recordings / videos / Recording InformationNational Endowment for the Arts (NEA) curriculum, Jazz in the Schools / Jazz in the Schools / Expose students to the genre, jazz, and highlight its place as a culturally relevant primary document / Make use of the CD and DVD that accompanies the NEA program /
Analyze the effects of the First World War / Using jazz recordings of the time from France and Germany / The wild abandon of 1920s era jazz as soundtrack to the disillusionment of the “lost generation” / Jazz In France Post World War One (Digitally Remastered) (Various Artists) / Original Release Date:October 18, 2011Label: Broken Audio Copyright: 2011 Broken Audio Total Length:1:43:21
ASIN: B006320N88
Hit Parade of German Orchestras of the 1920s and 1930s (Various Artists) / Original Release Date:March 2, 1996
Label: Russian Compact Disc
Copyright: (c) 2011 Russian Compact Disc
Total Length:1:07:45
ASIN: B004PXARVK
Analyze the rise of totalitarian governments after World War I.
Analyze the causes and consequences of World War II. / Using jazz recordings of both the jazz musicians attempting to continue to play under the Nazi regime and the jazz used as propaganda by Dr. Goebbels / German Jazz Bands During World War II / Recordings 1937 – 1944 (Various Artists)
Swing Tanzen Verboten(Nazi propaganda swing) / Original Release Date: April 30, 2010
Label: Ihor Records
Copyright: 2010 Classical Moments
Total Length: 1:07:25
Genres:
MP3 Downloads
ASIN: B003KXW1L0
Audio CD (May 5, 2003)
Number of Discs: 4
Format: Box set, Import
Label: Proper Box UK
ASIN: B0000918PJ
Analyze the causes and consequences of WWII
Analyze the international developments in the post-World War II World. / Using jazz recordings of the time from Japan /
Japanese Jazz & Salon Music, 1936-1941, Vol. 1 (Koichi Suigii)
/ Original Release Date:January 26, 2011Label: Radiophone Archives
Copyright: 2011 copyright control
Total Length: 53:40
ASIN: B004LEGL72
TableI. Social Studies and Music Connections, continued
Social Studies Curriculum / Music Curriculum / Connections / Suggested Recordings / videos / Recording InformationAnalyze Instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China / Using jazz recordings of the time from South Africa and Cuba / Next Stop Soweto Vol. 3: Giants, Ministers And Makers- Jazz In South Atrica 1963-1984 (Various Artists)
The Indestructible Beat of Soweto, (Various Artists)
Grazing in the Grass: The Best of Hugh Masakela / Audio CD (August 3, 2010)
Original Release Date: 2010
Number of Discs: 2
Label: !K7
ASIN: B003ELZKWA
Audio CD (October 25, 1990)
Number of Discs: 1
Label: Shanachie
ASIN: B000000DW2
Audio CD (February 1, 2008)
Number of Discs: 1
Label: SBME SPECIAL MKTS.
ASIN: B0012GMUWC
The Music of Cuba: 1909 to 1951(Various Artists)
Cuba: I Am Time(Various Artists) / Audio CD (December 16, 2009)
Original Release Date:July 4, 2000
Number of Discs: 1
Label:Columbia
ASIN: B00004U2GN
Audio CD (August 6, 1999)
Number of Discs: 4
Format:Box set
Label: Blue Jackel
ASIN: B000005AHS
Appendix A
California’s Common Core Content Standards for
English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
Updated 10/15/10
Reading Standards for Informational Text 6-12
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
(See grade 9/10 Language standards 4-6 on page 46 for additional expectations.)
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents.
6. Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Speaking and Listening Standards 6-12
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.
a. Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. (9th or 10thgrade.)
b. Plan, memorize and present a recitation (e.g., poem, selection from a speech or dramatic soliloquy) that: conveys the meaning of the selection and includes appropriate performance techniques (e.g., tone, rate, voice modulation) to achieve the desired aesthetic effect. (9th or 10th grade.)
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on page 45 for specific expectations.)
Language Standards 6-12
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes.
c. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Reading Standards for Literacy in History/Social Studies 6-12
The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Key Ideas and Details
.
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Appendix B
History – Social Science Framework for California Public Schools
2001 Updated Edition with Content Standards
Given that jazz is a twentieth century invention, the standards that pertain to twentieth century events, particularly in the areas of Europe (England, France and Germany), Asia (Japan and China) and many of the nations of Africa, are most relevant to this project
10.1Students relate the moral and ethical principles in ancient Green and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
1. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
10.6 Students analyze the effects of the First World War.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pable Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).
10.7Students analyze the rise of totalitarian governments after World War I.
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soveit Union, noting especially their common dissimilar traits.
10.8 Students analyze the causes and consequences of World War II.
2. Understand the role of appeasement, nonintervention (isolationism) and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
10.9 Students analyze the international developments in the post-World War II World.
1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan
2. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following
regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
Appendix C
MCMXIV(Phillip Larkin)
Never such innocence,
Never before or since,
As changed itself to past
Without a word--the men
Leaving the gardens tidy,
The thousands of marriages
Lasting a little while longer:
Never such innocence again.
(Philip Larkin
Excerpt from A Farewell to Arms, Ernest Hemingway 1929
I had seen nothing sacred, and the things that were glorious had no glory and the sacrifices were like the stockyards at Chicago if nothing was done with the meat except to bury it…. Abstract words such as glory, honor, courage, or hallow were obscene.
The world breaks everyone and afterward many are strong at the broken places. But those that will not break it kills. It kills the very good and the very gentle and the very brave impartially. If you are none of these you can be sure that it will kill you too but there will be no special hurry.
You never had time to learn. They threw you in and told you the rules and the first time they caught you off base they killed you.
Appendix E
excerpt from Reich Ministry of JusticeReport, early 1944
“(...)One of the most striking appearances among dangerous groups within the Reich is the so-called Swing Youth. They are reported to exist in many different parts of the country….These cliques begin their activities out of a selfish impulse to amuse themselves, but rapidly deteriorate into anti-social criminal gangs. Even before the war, boys and girls from the elite social set in Hamburg would get together dressed in notorious baggy or loose clothing and become entranced under the spell of English music and English dance. The Flottbecker Clique (Swing Kids from Hamburg) organized private dance parties attended by 500-600 teenagers during the winter of 1939-40. These lewd affairs included unrestrained Swing dancing. The Authorities rightfully banned such house dances, but the cliques were addicted to the English beat and continued to organize unlawful jamborees full of sexual mischief. The enormous cost of this illicit lifestyle was met by criminal resort to petty theft and music store burglaries. Needless to say, their penchant for the extravagant and self-centered wild life at clubs, bars, cafes and house gatherings comes at the expense of their support for our gallant war effort. They do not appreciate the success of our forces in the field, and even disparage the ultimate sacrifice of our men in uniform. What follows next is the inevitable and clearly discernable hostility toward any military service of their own. Clique members show off by dressing audaciously in British-style clothing. They often wear jackets cut in the Scot slit manner, carry umbrellas, and put fancy-colored collar-studs in their jacket lapels as badges of their arrogance. They mimic the decadent English way of life, because they worship the Englishman as the highest evolutionary development of mankind. Their mistaken ideals of individual freedom (which, in Nazi opinion countered true German freedom to help the greater community by ridding it of pestilence and Jews) leads them to openly oppose the Hitler Youth. One example of these Swing Cliques was a Harlem Club in Frankfurt that held extremely offensive house parties. These Harlem Club parties were frequented by very young and impressionable girls who were seduced into freely participating in random intercourse. The drunken free-sex affairs were typified by alcoholic excesses and dance orgies where teenagers “swung” and got “hot”. Because of evacuation methods necessitated by wartime conditions, these cliques have now been scattered from their rooting grounds.”