- Students will study how urban life changed at the turn of the 20th century. Students will be able to trace the migration of people from rural to urban areas.
- Students will study race relations and the struggle for equal rights as guaranteed in the nation’s founding documents.
- Students will investigate how New Orleans served as a microcosm of the development of our country at the turn of the 20th century.
- Students will learn about the social, cultural, and economic origins of jazz within the African-American community.
- Students will identify the major early New Orleans jazz musicians, name the various roles they played (e.g., entertainer, teacher, transmitter of cultural tradition), and be able to describe their activities and achievements.
- Students will begin to understand how jazz redefined’Äîand continues to redefine’Äîwhat it means to be an American.
- Students will begin to consider jazz as a metaphor for the historical development of the United States.
National Council for the Social Studies
Curriculum Standards for Social Studies II: Thematic Strands
www.socialstudies.org/standards/strands
Strands I – VI, X
National Center for History in the Schools
National Standards for U.S. History
http://nchs.ucla.edu/standards/us-standards5-12.html
Era 5: 1, 2, 3 / Era 6: 2, 3
National Standards for Arts Education
http://artsedge.kennedy-center.org/teach/standards
Music Standards 6, 8, 9
National Standards for Civics and Government
Standards 4 & 5
Expeditions Geography Standards
www.nationalgeographic.com/xpeditions/standards/matrix.html
Standards 1, 4–6, 9–12
