Benny+Goodman+&+Teddy+Wilson+Reinforcing+Activity

Activity:
 * Objectives: I can explain the significance of Benny and Teddy performing on stage together. I can read other texts to identify key figures that have made history when it comes to civil rights or desegregation. I can create a timeline to show significant events where African Americans became “firsts”.
 * Materials:
 * //Benny Goodman and Teddy Wilson //by Lesa Ransome
 * //The Story of Ruby Bridges //by Robert Coles
 * //Teammates //by Peter Golenbock
 * //Rosa //by Nikki Giovanni
 * //A Picture Book of Thurgood Marshall //by David A. Adler
 * //My Daddy, Dr. Martin Luther King, Jr. //by Martin Luther King III
 * //Barack Obama: //<span style="font-family: Arial,sans-serif; font-size: 10pt;"> //Son of Promise, Child of Hope// by Nikki Grimes


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Procedures:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher will read //Benny Goodman and Teddy Wilson: Taking the Stage as the First Black-and-White Jazz Band in History// to the whole class.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher will ask guiding questions while reading the book
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Who do you think the people in the book are?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Why do you think they only play together backstage?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Do you think it is important to know that Benny and Teddy were members of the first black and white jazz band?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">What do you think was going on in the United States during this time?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">At the end of the book, teacher will introduce the concept of segregation and Jim Crow Laws.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Lead students into a discussion about how it was important for people to take a stand in what they believe in and fight for their civil rights and how these people shaped how society functions today. Ask students if they think that we can still make progress when comes to equal representation of races in career fields.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Break students into groups of 4-5. Each group will receive a book about a different key figure in the either the civil rights movement, desegregation of a certain entity, or the “first” person of color to do something. Goal: find out what that person did that was significant.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">After reading their books and deciding the significance of their person, the class will come together and make a timeline of important events that related to their book. If the books do not provide dates, then a printout sheet with similar information as the books, but with dates, will be provided to the group.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Once the timeline is created, the teacher will go in and place a marker for when Jim Crow laws were abolished.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">The class will go back to the question of whether or not we can still make progress when it comes to civil rights and equal representation of whites and African Americans. The teacher will point out that we did not have an African American president in office until 2009.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ask students what life would be like now if the people from their books had not done anything to push for change.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Wrap up by having students highlight what else can be done in today’s society to make a change towards equality.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tags: culture, desegregation, race, music, biography