JAZZ ON THE MOVE

For this lesson, it is important that you have a basic understanding of the Great Migration and the importance of the Mississippi River around the early part of the 20th Century.

Around the year 1900 (17 years after the signing of the Emancipation Proclamation), 90% of America’s black population lived in southern, former slave-holding states. During the Great Migration, which is generally recognized as occurring between the years of 1910 and 1930, almost 2 million African Americans moved north in search of better jobs and schools and to escape growing racism and segregation. This increased the northern states’ black population by almost 40%. Because the majority of these increases were centered in major cities, racial tensions were high as many different ethnic groups competed for jobs.

To African Americans traveling north from the middle south, the Mississippi was their highway. Even if they weren’t traveling on the river, the nation’s railways, roads and major cities followed the river.

The musician profiled in this lesson is Louis Armstrong. After the closing of Storyville in New Orleans (the infamous red light district where jazz flourished) Armstrong moved north to Chicago at the invitation of his mentor, cornetist Joe “King” Oliver.

GOAL

Students will learn about the importance of the Great Migration through studying the spread of jazz throughout America.

LEARNING TARGETS

1. Students will identify and research important jazz musicians who helped bring jazz to America.
2. Students will recognize the importance of the Mississippi river in commerce as well as helping to move the music north.
3. Students will identify the major cities that allowed jazz to flourish.
4. Students will recognize the social climate in the southern United States that caused African Americans to migrate north.
5. Students will use context clues to match musicians and their cities.

EDUCATIONAL EXTRAS

Dig a Little Deeper
The amount of information you decide to give the students is up to you and, depending on the age and level of your students, this activity can be adapted in several different ways. For example, students can work on this activity individually or in a group; as a class, you could find and identify the cities on a map or students could find and identify the cities on their own. The same can be done with the rivers and musicians’ biographies.

Online Connections
For ideas on enhancing this lesson with free online resources, check out these helpful links:

1. www.pbs.org/jazz PBS’s companion site to JAZZ, a film by Ken Burns. Here you will find helpful essays, including one by Dr. Gerald Early entitled, Black Migration. www.pbs.org/jazz/places/faces_migration.htm.
This site also includes many musician biographies, lesson plans, and other classroom resources.

2. www.npr.org Here you can find many helpful links regarding the Great Migration, including an interview from WHYY’s Fresh Air, hosted by Terry Gross entitled “The Great MIgration: The African-American Exodus North.” http://www.npr.org/templates/story/story.php?storyId=129827444
The NPR Jazz Profiles page features profiles of many influential jazz musicians, including many highlighted in this lesson. http://www.npr.org/series/10208861/npr-s-jazz-profiles

Show-Me Standards
Content/Knowledge: SS1, SS2, SS4, SS5, SS6, SS7, CA1, CA3, CA5, CA6
Performance/Process: 1.1, 1.2, 1.4, 1.5, 1.9, 1.10, 2.2, 2.3, 2.4, 4.1, 4.3, 4.5, 4.6

National Music ED Standards
6, 8, 9

MISSION

Jazz St. Louis is a not-for-profit 501(c)(3) organization whose mission is to lead our community in advancing the uniquely American art of jazz through live performance, education and community engagement.

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