Teaching Jazz, Creating Community

Wynton Marsalis is best known as an award-winning jazz musician. But for students in the thousands of schools he’s visited, he’s a role model telling them to “take your freedom and put it into the service of somebody else’s.” Young people like Roberto Perez in Washington D.C. have learned from Wynton how jazz can be a metaphor for creating democracy. “What a kid learns from jazz is how to express his individuality without stepping on somebody else’s,” says Wynton. ·”Being a good neighbor, that’s what jazz is all about.”

Teaching Jazz, Creating Community

Wynton Marsalis is best known as an award-winning jazz musician. But for students in the thousands of schools he’s visited, he’s a role model telling them to “take your freedom and put it into the service of somebody else’s.” Young people like Roberto Perez in Washington D.C. have learned from Wynton how jazz can be a metaphor for creating democracy. “What a kid learns from jazz is how to express his individuality without stepping on somebody else’s,” says Wynton. ·”Being a good neighbor, that’s what jazz is all about.”

ELA Learning Standards:

SL.9-10.1
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.

SL.9-10.1.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.

SL.11-12.1.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.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

SL.9-10.1.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

L.PK-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

R.PK-12.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

SL.PK-12.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: Creativity, Self Discipline, Humility, Expression through Music, Collaboration

Focus: HOPE

EDS Chairman Les Alberthal came from a small town in Texas where everyone knows everyone else, and helping your neighbor is “as natural as pulling on your cowboy boots.” He encourages his 95,000 employees to live out his philosophy that healthy communities and healthy business go hand in hand. This is the story of how one EDS executive, Hulas King made a big difference in the lives of young people at Focus: HOPE in Detroit where a state-of-the-art technology center trains high school students to become manufacturing engineers and machinists. “Since the center’s founding in 1981, more than 5,000 young people have moved out of poverty and forward in their lives,” says Hulas. “For kids once on welfare and walking the streets, that’s an incredible future.” For Maia Cherry, one of the students mentored by Hulas, the personal attention and encouragement she received were as valuable as the technical training. “There are so many smart young people, and they don’t even know their potential,” says Maia. ‘1want them to know, if you have the desire, you can do it!”

Focus: HOPE
EDS Chairman Les Alberthal came from a small town in Texas where everyone knows everyone else, and helping your neighbor is “as natural as pulling on your cowboy boots.” He encourages his 95,000 employees to live out his philosophy that healthy communities and healthy business go hand in hand. This is the story of how one EDS executive, Hulas King made a big difference in the lives of young people at Focus: HOPE in Detroit where a state-of-the-art technology center trains high school students to become manufacturing engineers and machinists. “Since the center’s founding in 1981, more than 5,000 young people have moved out of poverty and forward in their lives,” says Hulas. “For kids once on welfare and walking the streets, that’s an incredible future.” For Maia Cherry, one of the students mentored by Hulas, the personal attention and encouragement she received were as valuable as the technical training. “There are so many smart young people, and they don’t even know their potential,” says Maia. ‘1want them to know, if you have the desire, you can do it!”

ELA Learning Standards:

SL.9-10.1.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.

SL.11-12.1.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.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SLCA.9-10.5
Make strategic use of digital media (e.g., audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

Skills:
Nurturing, Commitment, Moral Responsibility, Hope, Success

Fulfilling Martin’s Dream

When Frank Carr heard Martin Luther King Jr. give his famous “I Have a Dream” speech, it was a turning point in his life. Returning to Chicago, he challenged his business colleagues to join him in opening doors of opportunity to “all God’s children” so they could succeed in the. corporate world. His vision led to the national organization, INROADS which provides mentors and internships for over 6,000 young people like Juan, a young Mexican immigrant who was given a chance to succeed. Now a manager at Wm. Wrigley Jr. Company, Juan says” There is so much talent in our youth. We all need to take the time to harvest it and help them realize their dreams.”

Fulfilling Martin's Dream
When Frank Carr heard Martin Luther King Jr. give his famous “I Have a Dream” speech, it was a turning point in his life. Returning to Chicago, he challenged his business colleagues to join him in opening doors of opportunity to “all God’s children” so they could succeed in the. corporate world. His vision led to the national organization, INROADS which provides mentors and internships for over 6,000 young people like Juan, a young Mexican immigrant who was given a chance to succeed. Now a manager at Wm. Wrigley Jr. Company, Juan says” There is so much talent in our youth. We all need to take the time to harvest it and help them realize their dreams.”

ELA Learning Standards:

H.9–10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

SL.11-12.1.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.

SL.9-10.1
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.

SL.9-10.1.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.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11–12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

R.PK-12.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI.9-10.9
Analyze seminal documents of historical and literary significance (e.g., Washington’s Farewell Address, Lincoln’s Second Inaugural and the Gettysburg Addresses, Roosevelt’s Four Freedoms speech, King’s “Letter From Birmingham Jail”), including how they address related themes and concepts.

W.PK-12.6
Use technology to produce and publish writing and to interact and collaborate with others.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills:
Leadership, Changing an Injustice, Communications, Planning and Organization, Goal Setting, Content of Character