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1. National Center for History in the Schools, UCLA

2. NAfME: The National Association for Music Education

3. For information on ordering The Instrumental History of Jazz 2-CD set, go to www.amazon.com (item #B000001YNU).

4. Student handouts may be down loaded from the Jazz in America website (www.jazzinamerica.org), printed, and photocopied.

5. Any material from the Jazz in America website (www.jazzinamerica.org) may be down loaded, printed, and made into a transparency as the instructor sees fit.


  1. Bebop
  2. Cultural Implications of Bebop

National Standards for United States History1 (grades 5-12)

Historical Thinking
Students should be able to:
  1. appreciate historical perspectives (Historical Comprehension Standard 2f).
  2. draw upon visual, literary, and musical sources including...folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Comprehension Standard 2i).
  3. draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries (Historical Analysis and Interpretation Standard 3d).
Historical Content
Students should be able to:
  1. understand the extent and impact of economic changes in the postwar period (Era 9: Postwar United States Standard 1a).
  2. understand how the social changes of the postwar period affected various Americans (Era 9: Postwar United States Standard 1b).
National Standards for Music Education2 (grades K-12)
Students will be:
  1. Singing, alone, and with others. (Standard #1)
  2. Listening to, analyzing, and describing music. (Standard #6)
  3. Understanding relationships between music, the other arts, and disciplines outside the arts. (Standard #8)
  4. Understanding music in relation to history and culture. (Standard #9)

The student will:
  1. gain a fundamental understanding of bebop
  2. explore how bebop reflected American culture and society in the 1940's and 1950's

  1. CD player
  2. chalkboard (with chalk and eraser)
  3. overhead projector (optional)
  4. computer logged onto www.jazzinamerica.org (optional)

  1. The Instrumental History of Jazz3 (IHJ) (optional)
    1. two CDs
    2. accompanying booklet
  2. student handouts4 (one per student)
  3. overhead project transparencies5

The instructor will:
  1. distribute student handouts
  2. discuss the fundamentals of bebop
  3. discuss American history and culture regarding bebop
  4. play various jazz recordings, including examples of bebop

The students will:
  1. participate in a class discussion regarding bebop
  2. participate in a class discussion regarding jazz history as a part of American history in the 1940's and 1950's
  3. listen to jazz recordings of bebop
  4. follow and interact with the animated student handout entitled "Journey #5: New York – 52nd Street" (click on the Student Handout button on the left-hand side of your screen)

A Test Bank is provided that includes questions in the four formats listed below. At the teacher's discretion, all of the questions in each test bank may be used, or a few questions from each format may be selected to compile a shorter test.
  1. Multiple Choice
  2. Fill in the Blanks
  3. True / False
  4. Matching

The following topics and activities are covered in the Student Handout:

  1. Destination and Dates: New York City (52nd Street), 1940's

  2. Historical Event: World War II

  3. Vocabulary:
    Afro-Cuban rhythms
    big band
    Modern Jazz
  4. Experience the Music
    Found throughout each student handout, this section provides students with an activity to help them Experience the Music firsthand.
    CALL and RESPONSE: Students sing back Bebop lines.
  5. Jazz Artists:
    Kenny Clarke
    Miles Davis
    Dizzy Gillespie
    Billie Holiday
    Thelonious Monk
    Charlie Parker
    Tommy Potter
    Bud Powell
    Max Roach

the Herbie Hancock institute of jazz
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