Tables and Appendices

Table I. Social Studies and Music Connections

Social Studies Curriculum

Music Curriculum Connections Suggested Recordings / videos

Recording Information

National Endowment for the Arts (NEA) curriculum, Jazz in the Schools

Jazz in the Schools Expose students to the genre, jazz, and highlight its place as a culturally relevant primary document

Make use of the CD and DVD that accompanies the NEA program

http://www.neajazzintheschools.org/home.php

Analyze the effects of the First World War

Using jazz recordings of the time from France and Germany

The wild abandon of 1920s era jazz as soundtrack to the disillusionment of the “lost generation”

Jazz In France Post World War One (Digitally Remastered) (Various Artists)

Original Release Date: October 18, 2011 Label: Broken Audio Copyright: 2011 Broken Audio Total Length: 1:43:21ASIN: B006320N88

Hit Parade of German Orchestras of the 1920s and 1930s (Various Artists)

Original Release Date: March 2, 1996 Label: Russian Compact Disc Copyright: (c) 2011 Russian Compact Disc Total Length: 1:07:45 ASIN: B004PXARVK

Analyze the rise of totalitarian governments after World War I.

Analyze the causes and consequences of World War II.

Using jazz recordings of both the jazz musicians attempting to continue to play under the Nazi regime and the jazz used as propaganda by Dr. Goebbels

German Jazz Bands During World War II / Recordings 1937 – 1944 (Various Artists)

Swing Tanzen Verboten (Nazi propaganda swing)

Original Release Date: April 30, 2010 Label: Ihor Records Copyright: 2010 Classical Moments Total Length: 1:07:25 Genres: MP3 Downloads ASIN: B003KXW1L0

Audio CD (May 5, 2003) Number of Discs: 4 Format: Box set, Import Label: Proper Box UK ASIN: B0000918PJ

Analyze the causes and consequences of WWII

Analyze the international developments in the post-World War II World.

Using jazz recordings of the time from Japan

Japanese Jazz & Salon Music, 1936-1941, Vol. 1 (Koichi Suigii)

Original Release Date: January 26, 2011 Label: Radiophone Archives Copyright: 2011 copyright control Total Length: 53:40 ASIN: B004LEGL72

1

Table I. Social Studies and Music Connections, continued

Social Studies Curriculum

Music Curriculum Connections Suggested Recordings / videos

Recording Information

Analyze Instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China

Using jazz recordings of the time from South Africa and Cuba

Next Stop Soweto Vol. 3: Giants, Ministers And Makers- Jazz In South Atrica 1963-1984 (Various Artists)

The Indestructible Beat of Soweto, (Various Artists)

Grazing in the Grass: The Best of Hugh Masakela

Audio CD (August 3, 2010) Original Release Date: 2010 Number of Discs: 2 Label: !K7 ASIN: B003ELZKWA

Audio CD (October 25, 1990) Number of Discs: 1 Label: Shanachie ASIN: B000000DW2

Audio CD (February 1, 2008) Number of Discs: 1 Label: SBME SPECIAL MKTS. ASIN: B0012GMUWC

The Music of Cuba: 1909 to 1951 (Various Artists)

Cuba: I Am Time (Various Artists)

Audio CD (December 16, 2009) Original Release Date: July 4, 2000 Number of Discs: 1 Label: Columbia ASIN: B00004U2GN

Audio CD (August 6, 1999) Number of Discs: 4 Format: Box set Label: Blue Jackel ASIN: B000005AHS

2

Appendix A

California’s Common Core Content Standards forEnglish Language Arts & Literacy in History/Social Studies,Science, and Technical SubjectsUpdated 10/15/10

Reading Standards for Informational Text 6-12The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Key Ideas and Details1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and analyze 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.

3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (See grade 9/10 Language standards 4-6 on page 46 for additional expectations.)

5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents.

6. Determine an author’s point of view or purpose in a text and analyze how an author usesrhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Range of Reading and Level of Text Complexity10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Speaking and Listening Standards 6-12The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Comprehension and Collaboration3

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.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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 andconclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source..3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and theorganization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.

a. Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. (9th or 10th grade.)

b. Plan, memorize and present a recitation (e.g., poem, selection from a speech or dramatic soliloquy) that: conveys the meaning of the selection and includes appropriate performance techniques (e.g., tone, rate, voice modulation) to achieve the desired aesthetic effect. (9th or 10th grade.)

5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on page 45 for specific expectations.)

Language Standards 6-12The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

4

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes.

c. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word ordetermine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Standards for Literacy in History/Social Studies 6-12The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Key Ideas and Details.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to suchfeatures as the date and origin of the information.

2. Determine the central ideas or information of a primary or secondary source; provide an accuratesummary of how key events or ideas develop over the course of the text.

3. Analyze in detail a series of events described in a text; determine whether earlier events caused laterones or simply preceded them.

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including vocabularydescribing political, social, or economic aspects of history/social science.

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

6. Compare the point of view of two or more authors for how they treat the same or similar topics,including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis inprint or digital text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.5

Appendix B

History – Social Science Framework for California Public Schools2001 Updated Edition with Content Standards

Given that jazz is a twentieth century invention, the standards that pertain to twentieth century events, particularly in the areas of Europe (England, France and Germany), Asia (Japan and China) and many of the nations of Africa, are most relevant to this project

10.1 Students relate the moral and ethical principles in ancient Green and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

1. Consider the influence of the U.S. Constitution on political systems in the contemporary world.10.6 Students analyze the effects of the First World War.

3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pable Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).

10.7 Students analyze the rise of totalitarian governments after World War I.3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soveit Union, noting especially their common dissimilar traits.

10.8 Students analyze the causes and consequences of World War II.2. Understand the role of appeasement, nonintervention (isolationism) and the domestic distractions in Europe and the United States prior to the outbreak of World War II.6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

10.9 Students analyze the international developments in the post-World War II World.1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan2. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

6

Appendix C

MCMXIV (Phillip Larkin)

Never such innocence,

Never before or since,

As changed itself to past

Without a word--the men

Leaving the gardens tidy,

The thousands of marriages

Lasting a little while longer:

Never such innocence again.

(Philip Larkin

Excerpt from A Farewell to Arms, Ernest Hemingway 1929

I had seen nothing sacred, and the things that were glorious had no glory and the

sacrifices were like the stockyards at Chicago if nothing was done with the meat

except to bury it…. Abstract words such as glory, honor, courage, or hallow were

obscene.

The world breaks everyone and afterward many are strong at the broken places.

But those that will not break it kills. It kills the very good and the very gentle and

the very brave impartially. If you are none of these you can be sure that it will kill

you too but there will be no special hurry.

You never had time to learn. They threw you in and told you the rules and the first

time they caught you off base they killed you.

7

Appendix E

excerpt from Reich Ministry of Justice Report, early 1944

“(...)One of the most striking appearances among dangerous groups within the Reich is the so-

called Swing Youth.  They are reported to exist in many different parts of the country….These

cliques begin their activities out of a selfish impulse to amuse themselves, but rapidly

deteriorate  into anti-social criminal gangs.  Even before the war, boys and girls from the elite

social set in Hamburg would get together dressed in notorious baggy or loose clothing and

become entranced under the spell of English music and English dance.  The Flottbecker Clique

(Swing Kids from Hamburg) organized private dance parties attended by 500-600 teenagers

during the winter of 1939-40.  These lewd affairs included unrestrained Swing dancing.  The

Authorities rightfully banned such house dances, but the cliques were addicted to the English

beat  and continued to organize unlawful jamborees full of sexual mischief.  The enormous cost

of this illicit lifestyle was met by criminal resort  to petty theft and music store burglaries. 

Needless to say, their penchant for the extravagant and self-centered wild life at clubs, bars,

cafes and house gatherings comes at the expense of their support for our gallant war effort. 

They do not appreciate the success of our forces in the field, and even disparage the ultimate

sacrifice of our men in uniform.  What follows next is the inevitable and clearly discernable

hostility toward any military service of their own. Clique members show off by dressing

audaciously in British-style clothing.  They often wear jackets cut in the Scot slit manner, carry

umbrellas, and put fancy-colored collar-studs in their  jacket lapels as badges of their

arrogance.  They mimic the decadent English way of life, because they worship the Englishman

as the highest evolutionary development of mankind.  Their mistaken ideals of individual

freedom (which, in Nazi opinion countered true German freedom to help the greater community

by ridding it of pestilence and Jews) leads them to openly oppose the Hitler Youth.  One

example of these Swing Cliques was a Harlem Club in Frankfurt that held extremely offensive

house parties.  These Harlem Club parties were frequented by very young and impressionable

girls who were seduced into freely participating in random intercourse.  The drunken free-sex

affairs were typified by alcoholic excesses and dance orgies where teenagers “swung” and got

“hot”. Because of evacuation methods necessitated by wartime conditions, these cliques have

now been scattered from their rooting grounds.”

8

Appendix E

Excerpt from "The Good War": An Oral History of World War II, Studs Terkel

Hans Massaquoi, currently an editor of Ebony magazine in Chicago, but born 1926 and raised in Hamburg, his mother German, his father Liberian; his is as interesting as any story in the book, especially as he tries to fit in with the Nazis and gets rejected (pp. 498-499):

In that same year, '36, Max Schmeling went to the United States to do battle with Joe Louis. I was rooting for Schmeling. In '38, when Louis beat him, I was crushed. That's how much I identified with the Germans. It was not a matter of Hans Massaquoi, black. I was a Hamburger and Schmeling was my man.

It's clear to me that had the Nazi leadership known of my existence, I would have ended in a gas oven or at Auschwitz. What saved me was there was no black population in Germany. There was no apparatus set up to catch blacks. The apparatus that was set up to apprehend Jews entailed questionnaires that were mailed to all German households. The question was: Jewish or non-Jewish? I could always, without perjuring myself, write: non-Jewish.

My mother was now reduced to day work. She was so popular in the hospital where she had worked that doctors were kind enough to employ her as a cleaning lady. That's what she had to do in order to survive.

My scholastic records entitled me to go to the Gynmansium, the secondary school. A sympathetic teacher called me aside and said, "You have to be a member of the Hitler Youth movement to qualify. You're not accepted as a Hitler youth. So . . . I'm sorry." [ . . . ]

Many of the German youth that followed the call to arms weren't moved by any political considerations to kill Jews or Poles or Russians. It's the old quest for adventure. Hitler made it very attractive. He put the fancy uniforms on his troops. Had I not been constantly rejected, there's no telling how enthusiastic a volunteer I might have been.

Eventually this rejection becomes an identity for Massaquoi, as he moves into an anti-nazi "swing boy" counterculture (pp. 499-500):

Their affinity was for English and American records. Jazz especially. If they caught you playing these records, they'd confiscate them or take you to jail and keep you overnight. They'd give you a lecture or a beating. I became part of that group. We were just seventeen, eighteen, We'd meet at certain nightclubs. You could look at us and know we were anti-Nazi.

The Nazis hated our guts. Any chance they had, they would kick us in the pants or make life miserable for us. There was nothing ideological about us. We were nonpolitical, just anti Nazi regimentation. It was a total turnoff. We didn't want to be bothered by this nonsense.

Then the war came home (pp. 500-501):

The first bombings of Hamburg started in 1942. The raids increased. In 1943, Hamburg was practically demolished. In three nights, forty-one thousand people were killed. My mother and I were right in the middle of it. On the street where we lived, there was a public air-raid shelter. Every street had to have a shelter, which you could reach in five minutes.I remember one night, about nine o'clock, the siren started wailing. We grabbed our suitcases and made it down. We'd been in this same shelter many, many, many, many nights before. The shelter was packed. There must have been two hundred, most of them neighbors we knew. There was not a moment when there was no Allied aircraft over Hamburg. It was an around-the-clock affair. The British would attack us at night and the U.S. air force in the daytime.

9

That night, about midnight, we heard the bombs dropping. It lasted about an hour. When it was over, we tried to get out, but we couldn't. The building over us was hit by an incendiary bomb and was on fire. The outside walls had collapsed and had blocked the exits. People were running around, getting hysterical. Nobody gets out, they were shouting.About eight the next morning, we heard digging outside. They were removing the walls. We were half suffocated. We couldn't breathe. When we reached the street, that part of Hamburg where I lived was totally burned down. My mother and I made it to an overpass of an el train. All the survivors went there. We were picked up by trucks and taken out of the city. In those days, refugees -- and we were all refugees now -- could use the trains without paying.

Massaquoi moved for a while to the Harz Mountains, near Peenemünde, where the V-1 and V-2 rockets were made. He later returned to Hamburg. When the British occupied Hamburg, his black skin turned into an advantage, as nobody expected there were any black Germans. One more comment (pp. 503-504):

My biggest disappointment, for those who've really suffered under the Nazis, is the benign treatment of those Nazis by the Allies. We had assumed a housecleaning would follow the occupation. That the British and Americans would come in -- as the Russians did -- and, first of all, round up the Nazi suspects. And make sure that those who had been in power would not get back in power. Quite to the contrary, within a very short time we saw these same people who terrorized the neighborhoods in charge again. The wardens, the block leaders, all these Gruppenführer, all the ex-functionaries, were back in the saddle. A lot of my friends were so disillusioned they left Germany. One particularly brutal Nazi I worked for at a rubber plant. This went on everywhere.

Another phenomenon occurred: the disappearance of Nazis. You saw pictures of thousands of them screaming and hollering "Heil Hitler." If you asked anyone, Were you ever a Nazi? Oh no, not me. Just about all these former functionaries appeared in their old positions.I think Americans were the worst in this respect. They fraternized so readily. The American brass that came over, in an ostensible effort to have things run smoothly, immediately became pals with these old Nazis.

I think it filtered down from Washington. We'd rather deal with the Nazis and have them on our side. Let's not be too serious about this denazification. Go through the motions, but don't step on too many toes. We ultimately will need them.

Appendix F

U.S. Occupation of Japan10

STEPS RESULTS

CONCLUSION

Narrative:

11

Appendix G

Cuba still in slow lane 50 years onNew Zealand Herald (Auckland, New Zealand), February 18, 2012

When it started, American teenagers were doing the Twist. The United States had yet to put a man into orbit around the Earth. And a first-class US postage stamp cost US 4cents. The world is much changed since the early days of 1962, but one thing has remained constant: the US economic embargo on communist-run Cuba, a near-total trade ban that turned 50 this month.

Supporters say it is a justified measure against a repressive Government that has never stopped being a thorn in Washington's side. Critics call it a failed policy that has hurt ordinary Cubans instead of the Government. All acknowledge that it has not accomplished its core mission of toppling Fidel and Raul Castro. ``All this time has gone by, and yet we keep it in place,'' said Wayne Smith, who was a young US diplomat in Havana in 1961 when relations were severed and who returned as the chief American diplomat after they were partially re-established under President Jimmy Carter. ``We talk to the Russians, we talk to the Chinese, we have normal relations even with Vietnam. We trade with all of them,'' Smith said. ``So why not with Cuba?''

In the White House, the first sign of the looming embargo came when President John F. Kennedy told his press secretary to go and buy him as many H. Upmann Cuban cigars as he could find. The aide came back with 1200 stogies. Kennedy announced the embargo on February 3, 1962, citing ``the subversive offensive of Sino-Soviet communism with which the Government of Cuba is publicly aligned''. It went into effect four days later at the height of the Cold War, a year removed from the failed CIA-backed Bay of Pigs invasion meant to oust communism from Cuba and eight months before Soviet attempts to put nuclear missiles on the island brought the two superpowers to the brink of war.

Washington already had some limited sanctions in place, but Kennedy's decision was the beginning of a comprehensive ban on US trade with the island that has remained more or less intact ever since. Little was planned to mark the anniversary, but Cuban-American members of Congress issued a joint statement vowing to keep the heat on Cuba.

Supporters of the policy acknowledge that many US strategic concerns from the 1960s have been consigned to the dustbin of history, such as halting the spread of Soviet influence and keeping Fidel Castro from exporting revolution throughout Latin America. But they say other justifications remain, such as the confiscation of US property in Cuba and the need to press for greater political and personal freedoms on the island.

``We have a hemispheric commitment to freedom and democracy and respect for human rights,'' said Jose Cardenas, a former National Security Council staffer on Cuba under President George W. Bush. ``I still think that those are worthy aspirations.''

With just 145km of sea between Florida and Cuba, the US would be a natural No 1 trade partner and source of tourism. But the embargo chokes off most commerce, and the threat of fines keeps most Americans from sunbathing in balmy resorts such as Cayo Coco.

Cuba is free to trade with other nations, but the US threatens sanctions against foreign companies that don't abide by its restrictions. A stark example arrived off the coast of Havana last month: a huge oil exploration rig built with less than 10 per cent US parts to qualify under the embargo was brought all the way from Singapore, while comparable platforms sat idle in US waters just across the Gulf of Mexico.

The embargo is a constant talking point for island authorities, who blame it for shortages of everything from medical equipment to the concrete needed to complete an eight-lane highway spanning the length of the island. Cuba frequently fulminates against the ``blockade'' at the United Nations and demands the US end its ``genocidal'' policy.

12

Every autumn, most nations agree, and overwhelmingly back a resolution condemning the embargo. In November, 186 countries supported the measure, with only Israel joining the US in opposition.

Also each year, Cuba updates its estimate of how much the embargo has cost it, using a complicated (and some say flawed) calculus that takes into account years of interest, the end of the gold standard and other factors. Last year's estimate summing 49 years of sanctions was US$975 billion ($1.16 trillion).

Even some critics of the embargo call Havana's claims exaggerated, saying that while the sanctions had a tremendous impact when first put in place, Cuba was able to adapt and benefited from relationships with like-minded allies such as the former Soviet Union and Venezuela.

``There's no doubt that the embargo is detrimental to the Cuban economy. It complicates international financial transactions, but more importantly, it limits Cuban families' access to medicine,'' said Geoff Thale, a Cuba analyst at the Washington Office on Latin America, which supports ending the policy.

While 50 years of socialism have brought advancements in education and healthcare, even island authorities acknowledge their struggling economic system must change. President Raul Castro is in the process of allowing more private-sector activity, decentralising state-run businesses, implementing agricultural reform and slimming Government payrolls.

The US actually does have significant trade with Cuba under a clause allowing the sale of food products and some pharmaceuticals. According to the most recent information available from Cuba's National Statistics Office, the US was the island's seventh-largest trading partner in 2010, selling US$410 million in mostly food products. However, that was down from nearly US$1 billion in 2008, as the island increasingly turned to other countries that don't force it to pay cash up front.

Many US businesses would love to be allowed into the Cuban market, but an end to the embargo seems a long way off. The issue is seen as a political nonstarter in the US, where every four years, presidential candidates court the Cuban-American vote in Florida, a key swing state. President Barack Obama has said Raul Castro's economic openings are insufficient, and it's unlikely he would do anything in an election year to risk losing support in Florida, which he won in 2008. Even if he wanted to lift the embargo, the Helms-Burton Act of 1996 stipulates that it would have to be approved by Congress.

Full Text:  COPYRIGHT 2012 APN Newspapers Pty Ltd. http://www.apn.com.au/

Source Citation:"Cuba still in slow lane 50 years on." New Zealand Herald [Auckland, New Zealand] 18 Feb. 2012: 11. Gale World History In Context. Web. 24

Mar. 2012.Document URL

http://ic.galegroup.com/ic/whic/NewsDetailsPage/NewsDetailsWindow?displayGroupName=News&disableHighlighting=false&prodId=WHIC&action=e&windowstate=normal&catId=&documentId=GALE%7CA280311997&mode=view&userGroupName=peta68453&jsid=8ab01863ffcce9fe25ddacb22cb25436

Gale Document Number: GALE|A280311997

13

Appendix H

APARTHEID TIMELINE

Selection 1 (Note: The term "Africans" is used to refer to black Africans.)

· 1651: Dutch settlers arrive in South Africa. In 1756, they import slaves from West Africa, Malaysia, and India, establishing the dominance of whites over non-whites in the region.

· 1700s: Riding on horseback and covered wagons, Dutch farmers (called Boers) migrate across land inhabited by Bantu and Khoi peoples. Armed with shotguns, the Boers seize land used by the tribes for cattle and sheep grazing -- the basis of their economy. Without land, the tribes must work on Boer farms to support themselves.

· 1810s: British missionaries arrive and criticize the racist practises of the Boers. They urge the Boers to treat the Africans more fairly. Boers justify their practises in the belief that they are superior to Africans.

· 1867: Diamond mining begins in South Africa. Africans are given the most dangerous jobs, are paid far less than white workers, and are housed in fenced, patrolled barracks. Oppressive conditions and constant surveillance keep Africans from organizing for better wages and working conditions.

Selection 2 (Note: The term "Africans" is used to refer to black Africans.)

· 1908: A constitutional convention is held to establish South African independence from Britain. The all-white government decides that non-whites can vote but cannot hold office. A few people in the new government object, believing that South Africa would be more stable if Africans were treated better.

· 1910: The South Africa Act takes away all political rights of Africans in three of the country's four states.

· 1912: The African National Congress is formed. This political party aims to organize Africans in the struggle for civil rights. The early leaders are pictured on the right.

· 1913: The Native Lands Act gives 7.3% of the country's land to Africans, who make up 80% of the population. Africans are prohibited from owning land outside their region. Africans are allowed to be on white land only if they are working for whites.

14

APARTHEID TIMELINE, continued

Selection 3 (Note: The term "Africans" is used to refer to black Africans.)

· 1920s: Blacks are fired from jobs which are given to whites.

· 1910s-1930s: Africans educated at missionary schools attempt to organize to resist white rule and gain political power. Their efforts are weakened because few Africans are literate, communication is poor, and access to money or other resources is limited.

· By 1939, fewer than 30% of Africans are receiving any formal education, and whites are earning over five times as much as Africans.

· 1936: Representation of Voters Act: This law weakens the political rights for Africans in some regions and allows them to vote only for white representatives.

Selection 4 (Note: The term "Africans" is used to refer to black Africans.)

· 1946: African mine workers are paid twelve times less than their white counterparts and are forced to do the most dangerous jobs. Over 75,000 Africans go on strike in support of higher wages. Police use violence to force the unarmed workers back to their jobs. Over 1000 workers are injured or killed.

· 1950: The Population Registration Act. This law classifies people into three racial groups: white, colored (mixed race or Asian), and native (African/black). Marriages between races are outlawed in order to maintain racial purity.

· 1953: The Preservation of Separate Amenities Act establishes "separate but not necessarily equal" parks, beaches, post offices, and other public places for whites and non-whites. At right are signs for segregated toilets in English and Afrikaans. Source:

http://suedafrika.net/Medaia/Toilets.jpg

15

APARTHEID TIMELINE, continued

Selection 5 (Note: The term "Africans" is used to refer to black Africans.)

· 1951: The Group Areas Act sets aside specific communities for each of the races (white, colored (mixed race or Indian), and native (African/black) ). The best areas and the majority of the land are reserved for whites. Non-whites are relocated into "reserves." Mixed-race families are forced to live separately.

· 1951: The Bantu Homelands Act. Through this law, the white government declares that the lands reserved for black Africans are independent nations. In this way, the government strips millions of blacks of their South African citizenship and forces them to become residents of their new "homelands." Blacks are now considered foreigners in white-controlled South Africa, and need passports to enter. Blacks only enter to serve whites in menial jobs.

· The homelands are too small to support the many people in them. In Soweto, for example, seventeen to twenty people live in a four-room house. Typical living conditions are shown in the picture above.

· The African National Congress (ANC), a political organization for Africans, encourages peaceful resistance to the discriminatory laws of apartheid. The ANC issues a Freedom Charter that states, "South Africa belongs to all who live in it, black and white, and that no government can justly claim authority unless it is based on the will of the people." The government reacts by arresting people and passing more repressive laws.

16

APARTHEID TIMELINE, continued

Selection 6 (Note: The term "Africans" is used to refer to black Africans.)

· 1952: Abolition of Passes and Coordination of Documents Act. This misleadingly-named law requires all Africans to carry identification booklets with their names, addresses, fingerprints, and other information. (See picture at right.) Africans are frequently stopped and harassed for their passes. Between 1948-1973, over ten million Africans were arrested because their passes were "not in order." Burning pass books becomes a common form of protest.

· 1960: A large group of blacks in the town of Sharpeville refused to carry their passes. The government declares a state of emergency and responds with fines, imprisonment, and whippings. In all, 69 people die and 187 people are wounded. The African political organizations, the African National Congress and the Pan-African Congress, are banned.

· 1962: The United Nations establishes the Special Committee Against Apartheid to support a political process of peaceful change. The Special Committee observes the International Day Against Racism to mark the anniversary of the people who died in the Sharpeville protest.

· 1963: Nelson Mandela, head of the African National Congress, is jailed.

17

APARTHEID TIMELINE, continued

Selection 7 (Note: The term "Africans" is used to refer to black Africans.)

· 1953: Preservation of Separate Amenities Act. This law created "separate but not necessarily equal" beaches, parks, post office, and other public places for Africans (blacks), coloreds (the term used for Asian and mixed-raced people) and whites.

· 1953: Bantu Education Act: Through this law, the white government supervises the education of all blacks. Schools condition blacks to accept white domination. Non-whites cannot attend white universities.

· 1970s: Resistance to apartheid increases. Organizing by churches and workers increases. Whites join blacks in the demonstrations.

· 1970s: The all-black South African Students Organization, under the leadership of Steven Biko, helps unify students through the Black Consciousness movement. A typical protest poster is shown below.

· 1976: The Soweto uprising: People in Soweto riot and demonstrate against discrimination and instruction in Afrikaans, the language of whites descended from the Dutch. The police react with gunfire. 575 people are killed and thousands are injured and arrested. Steven Biko is beaten and left in jail to die from his injuries. Protesters against apartheid link arms in a show of resistance.

18

APARTHEID TIMELINE, continued

Selection 8 (Note: This selection has examples of resistance only. The term "Africans" is used to refer to black Africans.)

· 1980s: People and governments around the world launch an international campaign to boycott (not do business with) South Africa. Some countries ban the import of South African products, and citizens of many countries pressure major companies to pull out of South Africa.

These actions have a crippling effect on the South African economy and weaken the government. The picture on the right shows a demonstration against the company Chase Manhattan. · 1980s: Hundreds of thousands of Africans who are banned from white-controlled areas ignore the laws and pour into forbidden regions in search of work. Civil disobedience, demonstrations, and other acts of protest increase.

· late 1980s: Countries around the world increasingly pressure South Africa to end its system of apartheid. As a result, some of the segregationist laws are repealed (reversed). For example, the laws separating whites and non-whites in public places are relaxed or repealed.

 · 1991: South Africa President F.W. de Klerk repeals the rest of the apartheid laws and calls for the drafting of a new constitution.

· 1993: A multiracial, multiparty transitional government is approved.

· 1994: Elections are held. The United Nations sends 2,120 international observers to ensure the fairness of the elections. The African National Congress, representing South Africa's majority black population. Nelson Mandela, the African resistance leader who had been jailed for 27 years, is elected President.

19

Appendix I

The Christian Science Monitor - CSMonitor.com

South African jazz after apartheid: Looking for a new direction South African jazz legend Hugh Masekela says the protest songs of apartheid need a sequel and suggests how.

By Scott Baldauf, / Staff writer posted June 22, 2011 at 9:34 am EDT

Johannesburg, South Africa

It's one of those historical ironies that haunts Hugh Masekela, that the good times for South African music were also the bad times for political freedom.

For the bulk of his musical career, playing jazz bars and township community halls, Mr. Masekela honed his skills as his country's preeminent jazz fluegelhornist under a hated system of apartheid that treated him as a second-class citizen because of the color of his skin.

Music was more than entertainment then: It was a coping mechanism for an oppressed people; it was a mode of free expression of political views; it was a chance for communities to gather together and draw strength from each other.

The streets of Egoli – the Zulu name for Johannesburg, because of the gold found there – were as lively as New Orleans' French Quarter, New York's East Village, or the Left Bank in Paris.

Many of South Africa's greatest artists – including Masekela, Abdullah Ibrahim, Miriam Makeba – eventually moved out of South Africa in the early 1960s, exiled for their political views. It was in exile that the soundtrack of South Africa's struggle against apartheid was written, and captured the attention of the rest of the world.

Freedom – with the 1994 election of President Nelson Mandela – should have signaled a golden age for South African music, says Masekela, in a recent interview.

"When I came back here in 1990, this place was jumping, and Hillbrow [Johannesburg's inner city] was where it was at. And now I don't know if there is anywhere that groups can develop and hone their skills, because there's nowhere for them to do it," says Masekela. "I think that my advice would be for the arts community to become creative and not expect handouts, because they are not coming."

20

The day the music died -

The euphoria of freedom has faded a bit after 17 years, but few South Africans would trade today's freedoms for the apartheid years. Even so, freedom did bring casualties. And 1994, in a way, was the day the music died. Jazz clubs suffered from the influx of rural migrants and foreign immigrants, crammed into tiny apartments by greedy landlords in the cheaper areas where jazz clubs tended to situate.

Jazz aficionados found that freedom gave them other options, including moving out of all-black neighborhoods into the middle-class white neighborhoods where they were now allowed to live.

In this fertile time of hope, there was a kind of desperation among those who remained hopeless, and crime began to take away the nightlife that South Africans had once taken for granted.

Take a drive through the once-hopping commercial districts of Hillbrow, Yeoville, Orange Grove, and Berea, and you'll see the clubs and jazz bars replaced by corner stores and pawnshops, car-repair shops and funeral parlors, all of them safe behind iron security bars. Newtown in the city center is making a comeback, along with the Bassline and the Market Theater and the newly renovated jazz bar Kippies, but the days of barhopping from club to club, lured by the sound of bebop or mbaqanga, those days are gone.

Born in 1939 in the rural town of Witbank, outside Pretoria, Masekela saw South Africa's music scene at its peak, and in the late 1990s, in its time of decline. These days, an artist of Masekela's stature can tour the world, filling concert halls with fans eager to hear hits like "Bring Back Nelson Mandela" or "Sarafina" or the haunting "Coal Train," which tells the story of working conditions in South Africa's coal mines. But what about younger artists who are just getting started?

"It really is a pity, because there is so much great talent here that won't have a chance to develop unless they have a place where they can incubate their capabilities," says Masekela.

As a jazz artist, Masekela tries to reach out to new talent. He listens to the CDs of promising young musicians and singers while driving his car. Some artists go with him on tour, like the socially conscious singer Thandiswe Mazwai or the young a capella group Complete.

Musicians still make money, Masekela says, but club owners are generally happy just to hire a DJ with a turntable, rather than a band with instruments and other equipment. Club owners also seem to prefer artists who are noncontroversial, rather than those who write and perform protest songs, or as Masekela calls them, "songs of concern."

"The establishment anywhere in the world is not crazy about songs of concern, and in a country where politics reigns supreme, songs of concern are seen as no good," Masekela says. "It's easier to just have a guy saying 'hey, ho, hey, ho,' " he laughs, mimicking hip-hop artists.

So for musicians who play live music, Masekela suggests that artists simply create their own venues, book their own tours, and take music back to where it began, out in the townships.

"I think you'd have to come back old-style. You have to go back to how it was done in the home communities, playing in community halls," says Masekela.

21

Advice on rebuilding audiences

Musicians need to become their own promoters, going out to the townships, booking community halls, hiring local people to put up advertisements and bring in the crowd. "The money was less, but you worked all the time. And then you build an audience for your music."

It's hard to start things over, Masekela admits, but he isn't the kind of man to dwell on negatives.

"South Africa is the most beautiful country in the world, and the people, their expectation was high after freedom because they were promised so much," says Masekela. But people, and especially artists, can't afford to wait for politicians to bring back the arts scene, if only because "things they were promised are happening extremely slowly, if at all."

The key is to take music out to where people are. "In the end, music needs to be in the communities where people live," Masekela says. "Artists need to get creative."

22