Your final draft should meet the following objectives:To write an opinion piece for the Star Tribune (You need not actually send it in to the paper.)To integrate research into a popular form, the op-ed, rather than an academic oneTo learn to incorporate research into a very concise paper of approximately 750-1200 wordsTo become familiar with the genre conventions of newspaper writing, particularly the op-edTo further hone attention to audience, purpose, and context in your writing

The readings for this discussion board are all web links below.  The Lot of the Hellenic Woman Plato: The Republic Book V: On the Equality of Women: Sections 450a-457b Herodotus: Artemisia at Salamis Aristotle: Spartan Women Xenophon: On Men and Women Directions Read all of the short excerpts in “The Lot of the Hellenic Woman,” and then choose at least two sources from the five links above to support your argument. You will later respond to at least one of your classmates' posts.  Answer the following questions in a discussion post below: What is the ideal role of a woman in Ancient Greece? How is she to behave in this role?  What are her responsibilities? What are her limitations?  Are any roles off limits or frowned upon for Ancient Greek women, and why? 

Select a jazz artist active before 1980 who is NOT covered in this class. Select one song by that artist that came out before 1980 and make a case for why that artist should be covered in a class called “The History of Jazz”. You may discuss more than one song by your artist, but you should select and focus on ONE song and argue why it should be required listening for this course. This requires that you think about what constitutes historical significance and demonstrate that your selection has it. In doing so it may be useful to link your song to the musical movements it is associated with (e.g., new orleans jazz, swing, bebop, cool jazz, hard bop, free jazz, fusion, etc.), and, if possible, explain how it relates to broader social (race, gender, class etc.), historical (WWI, WWII, Depression etc.), political (civil rights era), musical (pioneer of new style) and/or cultural issues. Use at least 4 sources for your essay, at least 3 of which have been published independently of the internet (peer-reviewed web publications, such as academic journal articles accessible through JSTOR, are acceptable). Be sure to discuss musical details of the song you’ve chosen and how they contribute to the significance and/or impact of your chosen song. Explain how the song works and what kinds of meanings it offers, and to whom. What musical elements are important to this particular song? How do they contribute to the meanings of the song? Use elements we have discussed in class like: form, collective improvisation, solos, swing, breaks, orchestration, arrangement, blue-notes, timbre etc. Use what you have learned in this class. You must choose an artist that is NOT on the course syllabus. The following artists are off limits: Django Reinhardt, Scott Joplin, Original Dixieland Jazz Band, Jelly Roll Morton, Joe “King” Oliver, Sydney Bechet, Louis Armstrong, Fletcher Henderson, Paul Whiteman, Duke Ellington, James P. Johnson, Bix Beiderbecke, Benny Goodman, Artie Shaw, Count Basie, Chick Webb, Bessie Smith, Mary Lou Williams, Big Joe Turner, Ella Fitzgerald, Billie Holiday, Coleman Hawkins, Lester Young, Charlie Christian, Art Tatum, Thelonious Monk, Charlie Parker, Dizzy Gillespie, Dexter Gordon, Bud Powell, Lennie Tristano, Miles Davis, Gerry Mulligan, Chet Baker, Modern Jazz Quartet, Dave Brubeck, Art Blakey the Jazz Messengers, Horace Silver, Charles Mingus, Sonny Rollins, Clifford Brown, George Russell, John Coltrane, Ornette Coleman, Cecil Taylor, Weather Report, Jaco Pastorius, Herbie Hancock, Stan Getz, Jimmy Smith, Wynton Marsalis, Medeski, Martin & Wood