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So, why study classical music? What are its benefits? What is classical music, what are its traditions
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why study classical music?
- The importance of classical music can be seen in many different things. For example it has been proven to help the mind, it is also yet another way of expression, and it can also be used as therapy.Without classical music and its development, there won't be pop, rock, jazz, metal music today. That's why we study classical music.
What are its benefits?
- However before the benefits of classical music can be brought to light, it is important to clarify what "classical music" really is. There are many misconceptions on what classical music is. The name "classical music" is applied to the Viennese Classical expression, which flourished in the late 18th century, and early 19th do to the brilliance of three main composers. Hayden, Mozart, and Beethoven were the three brilliant minds that are credited for the classical music period. Some musical characteristics of classical music are: the use of energetic and orchestral color in a thematic way, the use of rhythm, including periodic structure and harmonic rhythm, to give definition to large-scale forms, along with the use of modulation to build longer spans of tension and release (most of the music is cast in sonata form or closely related forms), and the witty, typically Austrian mixture of comic and serious strains.
What is classical music,
- Classical music is art music produced or rooted in the traditions of Western music (both liturgical and secular ). It encompasses a broad span of time from roughly the 11th century to the present day.
what are its traditions?
- The Chinese invented a form of notation called Gongche in the Tang Dynasty . Chinese literature has references to music going back to the Zhou Dynasty , and sets of bells have been recovered from archaeological excavations, but little is known about how the early music sounded.
- This is the European tradition of music developed during early modern Europe which is associated with high culture (including works in this tradition in non-European countries). This style of classical music is commonly referred to as simply "classical music" in the English language.
- Within Indian classical music, there are two distinct traditions, Hindustani and Carnatic . Both forms date to the Vedic period.
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Listen to the Audio
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Part 1. In case of the removal of the president from office, or of his death, resignation or inability to discharge the powers and duties of the said office, the same shall devolve on the vice-president, and the congress may by law provide for the case of removal, death. resignation or inability, both of the president and vice-president, declaring what officer shall then act as president, and such officer shall act accordingly, until the disability be removed, or a president shall be elected.
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Part 4. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.
Instruction “C”
(After applicant has read, not aloud, the foregoing excerpts from the Constitution, he will answer the following questions in writing and without assistance:)
In case the president is unable to perform the duties of his office, who assumes them?
“Involuntary servitude” is permitted in the United States upon conviction of a crime. (True or False)
If a state is a party to a case, the Constitution provides that original jurisdiction shall be in
Congress passes laws regulating cases which are included in those over which the United States Supreme Court has jurisdiction.
I hereby certify that I have received no assistance in the completion of this citizenship and literacy test, that I was allowed the time I desired to complete it, and that I waive any right existing to demand a copy of same. (If for any reason the applicant does not wish to sign this, he must discuss the matter with the board of registrars.)
Signed:
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Source: Voting rights: Hearings, Eighty-ninth Congress, first session, on S. 1564, to enforce the 15th amendment to the Constitution of the United States, Part I, 762. Washington, D.C.: Government Printing Office, 1964.
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FINAL ORAL HISTORY PROJECT
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To complete the Genre Analysis assignment, first collect 3-5 artifacts (representative samples) of the genre you've selected. Again, each example should be from the same type of genre.
Next, use the Analyzing Genres document (below) to investigate and interpret patterns across artifacts. What similarities in structure, word choice, social expectations, and other features do you notice?
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African American History the Voting Literacy Test & Representative Politics Essay
SC.18.4
Voting Literacy Test (1965)
Listen to the Audio
In order to deny African-Americans access to the polls following ...
African American History the Voting Literacy Test & Representative Politics Essay
SC.18.4
Voting Literacy Test (1965)
Listen to the Audio
In order to deny African-Americans access to the polls following the ratification of the Fifteenth Amendment in 1870, southern governments adopted increasingly complex barriers to voting. States implemented poll taxes, literacy tests, “moral character requirements,” and other tactics designed specifically to evade implementation of the amendment. Below is a sample section of a test that required potential voters to read and interpret a section of the U.S. Constitution. Though officially color-blind, these tests were administered by white officials who were granted a large degree of discretion in interpreting answers. These officials almost always passed white candidates and failed black applicants. Such tests remained prevalent throughout the South until the Civil Rights movement of the 1960s caused President Lyndon Johnson to push though the Voting Rights Act of 1965. Passage of this law was a major step toward ending these discriminatory examinations, nearly a century after they were instituted.
Excerpts from the Constitution
Part 1. In case of the removal of the president from office, or of his death, resignation or inability to discharge the powers and duties of the said office, the same shall devolve on the vice-president, and the congress may by law provide for the case of removal, death. resignation or inability, both of the president and vice-president, declaring what officer shall then act as president, and such officer shall act accordingly, until the disability be removed, or a president shall be elected.
Part 2. In all cases affecting ambassadors, other public ministers and consuls, and those in which a state shall be a party, the supreme court shall have original jurisdiction.
Part 3. In all the other cases before mentioned, the supreme court shall have appellate jurisdiction both as to law and fact, with such exceptions, and under such regulations as the congress shall make.
Part 4. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.
Instruction “C”
(After applicant has read, not aloud, the foregoing excerpts from the Constitution, he will answer the following questions in writing and without assistance:)
In case the president is unable to perform the duties of his office, who assumes them?
“Involuntary servitude” is permitted in the United States upon conviction of a crime. (True or False)
If a state is a party to a case, the Constitution provides that original jurisdiction shall be in
Congress passes laws regulating cases which are included in those over which the United States Supreme Court has jurisdiction.
I hereby certify that I have received no assistance in the completion of this citizenship and literacy test, that I was allowed the time I desired to complete it, and that I waive any right existing to demand a copy of same. (If for any reason the applicant does not wish to sign this, he must discuss the matter with the board of registrars.)
Signed:
(Applicant)
Source: Voting rights: Hearings, Eighty-ninth Congress, first session, on S. 1564, to enforce the 15th amendment to the Constitution of the United States, Part I, 762. Washington, D.C.: Government Printing Office, 1964.
Questions
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The Fifteenth Amendment to the U.S. Constitution states that: “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” Does the literacy test above meet the letter of the law laid down in the Fifteenth Amendment”? Does it abide by the spirit of the law?
What implications do you think the last two lines included in this test (right before the signature line) had for applicants who might wish to challenge the scoring of their test?
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WEEK 8/ Read Chapter 20 and 22- answer these select Chapter Review questions in Pearson at the end of each chapter
Answer Select Chapter review questions
I will access your score passed on a scale from 1-40 and score your work. 10 points per question. Numbers 1 and 2 are from Chapter 20 and Numbers 3 and 4 are from Chapter 22.
Compare and contrast tactics used in the Free South Africa Movement with those used in the African American civil rights movement of the 1960s.
In what ways do trends in American popular culture reflect and affect trends in African American life?3. To what extent did the Bush presidency pave the way for Obama’s election?4. Did the election of Barack Obama indicate that the United States has entered a new era of race relations?
WEEK 8/ Migration Research Project or Final Oral History Project
FINAL ORAL HISTORY PROJECT or MIGRATION RESEARCH PROJECT
Due to COVID-19 many of us are utilizing the phone to interview our subjects or utilize zoom (zoom.us) or youtube to upload or recordings. For those of us who are not able to perform the interview in this way you have an option of doing a family Migration Story or a Research Paper on a significant person in our African American History)
MIGRATION RESEARCH PROJECT
At least 5 pages long. You must then utilize news reports, websites, geographical and historical records, books, popular culture to defend your view. Migration stories from a family member as they relate to historical terms you learned from your text. You could also include an oral interview via phone or zoom.us or youtube as part of the project.
1. Do a migration map of your family explaining their move geographically including forms of agriculture found in their original place of orientation, population, cultural and ethnic background and place of destination.
2. Gather Migration stories from family member as they relate to geographical terms you learned from your text. You could also include an oral interview via phone or zoom.us or youtube as part of the projectYou may interview those in your household if you are sheltering in place. As you know this virus is impacting the African American Community due to underlying systemic problems that have arisen since slavery. This project could be quite significant in finding out how you and your household are being impacted utilizing the following variables: economical,political social, cultural and health.
3. In this project you can use your own reflections on the economy, social , political and cultural health circumstances impacting African Americans historically today. You may interview those in your household since we are sheltering in place.
FINAL ORAL HISTORY PROJECT
The goal of this project is to collect the voice of the participant in history and to have them tell you the stories they carried within them. This can be conducted as an oral interview via phone or zoom.us or youtube as part of the project.
The objective is to capture some aspect of history in the voices of those who were there, and thereby give younger generations who had not lived that history, or never understood, some idea of the time period in which the participant lived. You might be interested in a certain topic such as segregation, discrimination, racism, civil rights, family history, the 60’s, 70’s 80’s etc.
Refer to the rubric on Migration Research Project/ Oral History that gives information on the background of who you will be interviewing.
Typical questions one might ask:
Tell me about your beginnings?
How far back in history can you recall your family history/
Were you born in an urban or rural area? How do you remember the area when you were young?
Tell me a story about your family? (GRAND PARENTS, PARENTS, UNCLES, AUNTS)
Do you have any siblings? If so, how many? Tell me about your siblings?
What were your early years growing up like?
What was your schooling like, describe.
Tell me about a significant experience during your formative years?
Who significantly influenced your life? Are there any events that changed your life?
Name at least two events involving family that changed your life?
Finish the sentence ______________makes my family unique.
What was the status of African Americans when you were younger?
How have things changed?
What would you like your family to know about you?
What life lessons have you taught? What legacy do you think you have left?
What message would you like to leave to your children or your grandchildren?
Points
100
Select 2 lectures below from the choice of 18 below under the you tube link- 50 points each
African-American History: Modern Freedom Struggle by Dr. Claybourne Carson
All 18 video lectures can be found on YouTube (Links to an external site.)
https://www.youtube.com/playlist?list=PL40E11D5C66CAC48C
Write an essay of at least 3 paragraphs on any lecture under African American Learning Resources. African American Learning Resources are found in the Module tab to the left. Use the SEE, THINK AND DO METHOD. What were the important facts of the lecture, What is your interpretation or impression of the lecture and lastly what did they do that impacted history the most. See, Think and Do is in your Syllabus.
Can use
SEE, THINK AND DO MODEL
Topic of Discussion-
What do you see? Write about the facts
(The present or what the past revealed to those in the time period we are studying)
What do you think?
Analysis of the period or past event based on your interpretation or opinion of the facts?
What did they do?
Problem solving-alleviate the situation, solve , improve or make progress on- the impact of history.
10 pages
Victim Advocacy
Crime Victimization refers to the impacts brought about by the crime on victims of crime. The victimization may happen as ...
Victim Advocacy
Crime Victimization refers to the impacts brought about by the crime on victims of crime. The victimization may happen as from the individual who was ...
50 history questions, historic period 1491~1754 A theory of how the Paleo-Indians arrived is that they migrated across the
1. A theory of how the Paleo-Indians arrived is that they migrated across the __________ Strait. a. Bering b. Mexcia ...
50 history questions, historic period 1491~1754 A theory of how the Paleo-Indians arrived is that they migrated across the
1. A theory of how the Paleo-Indians arrived is that they migrated across the __________ Strait. a. Bering b. Mexcia c. cretaceous d. Archaic 2. Some evidence suggests that the earliest settlers in the Americas arrived a. from ancient Egypt. b. from Peru, where human life is believed to have originated. c. by boat. d. on horseback. 3. Mesoamericans founded organized societies about __________ years ago. a. 5,000 b. 2,000 c. 800 d. 12,000 4. How did most Americans support themselves in the Archaic period? a. sedentary farming b. trading with Asia c. raising livestock d. hunting and gathering 5. Which group ruled most of central Mexico between 1300 and 1500? a. Inca b. Mexica c. Taíno d. Maya 6. A written language, a numerical system, a calendar, and advanced agricultural system, and trade routes were features of which culture? a. Maya b. Taíno c. Inca d. Mexica 7. Which group, located in Peru, created the largest empire in the Americas? a. Inca b. Mexica c. Maya d. Taíno 8. Native Americans in which region of the United States were most mobile? a. Northeast b. Southwest c. South d. Cahokia 9. How did the formation of nation states lead to exploration? a. People fled Europe because kings were cruel. b. Monarchs formed trade relations with Native Americans. c. The Catholic church, which opposed exploration, lost all its authority. d. Monarchs could arrange and finance voyages. 10. Why did the expansion of towns in Europe create a demand for exploration? a. People who lived in towns did not support the Reconquista. b. Monarchs had less control over people in towns. c. Towns gave rise to a merchant class who wanted to trade goods. d. The church had less control over in towns. 11. Which country first designed ships for international exploration? a. Spain b. Portugal c. France d. England 12. How did the Reconquista encourage exploration? a. After the defeat of the Puritans, they wanted a new place to live. b. After forcing the Moors from Spain, the monarch was eager to spread Christianity. c. After winning in the Crusades, Spain wanted to encourage travel to the Holy Land. d. The kings of Europe tightened control of the nation states. 13. The objective of Christopher Columbus was to reach a. Asia. b. the Holy Land. c. Africa. d. Baffin Island. 14. Which statement about the encomienda system is true? a. It was based in wage labor. b. It bound workers to a landlord for seven years. c. It organized Native Americans into a labor force. d. It allowed the Mexica to extend their rule into South America. 15. How did the encomienda system differ from European feudalism? a. The encomienda system bound workers to an individual. b. In the encomienda system, workers did not do agricultural labor. c. Race was not a factor in determining social class under the encomienda system. d. Race was not a factor in determining social class under feudalism. 16. Which idea is consistent with mercantilism? a. Buying goods leads to prosperity. b. A country should sell goods instead of buying them. c. There is no limit to the world’s wealth. d. Trade among nations benefits everyone. 17. Mercantilism increased __________ among European nations. a. competition b. trade c. military alliances d. cooperation 18. Which statement best describes the beliefs of Bartolome de Las Casas? a. The Native Americans should be free to practice their own religious beliefs. b. The Native Americans must be subdued by force. c. Europe should trade with the Native Americans but not live in the Americas. d. Kindness is the best way to spread Christianity among Native Americans. 19. “I obey, but I do not execute” was a policy that established a. rebellion among Native Americans against Spanish rule. b. an independence movement in Spain’s colonies. c. local control in the Spanish colonies. d. illegal trade between Spain, France, and Britain. 20. The Europeans introduced Native Americans to which crop? a. beans b. corn c. squash d. sugar 21. The Native Americans introduced Europeans to a. corn b. sugar c. bananas d. cattle 22. Europeans first became involved in the African slave trade because they wanted a. soldiers to serve in the crusades. b. a labor force to cultivate sugarcane. c. a labor force to mine gold. d. crews for fishing boats. 23. In the New World, slavery and the encomienda system were different because a. slavery filled a need for labor. b.the encomienda system involved agricultural labor. c. in slavery, race was associated with status. d. the encomienda system relied on Native American labor. 24. Under mercantilist theory, colonies provided __________ for a mother country. a. military bases b. slaves c. laborers d. raw materials 25. French colonization in North America centered on a. labor-intensive crops such as sugar. b. livestock production. c. mining gold and silver. d. the fur trade. 26. The most devastating aspect of the Columbian exchange for Native Americans was a. disease. b. slavery. c. the defeat of the Taíno, which allowed the Incas to take control of Mexico. d. marketing of corn to Europe, which depleted supplies of grain. 27. Which European nation took the lead in importing slaves from Africa to the New World? a. Spain b. France c. Portugal d. England 28. How did the Virginia Company attract English settlers to migrate to Jamestown? a. It offered stock in the company to planters who would migrate. b. It promised religious freedom for Puritans and Quakers. c. It sent a fleet of artisans to build new homes for settlers. d. It paid Native American groups to take care of the settlers. 29. Which crop allowed Jamestown to prosper economically? a. rice b. beans c. corn d. tobacco 30. Which system encouraged families to migrate to Jamestown? a. indentured servitude b. the headright system c. slavery d. “I obey, but I do not execute” 31. Which statement best described Bacon’s Rebellion? a. It was an attempt to protect the rights of Native Americans. b. Governor Berkeley rebelled against Parliament. c. Planters in western Virginia rebelled against the tidewater aristocrats. d. Governor Berkeley rebelled against the king of England. 32. Which statement best describes Governor Berkeley’s position in Bacon’s Rebellion? a. He wanted to control Virginia’s interactions with Native American groups. b. He wanted to allow all white men to vote. c. “I obey, but I do not execute.” d. He wanted to allow planters in western Virginia to serve in the House of Burgesses. 33. How did the system of indentured servitude affect Bacon’s Rebellion? a. It prevented many workers from taking up arms. b. Former servants rallied behind Governor Berkeley. c. As workers finished their indentures, they wanted land, which caused conflict with Indians. d. Governor Berkeley used the threat of mob violence to scare Parliament into granting concessions. 34. Which statement best describes predestination? a. People can earn their way to heaven with good works. b. God signs a holy covenant with people explaining requirements for salvation. c. All people have an “inner light,” or a spark of God’s goodness. d. God determines each person’s ultimate fate before birth. 35. In 1620, the Separatists from Scrooby were retrying to reach a. Massachusetts. b. Virginia. c. Plymouth. d. Pennsylvania. 36. Who created the Massachusetts Bay Company? a. King James I b. King Charles I c. Puritan merchants d. Quakers 37. The Mayflower Compact was a. an attempt a self-government in America. b. a treaty with Native Americans. c. a revision of Puritan religious teaching. d. an agreement to boycott the Virginia Company. 38. What did Roger Williams, Anne Hutchinson, and John Wheelwright have in common? a. They were Quakers. b. They challenged the Puritan establishment. c. They remained loyal to traditional Puritan doctrine. d. They emphasized good relations with Native Americans. 39. Who helped the English settlers win King Philip’s War? a. Metacomet b. Oliver Cromwell c. the Narragansett d. the Mohawk 40. Which concept is central to Quakerism? a. God decides who will be saved before they are born. b. People can earn salvation with good works. c. Animals, like people, have souls. d. All people have divinity within them. 41. Which of the following did NOT contribute to Pennsylvania’s success? a. William Penn’s planning b. slavery c. William Penn’s recruiting d. fertile lands 42. Which colony had the best relations with Native Americans? a. Massachusetts b. Virginia c. New Spain d. Pennsylvania 43. The Glorious Revolution had what effect on the American colonies? a. Representative assemblies in the colonies were abolished, and the colonists lost the right to vote. b. Planters from western Virginia rose up against the leadership of the tidewater aristocrats. c. England became less strict in enforcing the Navigation Acts, but the colonies remained valuable to the empire. d. Sir Edmund Andros became governor of New England and united the colonies under his leadership. 44. Which statement about women in Puritan New England is TRUE? a. Women were not considered important in society. b. Women were expected to obey their husbands, but their roles were highly valued. c. Women did most of the farming while men did most of the hunting. d. Puritan teaching stressed that men and women should be equal in society. 45. What happened in 1697 that led to an expansion of slavery in the English colonies? a. the discovery of tobacco b. the discovery of gold c. the end of the Royal African Company’s monopoly on the slave trade d. the division of Massachusetts into a number of different colonies 46. What formed the legal basis for slavery in the English colonies? a. slave codes b. royal charters c. the Mayflower Compact d. the Dominion of New England 47. The Great Awakening of the 1730s and 1740s was a. a conflict between Quakers and Puritans. b. a conflict between old and new religious traditions. c. an emphasis on science and logic. d. a push for people learn how to read. 48. The Enlightenment emphasized a. natural laws. b. religious teachings. c. emotion. d. Catholic traditions. 49. Which colony developed a large class of landowners? a. New Jersey b. West Jersey c. East Jersey d. New York 50. The Dutch governor of New Netherland, from whom England acquired New York, was a. James Oglethorpe. b. Oliver Cromwell. c. King Philip. d. Peter Stuyvesant.
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