Choose an AUDIO example (not video clip) from Unit 7: Latin America and write a 150 word journal about it. Please utilize the listening guides in your textbook for this assignment.  Include information about the audio example including the genre or style, instruments and form.  What culture creates this music?  What behaviors or activities are associated with this music?  Also include your personal thoughts or feelings about your chosen audio example.  Do you like it/dislike it?  Why did you choose this particular example? Your Journal should be around 150 words ,cover all of the topic points , and be submitted on time . There are 15 points possible for this assignment. Latin America Audio Examples Peru: Dance of the Chunchos Listening Guide pg.282 03 Chunchos.mp3Play media comment. Peru: Dance of the Qollas Listening Guide pg.288 04 Qollas Despedida.mp3Play media comment. Peru: Wayno Listening Guide pg.290 05 Wayno Quisiera Olvidarte.mp3Play media comment. Mexico: Son Huasteco Listening Guide pg.294 06 Son Huanteco El Gustito.mp3Play media comment. Peru, Aymara: Sikuris Listening Guide pg.301 07 Panpipe Manuelita.mp3Play media comment. Colombia/Ecuador:  Marimba Currulao Listening Guide pg.304  08 Marimba Curruloa Bambuco.mp3

I am working on a study guide for my history 115 class. It is all multiple choice, and the questions will be listed below. Study Guide: Pageof 9ZOOMHistory 115-section 7103 Spring semester 2022Profesor CañedoPDF copy of quiz 31. Which set of ideas did the new Latin American leaders group under the veil of liberalism?a. democracy and republicanismb. equality, fraternity, and libertyc. liberty, equality, and popular sovereigntyd. capitalism2. Which of the following countries, if any, was still a monarchy in 1825?a. Mexicob. Brazilc. Perud. none of the above3. Did the wars of independence mark a significant change for most people?a. Yes, the change was profound.b. No, nothing changed.c. Some things changed, but most things stayed the same.d. Yes, after independence everybody could vote, and that is a great difference frombefore.4. What happened to the caste system after independence?a. It was banished from parish records and censuses.b. It stayed in place.c. It continued under another name.d. It became outdated.5. After independence, slavery continued in most countries except which of the following?a. Brazilb. Dominican Republicc. Haitid. Mexico6. In terms of religion, what did liberalism promote?a. Catholicism to remain the sameb. Protestantismc. the prohibition of Catholicismd. separation between church and state7. What were the direct consequences of the wars of independence on the Latin Americaneconomy?a. International trade passed from the hands of the Peninsulars into the hands of theCreoles.b. International trade was temporarily banned.c. International trade passed from the hands of the Peninsulars into the hands of USofficials.d. Nothing major happened in economic terms.8. Right after the wars of independence, what was the most important source of revenuefor the new governments in Spanish America?a. taxation from citizensb. international loansc. sale of officed. tariffs9. Which of the following statements best describes the ideas proposed by theconservatives of the time?a. They defended traditions values, wanted Catholicism to remain as the official region,and believed the common people should “know their place.”b. They defended traditional values and promoted the separation of church and state.c. They wanted Catholicism to remain as the official religion and believed in socialequality.d. They defended traditional values, wanted Catholicism to remain as the officialreligion, and promoted equality.10. In simple terms, what did the conservatives want for Latin America?a. to impose a monarchical governmentb. to go back to the colonial model under the Spanish kingc. things to remain the samed. equality11. Which of the following statements best describes patronage?a. It is a system whereby people in power distribute spoils to friends and family inexchange for their loyalty.b. It is a system in which corruption is penalized by death.c. It is a political system based on merit.d. It is an economic system that promotes free trade.12. Which was the greatest fear of the liberals of Brazil?a. economic stagnationb. possible rebellionsc. the recolonization of Brazil by the Portuguesed. the centralization of power in the hands of the local merchants13. Who were the regents?a. a group of Portuguese merchants who lived in Brazilb. a group of religious fanaticsc. a group of indigenous people fighting for their own rightsd. adult guardians that ruled in the name of the young king14. What was the main mode of subsistence for indigenous people during the first halfof the eighteenth century?a. They worked in factories.b. They worked in the mines.c. They lived off the state.d. subsistence agriculture15. Who held the most power in postcolonial Latin America?a. the peopleb. indigenous groupsc. Catholic groupsd. the landowners16. What happened during the Caste War of Yucatán?a. Maya people rose up with the objective of cleansing their land of allintruders.b. People of African descent rose against the ruling elites in Brazil.c. Inca descendants rebelled against the Spanish Empire.d. Poor people in Mexico raised arms behind the symbolic image of theVirgin of Guadalupe.17. In comparison with the colonial period, how did most women’s lives changeafter independence?a. Their lives didn’t change because they continued to be excluded frompolitics.b. After independence, women earned the right to vote.c. After independence, women entered the job market.d. Their lives changed radically as patriarchal norms ceased to exist.18. At what time was liberalism most popular in Latin America?a. from 1800 to 1850b. throughout the entire nineteenth centuryc. for the first half of the nineteenth centuryd. from 1850 to 188019. Within the liberal model, what did landowners desire?a. to sell products on the international marketb. a monarchical governmentc. equalityd. to promote national products20. Which were the most important means of transportation that could be found in LatinAmerica during the nineteenth century?a. steamships and railroadsb. steamships and carsc. railroads and cartsd. railroads and horses21. Which Latin American country first connected with Europe in 1874 via the transatlantictelegraph?a. Argentinab. Mexicoc. Uruguayd. Brazil22. By the second half of the nineteenth century, which statement best defined the idea of“Progress?”a. Progress connected with nationalism.b. Progress was the idea of inevitable, all-conquering technological advancement.c. Progress translated into capitalism.d. Progress meant equality and democracy.23. Why did the Mexican people contribute to the Catholic Church?a. They were legally obligated to pay a tenth of their income to the Church.b. They donated money willingly.c. They didn't need to donate money to the Church because it already was a richinstitution.d. They contributed by being faithful.24. For the nationalists, what is the greatest obstacle to Progress?a. the presentb. the futurec. the pastd. the Church25. In which Latin American country did the Church have the strongest presence by themiddle of the nineteenth century?a. Mexicob. Peruc. Brazild. Paraguay26. By the middle of the nineteenth century, did the Church in Mexico own land?a. Yes, the Church owned about half the best farmland in Mexico.b. No, the Church was legally restricted from owning land.c. The Church was allowed to own land, but had almost nothing.d. The Church was allowed to own land, but was obliged to share it with all itsparishioners.27. What was a "fuero" and who enjoyed it in Mexico?a. The fuero was a legal exemption enjoyed by the indigenous people.b. The fuero was a large house where the clergy lived.c. The fuero was a broad legal exemption enjoyed by the clergy.d. The fuero was the amount of money the clergy received each year for their service.28. Which statement best describes the relationship between politics and religion in Mexicothroughout the nineteenth century?a. Religion and politics had always worked together in Mexico.b. Religion and politics never worked cooperatively in Mexico.c. Religion and politics worked together in Mexico after the wars of independence.d. Religion and politics only worked together in Mexico during the colonialperiod.29. Because of the governing parties’ liberal political philosophy, by the end of thenineteenth century, Buenos Aires would end up resembling which of these cities?a. Lima and Caracasb. Boston and New Yorkc. Miami and San Franciscod. Milan and Paris30. What was the darker side of liberalism?a. its racial ideasb. its economic ideasc. its antireligious sentimentsd. its intentions to destroy the Catholic Church31. Which were the consequences of the Brazilian “free birth” law?a. The law freed all slaves.b. The law established that slaves would remain slaves, but their children wouldbe born free.c. The law did not relate to slaves.d. The law banned the slave trade.32. Why did Juan Alberdi urge the government to promote European immigration toArgentina?a. Argentina had a small population.a. Argentina had a small population, and Europeans were supposedly superior people.b. He wanted to kill all Argentines and populate the country with Europeans.c. The Europeans would bring investments.33. Which country was considered the most politically stable in the nineteenthcentury?a. Venezuelab. Mexicoc. Colombiad. Chile34. Before he was granted the commission for the Detroit Institute of Arts, where didDiego Rivera create a mural in 1930?a. Los Angelesb. Chicagoc. New Yorkd. San Francisco35. Which of the following statements does not apply to the East Wall of the DetroitIndustry murals?a. Nude female figures represent the fertility of Europe and theAmericas.b. The geological strata of Michigan is represented.c. The depiction of plowshares represents agriculture.d. The representation of hawks and doves reflects the dual opposites of war andpeace, respectively.36. On the West Wall of the Detroit Industry murals, which technology does Rivera presentas a symbol of both the positive and destructive sides of industry?a. Automotiveb. Aviationc. Railroadsd. Electricity37. In which country did Henry Ford’s “Fordlandia” rubber plantationexist?a. Mexicob. Philippinesc. Costa Ricad. Brazil38. In the vaccination panel of the North Wall of the Detroit Industry murals, whichpopular actress does Rivera present as the nurse?a. Mary Pickfordb. Bette Davisc. Jean Harlowd. Clara Bow39. In which section of the South Wall of the Detroit Industry murals does Henry Fordmake his only true appearance?a. He is shown in a predella as a teacher of a trade school engineclass.b. He is one of the spectators on the factory tour.c. He is the foreman supervising the workers.d. He is the manager of the pharmaceuticals company surrounded by beautifulwomen and various machines.40. Which two individuals are depicted in the lower right corner of the South Wall of theDetroit Industry murals?a. Henry Ford and Thomas Edisonb. Diego Rivera and Frida Kahloc. Dick Tracy and Charlie Chand. Edsel Ford and William Valentiner41. Which of the following statements is not true about the “Fordlandia” panel of Rivera’sDetroit Industry mural series?a. It is a panel depicting the interdependence of North and South American thatconveys the impression of a sculpted niche carved in stone.b. Freighter ships, pleasure boats and fish swim in the symbolic union of theDetroit and Amazon rivers.c. The half-skull figure is based on early Tlatilco (Mexico) sculpture from 1000to 500 BC.d. The half-face figure is an image of Abraham Lincoln.42. According to the Chicano Park film, what is the best description for the term“Aztlan”?a. This was the main city of the Aztec empire.b. This was considered the original homeland for the Aztecs.c. This was a large Maya city in Central America.d. This was the name of the artist collective group founded by Salvador “Queso”Torres43. What is the significance of the date of April 22, 1970?a. This was the date that the San Diego City Council awarded Barrio Logan thespace for what would eventually become Chicano Park.b. This was the date that the first mural by José Gómez was painted in ChicanoPark.c. This was when the residents of Barrio Logan occupied the patch of land underthe Coronado Bridge, preventing the construction of a California Highway Patrolstation.d. This was the date that Cesar Chavez visited Barrio Logan and encouraged theresidents to fight for the creation of Chicano Park.44. In which year was the first border crossing created, which ultimately ended theperiod in which people could freely cross the border between the United States andMexico?a. 1917b. 1920c. 1924d. 192845. How would you best characterize the type of themes that Yolanda López paintedin her Chicano Park murals?a. she painted Aztec and Maya goddessesb. she created images similar to that of her idol, Frida Kahloc. she painted mainly political themes, featuring Communist leaders like CheGuevara and Karl Marx.d. she wished to celebrate and empower women by including herself, hermother and grandmother in her murals.46. The term “yonquerías” refers to:a. junkyardsb. auto body shopsc. canneriesd. shipbuilding yards47. What purpose did the Barrio Station have in the Barrio Logancommunity?a. youth centerb. health clinicc. artists collectived. farmers' market48. The “Royal Chicano Air Force” were a collective group of:a. musiciansb. poetsc. union organizersd. artists49. Who was the head of the Chicano Park Steering Committee?a. José Gómezb. Guillermo Arandac. Josie Talamantezd. Ramón “Chunky” Sánchez50. Who painted the Chicano Park mural in 2017, one depicting the plight of migrantworkers and denouncing former President Donald Trump’s planned border wall?a. Yolanda Lópezb. Sal Barajasc. Victor Ochoad. Mario Torero

Multicultural Panel (Part One). The panelists are diverse individuals, each with various identities related to their race, ethnicity, immigration status, nationalist, spirituality, religion, social class, ability status, age, assigned sex at birth, gender identity, and affectional orientation. For Week 4, panelists will introduce themselves and will share their experiences based on their racial, ethnic, immigration, and national identity.Directions for Assignment: First, watch the Multicultural Panel: Part One video, from the Learning Resources, for this week. Consider your initial reactions to each panelist. What stereotypes and biases come to your mind? Be sure to take note of your initial reactions, perhaps writing notes to help you with the assignment later. Next, listen to each panelist’s story of their racial, ethnic, immigration, and national identity. Choose one panelist to focus on. Choose a panelist whose racial, ethnic, immigration, or national identity is different from your own. What did you learn in particular about this individual? What aspects of their identity were most significant to you?The “Multicultural Panel” assignment is a cumulative assignment including:Week 4: "Multicultural Panel (Part One)” or the Multicultural Panel (Part One), include the following for the first 2-page part of the assignment:Select one panelist with a different racial, ethnic, immigration, or national identity from your own to focus on for Part One.Summarize the panelist’s racial, ethnic, immigration, or national identity, based on how the client self-identifies.Next, reflect on the panelist’s experiences with or without microaggressions related to their racial, ethnic, immigration, or national identity. Define microaggressions according to the required readings. Then identify key concepts from the required readings, and describe how these key concepts relate to the panelist’s experience. For example, Christine reflects on experiences of being passed over while in line at the grocery store. This could be considered a form of microaggression, specifically connected the second dilemma referred to in the Sue et al. (2007) article, “The invisibility of unintentional expressions of bias” (p. 277).Finally, reflect on how your experience is similar and/or different compared to the panelist’s experiences with or without oppression. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist's experience.ResourceRequired ReadingsDay-Vines, N. L., Wood, S. M., Grothaus, T., Craigen, L., Holman, A., Dotson-Blake, K., & Douglass, M. J. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling and Development, 85(4), 401–409. doi:10.1002/j.1556-6678.2007.tb00608.xRequired ReadingsSue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. doi:10.1037/0003- 066X.62.4.271Required MediaLaureate Education (Producer). (2019g). Multicultural panel: Part one [Video file]. Baltimore, MD: Author.Note: The approximate combined length of these media pieces is 100 minutes.Delle, S. (2017, February). Sangu Delle: There’s no shame in taking care of your mental health [Video file]. Retrieved from https://www.ted.com/talks/sangu_delle_there_s_no_s...Note: The approximate length of this media piece is 9 minutes.TEDx [TEDx Talks]. (2016, May 25). Mixed race America and the future of health: Karen Tabb Dina: TEDxUIUC [Video file]. Retrieved from Note: The approximate length of this media piece is 16 minutes.Tenaka, K. [helpmefindparents]. (2013, May 23). What kind of Asian are you? [Video file]. Retrieved from Note: The approximate length of this media piece is 2 minutes.Optional ReadingsCapodilupo, C. M. (2016). Microaggressions in counseling and psychotherapy. In D. W. Sue & D. Sue (Eds.)., Counseling the culturally diverse: Theory and practice (7th ed., pp. 179–208). Hoboken, NJ: Wiley.DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54–70.Kurtz-Costes, B., Swinton, A. D., & Skinner, O. D. (2014). Racial and ethnic gaps in the school performance of Latino, African American, and White students. In F. T. L. Leong, L. Comas-Díaz, G. C. Nagayama Hall, V. C. McLoyd, & J. E. Trimble (Eds.), APA handbook of multicultural psychology, Vol. 1., Theory and research (pp. 231–246). Washington, DC: American Psychological Association. doi:10.1037/14189-012McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2), 31–35. Retrieved from https://www.pcc.edu/illumination/wp-content/upload...Raheem, M. A., & Hart, K. A. (2019). Counseling individuals of African descent: To work effectively with these clients, counselors must acknowledge the institutionalized racism and race-based oppression that influence clients’ trauma experiences and trauma responses. Counseling Today, 61(9), 38–43.Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley. Part VI, “Counseling Marginalized Racial/Ethnic Group Populations” (pp. 455–456) Chapter 14, “Counseling African Americans” (pp. 457–478)Chapter 15, “Counseling American Indians/Native Americans and Alaska Natives” (pp. 479–500) Chapter 16, “Counseling Asian Americans and Pacific Islanders” (pp. 501–524)Chapter 17, “Counseling Latinas/os” (pp. 525–548)Chapter 18, “Counseling Multiracial Individuals” (pp. 549–566)Yakushko, O., & Chronister, K. M. (2005). Immigrant women and counseling: The invisible others. Journal of Counseling and Development, 83(3), 292–298. doi:10.1002/j.1556-6678.2005.tb00346.x