DOCSLIB.ORG

Fort Hays Kansas State College Inauguration 1969 Fort Hays Kansas State College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fort Hays Kansas State College Inauguration 1969 Fort Hays Kansas State College Fort Hays State University FHSU Scholars Repository Fort Hays Studies Series 1970 Fort Hays Kansas State College Inauguration 1969 Fort Hays Kansas State College Follow this and additional works at: https://scholars.fhsu.edu/fort_hays_studies_series Recommended Citation Fort Hays Kansas State College, "Fort Hays Kansas State College Inauguration 1969" (1970). Fort Hays Studies Series. 67. https://scholars.fhsu.edu/fort_hays_studies_series/67 This Book is brought to you for free and open access by FHSU Scholars Repository. It has been accepted for inclusion in Fort Hays Studies Series by an authorized administrator of FHSU Scholars Repository. LD 2665 .K448 1970 I c.4 " '-- w INAUGURATION 1969 Fort Hays Kansas State College Inauguration 1969 7 Copyright 1970 by Fort Hays Kansas State College Library of Congress Catalog Card No. 7 4-631215 (ii) INTRODUCTION In October 1969 Fort Hays Kansas State College inaugurated Dr. John W. Gustad as the fifth president of the Western Kansas institution. This book includes the texts of the addresses given at the inauguration and during the week following the ceremony. Scholars from throughout the United States as well as dis- tinguished faculty members from the Fort Hays State staff appeared during the inauguration series. (iii) CONTENTS PAGE DR. WALT W. Ro TOW "Irr levance of th R le ant" . 6 DR. JoH W. Gu TAD "Our Object Is Man" 22 DR. E. LAURE JCE CHALMER ' JR. 'Con ocation-Tribut or Exp ctation" . 2 DR. LEO E. O LIVA "The Indian Battalion on th Santa Fe Trail" 36 DR. SA tJ:UEL J. SACKETT "How Can You B So Sure You're Right?" 5 DR. 0. MEREDITH WILSO r "Education and th Evolution of a D mocratic Society" . 74 DR. GERALD W. TOMA EK "Gra sland of Kansa " . 4 I iv ) WALT W . ROSTOW Dr. Walt W. Ro tow, professor of histo1y and economics at the University of Texas, reflect d on the continuing probl ms facing a new administration in th keynot addr s as the inv titure, "Irrel- vance of the Relevant." former presidential as istant to John F. Kennedy and Lyndon B. Johnson, Rostow has combin d academic positions in th Unit d States and England with gov rnmental s rvice. H holds bachelor's and doctor's d grees from Yal and was a Rhodes scholar at Balliol College England. His published works includ books on conomics and diplomatic hi tory and policy. -5- The Irrelevance of the Relevant I In the fraternity of current intellectual and academic life there are few things .more worth doing than standing beside a colleague as he assumes the responsibilities of president of a university. The n ws every day underlines that university administrators are in the front line of national life, as we move forward to reshape our educational institutions to the nation's hopes and dreams and pur- poses. In coming h re to share this occasion, to honor Dr. Gustad, and to represent The University of Texas, I could not help feeling how fortunate this college is in having as President a man who combines experience of academic administration with long study and re- search in the field of psychology. As you will see, if there is a single theme that runs through the obs rvations I have to make, today, it is that, ultimately, education is an intimate, complex, and highly personal human experience. I am sure Dr. Gustad knows that better than any of us. My formal title is "The Irrelevance of the Relevant." In choosing that title, I was, of cours , aware that a good many students and others are pressing hard to reshape the subject matter of teaching in our universities around "relevant" subjects and materials. But, despite my title, I am not engaging in confrontation politics. I share many of the concerns of those who are now critics of our educational policies and who advocate change. I believe that we in the United States-and peoples in almost every part of the globe -are undergoing an educational revolution. This is a time in history when societies are moving forward on every continent, conscious that their future will be different from the present as well as the past. They are trying to estimate-to guess -what kind of educational system will best prepare citizens for those futures. And that means debate and change. Since 1965 we in the United States have seen the most massive and far reaching legislation passed by the Congress, under President Johnson's leader- ship, in all our history. This summer I traveled with my family around the world from Tokyo to England. We visited nations whose gross national product per capita ranged from, say $100 in Indonesia to over $2000 in - 6 - Western Europe. But whether we were in the midst of the roaring automobile age of Japan or the exciting take-off in Korea; in the early drive to technological maturity of Iran; or the late automobile age atmosphere of comfortable Paris or London-wherever we went, university problems were an inevitable and major subject of conversation. And this was true not merely of fellow academics but of prime ministers. The Koreans, for example, are confident that by the turn _of the century they will probably be as advanced as Japan is now: the Iranians are confident they will, by the year 2000, be at least up to the level of contemporary Europe. They are striving to adjust their educational institutions to those confident hopes. The fundamental problems of education in modern society are being re-thought and the institutions of education being reshaped as each nation takes stock of what it has inherited from the past and what it thinks it will need in the future. And that is also true of us here in the United States. But we know less about our future than South Korea or Iran, because right now we're out in front. We must be pioneers in education as we are in space-and as we once were in this part of the West. The adventure of building a satisfying and humane, decent and orderly life in the world of mass affiuence, modern technology, and bureau- cratic organization, is as challenging a task as our society has faced from its beginning. And what we do or fail to do in education will have a great deal to do with the outcome. In our country we are all aware that we have experienced a most extraordinary expansion in the scale of higher education. The fig- ures are familiar, but are worth repeating: in the school year 1939-40, about a million and a half students entered colleges and universities; in 1968-69 the figure was about seven million. More than 40 per cent of all Americans of an age to attend college now enter college; that is, more than half of all high school graduates. We have carried out this revolution for the reason that we Ameri- cans have done most big things in our history: because idealism and practical self-interest converged. As children of Jefferson still, we have continued to act in gradual fulfillment of the idea which underlies so much in our society; namely, the principle of equality of opportunity. And a college education is increasingly a basic human opportunity for those capable of qualifying for it. But we have also acted to expand college education because the kind of highly technological society we have created requires for its working force a vast corps of men and women who command tools and -7- persp ctives and habits of mind which a coll g ducation almo t uniquely can provide. Some have achiev d thes qualiti without a formal coll g ducation. Some who compl t a college ducation n· ver acquir them. But a colleg ducation is th b st d vice w know in our society to impart these qualities. It was, perhaps, Adam Smith who, in criticizing the irr levant curriculum at eighteenth century Oxford, first formally linked th right kind of education with economic development...:._or The Wealth bf Nations as he put it. No single act of legislation in our history did more for the economic and social development of our nation than the Morrill Act of 1862 which launch d so many schools d - voted to training in agriculture, mining, and engineering-many of which are now the kind of wide-ranging, compl te universities our society requires, a century later. And education has always b n th underlying basis for hope and faith that democracy could work. No contemporary study of economic or political development, past or present, would be judg d complet without ref rences to th educational system. I start, then, by assuming that education is a fundamental deter- minant of the kind of society we are and shall become; and a legiti- mate object of public policy. But education is also what happens to unique human beings at a sensitive and critical phase of their live.s . .Legislation and adequate financial resources are essential. Th y provide the necessary framework within which education can hap- pen. But they do not educate. For example, we are only beginning to face the simple fact that it is easier to take in students and to build buildings than it is to provide first-rate teaching. That is on of the central problems that we confront in making good the his- toric new commitments to education in the United States of recent years. When, in February, I returned to teaching, I was anxious to lay out a set of ideas on which I had been working for ten years and more.
Load more

Recommended publications
  • HEART of the WEST by O. Henry
    HEART OF THE WEST 1 HEART OF THE WEST by O. Henry CONTENTS I. Hearts and Crosses II. The Ransom of Mack III. Telemachus, Friend IV. The Handbook of Hymen V. The Pimienta Pancakes VI. Seats of the Haughty VII. Hygeia at the Solito VIII. An Afternoon Miracle IX. The Higher Abdication by O. Henry 2 X. Cupid a la Carte XI. The Caballero's Way XII. The Sphinx Apple XIII. The Missing Chord XIV. A Call Loan XV. The Princess and the Puma XVI. The Indian Summer of Dry Valley Johnson XVII. Christmas by Injunction XVIII. A Chaparral Prince XIX. The Reformation of Calliope HEART OF THE WEST I HEARTS AND CROSSES Baldy Woods reached for the bottle, and got it. Whenever Baldy went for anything he usually--but this is not Baldy's story. He poured out a third drink that was larger by a finger than the first and second. Baldy was in consultation; and the consultee is worthy of his hire. "I'd be king if I was you," said Baldy, so positively that his holster creaked and his spurs rattled. Webb Yeager pushed back his flat-brimmed Stetson, and made further disorder in his straw-coloured hair. The tonsorial recourse being without by O. Henry 3 avail, he followed the liquid example of the more resourceful Baldy. "If a man marries a queen, it oughtn't to make him a two-spot," declared Webb, epitomising his grievances. "Sure not," said Baldy, sympathetic, still thirsty, and genuinely solicitous concerning the relative value of the cards. "By rights you're a king.
    [Show full text]
  • The Beatles on Film
    Roland Reiter The Beatles on Film 2008-02-12 07-53-56 --- Projekt: transcript.titeleien / Dokument: FAX ID 02e7170758668448|(S. 1 ) T00_01 schmutztitel - 885.p 170758668456 Roland Reiter (Dr. phil.) works at the Center for the Study of the Americas at the University of Graz, Austria. His research interests include various social and aesthetic aspects of popular culture. 2008-02-12 07-53-56 --- Projekt: transcript.titeleien / Dokument: FAX ID 02e7170758668448|(S. 2 ) T00_02 seite 2 - 885.p 170758668496 Roland Reiter The Beatles on Film. Analysis of Movies, Documentaries, Spoofs and Cartoons 2008-02-12 07-53-56 --- Projekt: transcript.titeleien / Dokument: FAX ID 02e7170758668448|(S. 3 ) T00_03 titel - 885.p 170758668560 Gedruckt mit Unterstützung der Universität Graz, des Landes Steiermark und des Zentrums für Amerikastudien. Bibliographic information published by Die Deutsche Bibliothek Die Deutsche Bibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.ddb.de © 2008 transcript Verlag, Bielefeld This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. Layout by: Kordula Röckenhaus, Bielefeld Edited by: Roland Reiter Typeset by: Roland Reiter Printed by: Majuskel Medienproduktion GmbH, Wetzlar ISBN 978-3-89942-885-8 2008-12-11 13-18-49 --- Projekt: transcript.titeleien / Dokument: FAX ID 02a2196899938240|(S. 4 ) T00_04 impressum - 885.p 196899938248 CONTENTS Introduction 7 Beatles History – Part One: 1956-1964
    [Show full text]
  • The Fall of Gondolin
    III THE FALL OF GONDOLIN At the end of Eltas’ account of Úrin’s visit to Tinwelint and of the strange fates of Úrin and Mavwin, Túrin and Nienóri (p. 115), the manuscript written on loose sheets in fact continues with a brief interlude in which the further course of the tale-telling is discussed in Mar Vanwa Tyaliéva. And so saying Eltas made an end, and none asked further. But Lindo bid all thank him for his tale, and thereto he said: ‘Nay, if you will, there is much yet to tell conceming the gold of Glorund, and how the evil of that worm found its last fulfilment — but be- hold, that is the story of the Nauglafring or the Necklace of the Dwarves and must wait a while — and other stories of lighter and more happy things I have to tell if you would liefer listen to them.’ Then arose many voices begging Eltas to tell the tale of the Naug- lafring on the morrow, but he said: ‘Nay! For who here knows the fuU tale of Tuor and the coming of Eärendel, or who was Beren Ermabwed, and what were his deeds, for such things is it better to know rightly first.’ And all said that Beren Ermabwed they knew weU, but of the coming of Eärendel little enough had ever been told. “ And great harm is that,’ said Lindo, ‘for it is the greatest of the stories of the Gnomes, and even in this house is Ilfiniol son of Bronweg, who knows those deeds more truly than any that are now on Earth.’ About that time Ilfiniol the Gong-warden entered indeed, and Lindo said to him: ‘Behold, O Littleheart son of Bronweg, it is the desire of all that you tell us the tales of
    [Show full text]
  • THE LOST LENNON TAPES Megatree Liners Index
    THE LOST LENNON TAPES MEGATREE INDEX Compiled from the liner note information on the Lost Lennon Tapes MegaTree. Unless otherwise noted, songs are performed by John Lennon. _____________________________________________________________ #9 Dream (alternate mix) .......................................................................................128 #9 Dream (composing demo) ................................................................................203 #9 Dream (demo 2) ..................................................................................................081 #9 Dream (demo) .....................................................................................................063 #9 Dream (LP version) ...........................................................................................063 #9 Dream (partial) ...................................................................................................081 #9 Dream (rough mix) ...................................................................................081, 203 #9 Dream......................................................000, 006, 050, 052, 138, 164, 176, 185 12-Bar Original – The Beatles................................................................................081 1968 marijuana bust.................................................................................................015 1980 Demos...............................................................................................................213 1980.............................................................................................................................200
    [Show full text]
  • Ingesting Text
    Ingesting text This is from Section 15.3 of the Modern Data Science with R book. Using rvest Take a look at the Wikipedia List of songs recorded by the Beatles. In the book the second list of Other songs is used. I have used the Main Songs list. A great reference for regex (commands like gsub) is the r4ds book, see Chapter 14 about strings library(rvest) ## Loading required package: xml2 library(tidyr) library(methods) library(mdsr) ## Loading required package: dplyr ## ## Attaching package: 'dplyr' ## The following objects are masked from 'package:stats': ## ## filter, lag ## The following objects are masked from 'package:base': ## ## intersect, setdiff, setequal, union ## Loading required package: lattice ## Loading required package: ggformula ## Loading required package: ggplot2 ## Loading required package: ggstance ## ## Attaching package: 'ggstance' ## The following objects are masked from 'package:ggplot2': ## ## geom_errorbarh, GeomErrorbarh ## ## New to ggformula? Try the tutorials: ## learnr::run_tutorial("introduction", package = "ggformula") ## learnr::run_tutorial("refining", package = "ggformula") ## Loading required package: mosaicData ## Loading required package: Matrix ## ## Attaching package: 'Matrix' 1 ## The following object is masked from 'package:tidyr': ## ## expand ## ## The 'mosaic' package masks several functions from core packages in order to add ## additional features. The original behavior of these functions should not be affected by this. ## ## Note: If you use the Matrix package, be sure to load it BEFORE
    [Show full text]
  • George Harrison Visit 12/13/74” of the Sheila Weidenfeld Files at the Gerald R
    The original documents are located in Box 40, folder “Ford, John - Events - George Harrison Visit 12/13/74” of the Sheila Weidenfeld Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Some items in this folder were not digitized because it contains copyrighted materials. Please contact the Gerald R. Ford Presidential Library for access to these materials. Digitized from Box 40 of the Sheila Weidenfeld Files at the Gerald R. Ford Presidential Library ROGERS & COWAN1 INC. 598 MADISON AVENUE NEW YORK, N. Y. 10022 PUBLIC RELATIONS (212) 759-6272 CABLE ADDRESS ROCOPUB NEW YORK ,NEW YORK December 20, 1974 Ms. Sheila Widenfeld East Wing Press Off ice The White House Washington, D.c. 20500 Dear Sheila: Once again I extend many thanks for your assistance regarding George Harrison's visit to the White House. It was a superb day. Best regards, terling ._.."l.r..,...,...iainment Division , MS/aes 250 NORTH CANON DRIVE, BEVERLY HILLS, CALIFORNIA 90210 CRESTVIEW 5-4581 CABLE ADDRESS: ROCOPUB BEVERLY HILLS, CALIFORNIA -- I .
    [Show full text]
  • Katedra Anglistiky a Amerikanistiky Bakalářská Diplomová
    Masarykova univerzita Filozofická fakulta Katedra anglistiky a amerikanistiky Bakalářská diplomová práce 2021 Michaela Vasmanská Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Michaela Vasmanska The Development of the Image of the Beatles Bachelors Diploma Thesis Supervisor: Stephen Paul Hardy, Ph. D. 2021 / declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. Author's signature Table of Contents Introduction 6 1. The Beatles Before Brian Epstein 8 1.1. The Fab Four before Becoming Professional Musicians 8 1.2. From the Quarrymen to the Beatles 9 1.3. The Beginning of the Beatles 12 2. The Image of the Beatles and Brian Epstein 17 2.1. Personal Lives and the Image of the Beatles 18 2.2. Beatlemania and the Image of the Beatles 21 2.3. Visual Image of the Beatles 23 2.4. Music and the Image of the Beatles 25 2.5. Movies and the Image of the Beatles 27 3. The Image of the Beatles after Brian Epstein 30 3.1. Reacting to the Development of Society 30 3.2. New Visual Image and the Beatles 31 3.3. How the Beatles Appropriated Subcultures 32 3.4. Counterculture and the Image of the Beatles 33 3.5. Drugs and the Image of the Beatles 35 3.6. Innovation and Uniqueness of the Beatles 36 3.7. Music and the New Image of the Beatles 36 4. The Image of the Beatles after the Split of the Band 40 4.1.
    [Show full text]
  • The Beatles.Pdf
    KOCK HOD ROIL 1 HALL OL LAME The Beatles istorically s p e a k i n g , t h e b i r t h o f t h e Be a t l e s h a s b e e n group to the paper: "Many people ask what are Beades? Why, Beades? Ugh, traced time and again to Saturday afternoon, July 6th, 1957, at the Beades, how did the name arrive? So we will tell you. It came in a vision - a S t Peter’s parish garden fete in Woolton, a Liverpool suburb. Sev- man appeared on a flaming pie and said tinto diem, 'From this day on you are enteen-year-old John Lennon was performing there with a group of Beades.’ 'Thank you, Mister Man,’ they said, thanking him.” school chums who called themselves the Quarrymen. They were a T he Beades also caught the eye o f influential locals like the D J Bob Wooler, product of the skiffle craze - a fad inspired by the primitive wash­ who convinced Ray McFall, owner of die Cavern dub, to book die combo. In board-band sound of Lonnie Donegan’s hit "Rock Island Line” — but theyJuly 1961 the Beades, reduced to a four-piece when Sutcliffe returned to Ham­ displayedH a pronounced rock and roll bent. Watching the Quarrymen was burg to paint and be with his girlfriend, commenced their legendary lunch-time fifteen-year-old guitarist Paul McCartney, who was introduced to the band cpccinns at the Cavern. That’s where a curious Brian Epstein, a record mer­ afterward.
    [Show full text]
  • The Beatles Story Learning Resource Pack
    THE BEATLES STORY LEARNING RESOURCE PACK A Comprehensive Guide for Key Stage 1 and 2 www.beatlesstory.com Britannia Vaults, Albert Dock, Liverpool L3 4AD Tel: +44 (0)151 709 1963 Fax: +44 (0)151 708 0039 E-mail: [email protected] CONTENTS 1 Introduction 2 Booking your visit 3 Learning Aims, Objectives and Outcomes 4 History at Key Stage 2 6 Art at Key Stage 2 7 Discovery Zone Curriculum Links at KS2 11 Political, Economic and Social Influences 1940 – 1950 13 Political, Economic and Social Influences 1950 – 1960 15 Influences on Popular Music of the 1960’s 17 Beatles Time Line 18 John Lennon Fact Sheet 19 Paul McCartney Fact Sheet 20 George Harrison Fact Sheet 21 Ringo Starr Fact Sheet 22 Suggested Classroom Activities - Ideas for History 23 Suggested Classroom Activities - Ideas for Music 24 Suggested Classroom Activities - Ideas for Literacy 25 Suggested Classroom Activities - Ideas for Art 26 Worksheets A-D 37 Geography: River Walk Map KS1 and KS2 40 Pre-Visit Quiz 41 Post-Visit Quiz 42 The Beatles’ Discography 1962 - 1970 tel:0151 709 1963 www.beatlesstory.com INTRODUCTION Located within Liverpool’s historic Albert Dock, We have linked the story of the Beatles, their the Beatles Story is a unique visitor attraction early lives, their fame and combined creativity that transports you on an enlightening and to selected areas of the National Curriculum: atmospheric journey into the life, times, culture history, literacy, art and music to actively and music of the Beatles. encourage and involve children in their own learning. Since opening in 1990, the Beatles Story has continued to develop our learning resources to Whether your school follows established create a fun and educational experience for all.
    [Show full text]
  • Many Great Plays Have Been Adapted for the Silver Screen
    J e f f e r s o n P e r f o r m i n g A r t s S o c i e t y Presents JEFFERSON PERFORMING ARTS SOCIETY 1118 Clearview Parkway Metairie, Louisiana 70001 Phone: 504 885 2000..Fax: 504 885 [email protected] 1 Table of Contents Teacher notes…………….4 Educational Overview……………………..6 History………………………………..7 – 15 Introduction…………………………..16 – 20 More Background…………………......21 - 49 Lesson Plans 1) “1940 - 1960’s: War Years, Rebuilding the World and a Leisure Boom” pg. 50 - 53 2) “Activities, Projects and Drama Exercises” pgs. 54 - 56 3) “A Hard Day’s Night” pgs. 57 - 64 Standards and Benchmarks: English……………….65 – 67 Standards and Benchmarks: Theatre Arts…………68 - 70 5) “The History of Rock and Roll” pgs. 71 - 73 6) “Bang on a Can: The Science of Music” pg. 74 Standards and Benchmarks: Music………………… 75 - 76 Photo gallery pgs. 77-80 2 Web Resource list …………..81 An early incarnation of the Beatles. Michael Ochs Archives, Venice, Calif. IMAGES RETRIEVED FROM: The Beatles, with George Martin of EMI Records, are presented with a silver disc to mark sales of over a quarter million copies of the 1963 British single release of "Please Please Me." Hulton Getty/Liaison Agency Image Retrieved From: http://search.eb.com/britishinvasion/obrinvs048p1.html http://search.eb.com/britishinvasion/obrinvs045p1.html 3 Teacher notes Welcome to the JPAS production of Yeah, Yeah, Yeah! a concert celebration performed by Pre-Fab 4, Featuring the stars of The Buddy Holly Story. Come together as four lads from across the US rekindle the spirit of yesterday through the music of the world’s most popular band.
    [Show full text]
  • Interdisciplinary Lesson: “Twist and Shout”
    INTERDISCIPLINARY LESSON: “TWIST AND SHOUT” OVERVIEW ESSENTIAL QUESTION What role did cover songs like “Twist and Shout” play early in the Beatles’s career, and how did their experiences growing up in post- WWII Liverpool and performing in Hamburg nightclubs help them to develop as a professional musical ensemble? OVERVIEW People: The Beatles In late-1950s Liverpool, a teenage John Lennon teamed up with Paul McCartney to form the Quarrymen, a group that by 1960 would become the Beatles. As teenagers, Lennon and McCartney were initially drawn to Skiffle music. Skiffle, which developed in Britain after World War II, was a kind of street music that relied on homemade or inexpensive instruments—often a washtub bass, a washboard, a banjo and an acoustic guitar—and combos generally played covers of Folk and Blues- style songs. Similar in ways to Punk and Hip Hop, Skiffle players were not always reliant on traditional venues, expensive equipment or in-depth knowledge of an instrument. Because of this, young musicians without much money or experience, including Lennon and McCartney, found the genre accessible. It was their door in. By 1960, Lennon and McCartney had transformed their band into a more professional operation. Now calling themselves the Beatles, their ensemble included lead guitarist George Harrison and drummer Pete Best, who would later be replaced by Ringo Starr. The group had incorporated more Rock and Roll and Rhythm and Blues covers into their repertoire and were soon performing gigs in dancehalls and nightclubs. Between 1960 and 1962, the Beatles were hired to play several residencies at nightclubs in Hamburg, Germany, including the Kaiserkeller and the Indra Club.
    [Show full text]
  • Skiffle Music Imagine Your Group Is Helping One of the Beatles Write His
    Group 6: Skiffle Music Imagine your group is helping one of the Beatles write his autobiography. You will work in small groups and use your knowledge of history to help the Beatle you choose enrich his book. Here are the guidelines: • Below you will see your assigned historical term. Each group has a different term from a different period in your subject’s life. • You also have received sources related to that term. • Use this information to help your chosen Beatle write a paragraph of 3-5 sentences for his autobiography. • Your sentences should connect his life to the term and use first person. For example, “I remember watching the ships come into the Liverpool docks.” • Write on the board or a large piece paper large enough for the whole class to read. • Share sentences with the class. • As the other groups share their paragraphs, copy the story in your “Autobiography of a Beatle” handout. Term: Skiffle Skiffle is a type of country-folk music that was first played in the United States but later become popular in postwar Britain. Skiffle is played on improvised instruments such as washboards, kazoos and other homemade instruments. It was popularized in Britain by Lonnie Donegan, who had a string of hits both in Britain and the United States. Skiffle was extremely popular in 1950s Liverpool. John Lennon formed a Skiffle band in 1957 called the Quarrymen and was soon joined by Paul McCartney, forming the basis of the band that would go on to become the Beatles. Source 1: Video clip of Lonnie Donegan singing “Wabash Cannonball” Source 2: Video of Gerry Marsden of the band Gerry and the Pacemakers discussing Lonnie Donegan and Skiffle Source 3: Video of Graham Nash (of the band Crosby, Stills, and Nash) discussing Skiffle music and Liverpool WWW.TEACHROCK.ORG.
    [Show full text]