Lyrics from the US-Mexican
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Music and the American Civil War
“LIBERTY’S GREAT AUXILIARY”: MUSIC AND THE AMERICAN CIVIL WAR by CHRISTIAN MCWHIRTER A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2009 Copyright Christian McWhirter 2009 ALL RIGHTS RESERVED ABSTRACT Music was almost omnipresent during the American Civil War. Soldiers, civilians, and slaves listened to and performed popular songs almost constantly. The heightened political and emotional climate of the war created a need for Americans to express themselves in a variety of ways, and music was one of the best. It did not require a high level of literacy and it could be performed in groups to ensure that the ideas embedded in each song immediately reached a large audience. Previous studies of Civil War music have focused on the music itself. Historians and musicologists have examined the types of songs published during the war and considered how they reflected the popular mood of northerners and southerners. This study utilizes the letters, diaries, memoirs, and newspapers of the 1860s to delve deeper and determine what roles music played in Civil War America. This study begins by examining the explosion of professional and amateur music that accompanied the onset of the Civil War. Of the songs produced by this explosion, the most popular and resonant were those that addressed the political causes of the war and were adopted as the rallying cries of northerners and southerners. All classes of Americans used songs in a variety of ways, and this study specifically examines the role of music on the home-front, in the armies, and among African Americans. -
Read an Excerpt
ACROSS THE PLAINS The Journey of the Palace Wagon Family by SANDRA FENlCHEL ASHER Dramatic Publishing Wcxxlstock, lllinois • London, England • Melooume, Australia © The Dramatic Publishing Company, Woodstock, Illinois *** NOTICE *** TIle amaleur and stock acting rights to this wen: are controlled exclusively by TIm DRAMATIC PUBUSHING COMPANY without wha;e pennission in writing 00 performance of it may be given. Royalty fees are given in our current catalogue and are subject to change without notice. Royalty must be paid every time a play is perfonned whether or not it is JI=lted for profit and whether a- not admission is charged. A play is perfonned any time it is acted bef<re an audience. All inquiries conceming amateur and stock rights should be addressed to: DRAMATIC PUBUSlllNG P. O. Box 129, Woodstock, lliioois 60098. COPYRIGHT UW GWES THE AUTHOR OR THE AUTHOR'S AGENT THE EXCLUSIVE RIGHT TO MAKE COPIES. This law provides lIlIlhcrs with a fair return fa- their creative efforts. Authas earn their living from the royalties they receive fnm book sales and from the perfonnance of their work Conscientious offiervance ofcopyright law is not ooly ethical, it encour ages authors to continue their creative work. This wa-k is fully protected by copyright No altecations, deletions a- substitutions may be made in the work without the pria- written consent of the publisher. No part of this work may be reproduced a- ttansmitted in any form or by any means, electrooic or me chanical, including photocopy, recording, videotape, film, or any information storage and retrieval system, without pennission in writing from the publisher. -
Papéis Normativos E Práticas Sociais
Agnes Ayres (1898-194): Rodolfo Valentino e Agnes Ayres em “The Sheik” (1921) The Donovan Affair (1929) The Affairs of Anatol (1921) The Rubaiyat of a Scotch Highball Broken Hearted (1929) Cappy Ricks (1921) (1918) Bye, Bye, Buddy (1929) Too Much Speed (1921) Their Godson (1918) Into the Night (1928) The Love Special (1921) Sweets of the Sour (1918) The Lady of Victories (1928) Forbidden Fruit (1921) Coals for the Fire (1918) Eve's Love Letters (1927) The Furnace (1920) Their Anniversary Feast (1918) The Son of the Sheik (1926) Held by the Enemy (1920) A Four Cornered Triangle (1918) Morals for Men (1925) Go and Get It (1920) Seeking an Oversoul (1918) The Awful Truth (1925) The Inner Voice (1920) A Little Ouija Work (1918) Her Market Value (1925) A Modern Salome (1920) The Purple Dress (1918) Tomorrow's Love (1925) The Ghost of a Chance (1919) His Wife's Hero (1917) Worldly Goods (1924) Sacred Silence (1919) His Wife Got All the Credit (1917) The Story Without a Name (1924) The Gamblers (1919) He Had to Camouflage (1917) Detained (1924) In Honor's Web (1919) Paging Page Two (1917) The Guilty One (1924) The Buried Treasure (1919) A Family Flivver (1917) Bluff (1924) The Guardian of the Accolade (1919) The Renaissance at Charleroi (1917) When a Girl Loves (1924) A Stitch in Time (1919) The Bottom of the Well (1917) Don't Call It Love (1923) Shocks of Doom (1919) The Furnished Room (1917) The Ten Commandments (1923) The Girl Problem (1919) The Defeat of the City (1917) The Marriage Maker (1923) Transients in Arcadia (1918) Richard the Brazen (1917) Racing Hearts (1923) A Bird of Bagdad (1918) The Dazzling Miss Davison (1917) The Heart Raider (1923) Springtime à la Carte (1918) The Mirror (1917) A Daughter of Luxury (1922) Mammon and the Archer (1918) Hedda Gabler (1917) Clarence (1922) One Thousand Dollars (1918) The Debt (1917) Borderland (1922) The Girl and the Graft (1918) Mrs. -
Mexican American History Resources at the Briscoe Center for American History: a Bibliography
Mexican American History Resources at the Briscoe Center for American History: A Bibliography The Briscoe Center for American History at the University of Texas at Austin offers a wide variety of material for the study of Mexican American life, history, and culture in Texas. As with all ethnic groups, the study of Mexican Americans in Texas can be approached from many perspectives through the use of books, photographs, music, dissertations and theses, newspapers, the personal papers of individuals, and business and governmental records. This bibliography will familiarize researchers with many of the resources relating to Mexican Americans in Texas available at the Center for American History. For complete coverage in this area, the researcher should also consult the holdings of the Benson Latin American Collection, adjacent to the Center for American History. Compiled by John Wheat, 2001 Updated: 2010 2 Contents: General Works: p. 3 Spanish and Mexican Eras: p. 11 Republic and State of Texas (19th century): p. 32 Texas since 1900: p. 38 Biography / Autobiography: p. 47 Community and Regional History: p. 56 The Border: p. 71 Education: p. 83 Business, Professions, and Labor: p. 91 Politics, Suffrage, and Civil Rights: p. 112 Race Relations and Cultural Identity: p. 124 Immigration and Illegal Aliens: p. 133 Women’s History: p. 138 Folklore and Religion: p. 148 Juvenile Literature: p. 160 Music, Art, and Literature: p. 162 Language: p. 176 Spanish-language Newspapers: p. 180 Archives and Manuscripts: p. 182 Music and Sound Archives: p. 188 Photographic Archives: p. 190 Prints and Photographs Collection (PPC): p. 190 Indexes: p. -
Nicholas Fanizzi Visual Essay
Nicholas Fanizzi Japanese-American Internment Several times in history a country has turned on its own people. During World War II, Japan was introduced into the war, when they conducted a surprise attack on the United States’ home soil. Japan commenced an air raid on Pearl Harbor claiming the lives of over 2,300 Americans troops. With only one vote against the decision, Congress sent America to war against Japan. The rest of America supported Congress’ decision. The United States was in a full out war with Japan, which included homeland discrimination against the Japanese. Mayor Laguardia of New York took out all of the Japanese from the city and kept them in custody on Ellis Island. This started a nationwide purge of the Japanese race causing Executive Order 9066 by President Franklin D. Roosevelt. The proclamation authorized the military to exclude people from certain areas and force relocation (“Roosevelt”). This was for people of all foreign races but specifically targeted the Japanese. Although the immediate effects of the attack on Pearl Harbor were traumatic, the homeland reaction included racial segmentation, unjust relocation with internment camps, and stereotyping the Japanese race in America. Source: Theodore Geisel, “Waiting for the Signal From Home,” PM Magazine, February 13, 1942 Children's author Dr. Seuss was a prominent anti-Japanese political cartoonist during World War II. One of his most prominent and popular cartoons was “Waiting for a Signal From Home” published on February 13th, 1942. The attack on Pearl Harbor left people worrying if the Japanese would strike again and left America feeling vulnerable. -
US Army Logistics During the US-Mexican War and the Postwar Period, 1846-1860
CATALYST FOR CHANGE IN THE BORDERLANDS: U.S. ARMY LOGISTICS DURING THE U.S.-MEXICAN WAR AND THE POSTWAR PERIOD, 1846-1860 Christopher N. Menking Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS December 201 9 APPROVED: Richard McCaslin, Major Professor Sandra Mendiola Garcia, Committee Member Andrew Torget, Committee Member Alexander Mendoza, Committee Member Robert Wooster, Outside Reader Jennifer Jensen Wallach, Chair of the Department of History Tamara L. Brown, Executive Dean of the College of Liberal Arts and Social Sciences Victor Prybutok, Dean of the Toulouse Graduate School Menking, Christopher N. Catalyst for Change in the Borderlands: U.S. Army Logistics during the U.S.-Mexican War and the Postwar Period, 1846-1860. Doctor of Philosophy (History), December 2019, 323 pp., 3 figures, 3 appendices, bibliography, 52 primary sources, 140 secondary sources. This dissertation seeks to answer two primary questions stemming from the war between the United States and Mexico: 1) What methods did the United States Army Quartermaster Department employ during the war to achieve their goals of supporting armies in the field? 2) In executing these methods, what lasting impact did the presence of the Quartermaster Department leave on the Lower Río Grande borderland, specifically South Texas during the interwar period from 1848-1860? In order to obtain a complete understanding of what the Department did during the war, a discussion of the creation, evolution, and methodology of the Quartermaster Department lays the foundation for effective analysis of the department’s wartime methods and post-war influence. It is equally essential to understand the history of South Texas prior to the Mexican War under the successive control of Spain, Mexico and the United States and how that shaped the wartime situation. -
Ashton Patriotic Sublime.5.Pdf (9.823Mb)
commercial spaces like theaters, and to performances spanning the gamut from the solemn, to the joyous. This diversity encompassed celebrations outside the expected calendar of national days. Patriotic sentiment was even a key feature of events celebrating the economic and commercial expansion of the new nation. The commemorative celebration for the laying of the foundation-stone of the Baltimore & Ohio Railroad, the “great national work which is intended and calculated to cement more strongly the union of the Eastern and the Western States,” took place on July 4, 1828.1 It beautifully illustrated the musical ties that bound different spaces together – in this case a parade route, a temporary outdoor civic space, and the permanent space of the Holliday Street Theatre. Organizers chose July Fourth for the event, wishing to signal civic pride and affective patriotism. Baltimore filled with visitors in the days before the celebration, so that on the morning of the Fourth the “immense throng of spectators…filled every window in Baltimore-street, and the pavement below….fifty thousand spectators, at least, must have been present.” The parade was massive and incorporated a great diversity of groups, including “bands of music, trades, and other bodies.” One focal point was a huge model, “completely rigged,” of a naval vessel, the “Union,” complete with uniformed sailors. Bands playing patriotic tunes were interspersed amongst the nationalist imagery on display: militia uniforms, banners emblazoned with patriotic verse, national flags, eagle figures, shields, and more. Charles Carrollton, one of the last surviving signers of the Declaration of Independence, gave the main public address at the site, accompanied by a march composed for the occasion, the “Carrollton March” (see Figure 2.4). -
Hell on Wheels
MercantileEXCITINGSee section our NovemberNovemberNovember 2001 2001 2001 CowboyCowboyCowboy ChronicleChronicleChronicle(starting on PagepagePagePage 90) 111 The Cowboy Chronicle~ The Monthly Journal of the Single Action Shooting Society ® Vol. 21 No. 11 © Single Action Shooting Society, Inc. November 2008 . HELL ON WHEELS . THE SASS HIGH PLAINS REGIONAL By Captain George Baylor, SASS Life #24287 heyenne, Wyoming – The HIGHLIGHTS on pages 70-73 very name conjures up images of the Old West. chief surveyor for the Union Pacific C Wyoming is a very big state Railroad, surveyed a town site at with very few people in it. It has what would become Cheyenne, only 500,000 people in the entire Wyoming. He called it Cow Creek state, but about twice as many ante- Crossing. His friends, however, lope. A lady at Fort Laramie told me thought it would sound better as Cheyenne was nice “if you like big Cheyenne. Within days, speculators cities.” Cheyenne has 55,000 people. had bought lots for a $150 and sold A considerable amount of history them for $1500, and Hell on Wheels happened in Wyoming. For example, came over from Julesburg, Colorado— Fort Laramie was the resupply point the previous Hell on Wheels town. for travelers going west, settlers, and Soon, Cheyenne had a government, the army fighting the Indian wars. but not much law. A vigilance com- On the far west side of the state, mittee was formed and banishments, Buffalo Bill built his dream town in even lynchings, tamed the lawless- Cody, Wyoming. ness of the town to some extent. Cheyenne, in a way, really got its The railroad was always the cen- start when the South seceded from tral point of Cheyenne. -
Let Us Sing As We Go: Votes for Women
Let Us Sing As We Go, Votes for Women! title from Suffrage Song, 1915, words by James Weber Linn, music by Eleanor Smith Songs The Suffragists Sang: A Compilation Of Suffrage Lyrics To Commonly Known Tunes Come Vote, Ladies! tune: Good-night, Ladies! Come vote, ladies; come vote ladies; come vote, ladies; The civic call obey. Gladly we will cast a vote, cast a vote, cast a vote, Gladly we will cast a vote On Election Day! words: Eugénie M. Rayé-Smith, 1912; S-1912-3(A) A Suffrage Songster for Group Singing Compiled by Steve Woodbury [email protected] Edition 1.1, January 2020 The lyrics in this collection are all in the public domain. The collection is copyright © 2019 by Steven Woodbury. Permission is granted to reproduce it for group singing and for educational purposes, but not for sale (beyond printing costs). I look forward to hearing from users about when and where and how you have used this collection. Let’s get people singing these songs again! 1 Rights of Woman Why should a Woman lie tune: God Save America In base obscurity, (America) Her talents hid, Her providence assign’d GOD save each Female’s right, Her soul to be confin’d, Show to her ravish’d sight Is not her gentle mind Woman is Free; By virtue led? Let Freedom’s voice prevail, And draw aside the veil, With this engaging charm, Supreme Effulgence hail, Where is so much the harm Sweet liberty. For her to stand. To join the grand applause Man boasts the noble cause, Of truth and equal laws, Nor yields supine to laws, Or lend the noble cause, Tyrants ordain; Her feeble hand. -
MS Choral Presentation FINAL
Middle School Choral Pedagogy & Reading Session by Dr. Mirna Y. Cabrera [email protected] Beautiful Tone • Developing a beautiful choral sound takes time. • Start with head voice, descending 5-note pentachord. • Unify ensemble sound to attain tuneful singing, using free and open vowels from all singers. o Use pure vowel sounds. • Unify a) vowels, b) volume, c) vibrato (if present). In-tune singing principles • Identify instances when notes are most likely to go out of tune: o a) repeated notes o b) sustained notes o c) descending patterns. • Practice with a UNISON a cappella piece learned by rote with text, then solfege by discovery, then score. Add ostinati as part singing and for tuning purposes. UNISON piece in solfege by rote, a cappella, then score. Add ostinati as part singing and for tuning purposes. Directing • “Follow me” – All things are prepared in live music performance; each performance is slightly different from previous or future ones. As directors, our duty is to create organic performances where we get to influence our groups’ musical interpretation. In order to avoid a carefully-prepared choreographed performance (in opposition to an organic one), teach singers to understand that our gestures are meaningful and must be learned to follow. • By preparing the following elements, among others, we can create beautiful and meaningful performances. o Breath o Entries o Cut-offs o Dynamics o Tempo changes o Character changes/transitions o Rhythmic subtleties • Ultimately, our personal musicianship will carry us as we lead our groups. o Establish tempo before starting a piece, by hearing it first in your head. -
Review of Texans in Revolt: the Battle for San Antonio, 1835
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 1992 Review of Texans In Revolt: The Battle for San Antonio, 1835 Charles Kenner Arkansas State University Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Kenner, Charles, "Review of Texans In Revolt: The Battle for San Antonio, 1835" (1992). Great Plains Quarterly. 690. https://digitalcommons.unl.edu/greatplainsquarterly/690 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. BOOK REVIEWS 219 Antonio from 11 October to 24 November, he tried repeatedly to launch a frontal assault on the Mexican positions, only to be thwarted by more cautious underlings. Sam Houston, on the other hand, denied the command, continually counseled against attack and was at least partly responsible for Austin's inability to carry out his plans. One wonders if an attack shortly after the Texans' victory at Concepcion on 28 Oc tober might not have been as victorious as the one finally stumbled into on 5 December. Symbolic of the lack of discipline and or ganization, the campaign for San Antonio was waged by a constantly fluctuating body of troops. Officers and enlisted men alike showed up, took part, and took departure-seemingly at will. Relatively few involved in the opening actions were still on the scene for the final assault. -
Created By: Sabrina Kilbourne
Created by: Kathy Feltz, Keifer Alternative High School Grade level: 9-12 Special Education Primary Source Citation: (2) “How Some Apprehensive People Picture Uncle Sam After the War,” Detroit News, 1898. (3) “John Bull” by Fred Morgan, Philadelphia Inquirer, 1898. Reprinted in “The Birth of the American Empire as Seen Through Political Cartoons (1896-1905)” by Luis Martinez-Fernandez, OAH Magazine of History, Vol.12, No. 3 Spring, 1998: http://www.jstor.org/stable/25163220. Allow students, in groups or individually, to examine the cartoons while answering the questions below in order. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills. Level I: Description 1. What characters do you see in both cartoons? 2. Who is represented by the tall man in both cartoons? How do you know? Give details. 3. Who are represented by the smaller figures in both cartoons? How do you know? Give details. Level II: Interpretation 1. Why is the United States/Uncle Sam pictured as the largest character? 2. Why are the Philippines, Cuba, Hawaii, and Puerto Rico pictured as smaller characters? 3. What concept that we have studied is illustrated in these cartoons? Level III: Analysis 1. What does the first cartoon tell us about the U.S. control over its territories? 2. How does this change in the second cartoon? 3. What do these cartoons tell you about the American feelings towards the people in these territories? “How some apprehensive people picture Uncle Sam after the war.” A standard anti-imperialist argument: acquiring new territories meant acquiring new problems—in this case, the problem of “pacifying” and protecting the allegedly helpless inhabitants.