DOCSLIB.ORG

Summer Reading Assignment. Ms. Krall ([email protected])

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Summer Reading Assignment. Ms. Krall (Krallk@Sgasd.Org) Advanced Placement United States History: Summer Reading Assignment. Ms. Krall ([email protected]) Welcome to APUSH! These readings will introduce you to the study of A.P. U.S. History by having you think about the idea of America. You will reflect on these readings by writing four brief essays (3-4 paragraphs per each essay) and these reflections may be typed or handwritten. If typed, the essays must be in 12 font Times New Roman. Be mindful of correct spelling, grammar, and punctuation. Your thoughts should be your own. Plagiarism will result in a zero for the assignment and a disciplinary referral. As you answer these questions, make sure to reference the readings. As you reference, keep any quoting to a minimum (if any) as paraphrasing should take priority. 1. The first question for you to think about while reading these documents is what does it mean that a country defines itself by an idea or an ideal, rather than simply by a group of people living together in a particular place? Is this unique to America? (Is there an idea of Russia or Brazil or France or Japan?) 2. Some of the readings are official documents – articulations of the idea of America by those who founded or led the country. What did the authors of the Declaration of Independence and the framers of the Constitution see as the ideas behind the founding of the United States as an independent country? How do the first ten amendments to the Constitution seek to translate the vague if noble language of the Declaration and the preamble to the Constitution into concrete guarantees? 3. Other readings are illustrations of the idea of America by private citizens, while still others are critiques of America for falling short of that ideal for one group or another. As you read those critical selections, pay attention to the author’s tone. Is he or she despairing? Hopeful? Disgusted? How do those authors view the idea of America? Which groups are represented here as not having been fully included in the realization of the American ideal? 4. The final selection, and the longest, is the short story “The Devil and Daniel Webster,” by Stephen Vincent Benet. Written in the style of a folk tale, it deals directly with all of these questions. What is Benet’s conclusion about America, as articulated in Webster’s climactic speech? While not a comprehensive survey of the American experience, these readings should serve as an introduction to some of the themes and ideas we will be returning to throughout the course. Your essays are due on the first day of school. If not handed in on the first day, your assignment will be docked 50%. Have a wonderful summer! Please email me if you have any questions-Ms. Krall 1 Readings: 1. The Gift Outright, by Robert Frost 2. The Declaration of Independence: A Transcription 3. The Constitution of the United States: Excerpts 4. From a letter from Abigail Adams to her husband, John Adams 5. From a speech by Representative Barbara Jordan to the House Judiciary Committee 6. Transcript of the “Nicolay Draft” of the Gettysburg Address 7. “Mannahatta” by Walt Whitman 8. “1913 Massacre” by Woody Guthrie 9. “Pocahontas” by Neil Young 10. “America the Beautiful” by Katharine Lee Bates 11. “Let America Be America Again” by Langston Hughes 12. “The Power and the Glory” by Phil Ochs 13. I Have a Dream, by Martin Luther King, Jr 14. A More Perfect Union, Barak Obama 15. The Devil and Daniel Webster, by Stephen Vincent Benet Reading 1: The Gift Outright, by Robert Frost The land was ours before we were the land’s. She was our land more than a hundred years Before we were her people. She was ours In Massachusetts, in Virginia, But we were England’s, still colonials, Possessing what we still were unpossessed by, Possessed by what we now no more possessed. Something we were withholding made us weak Until we found out that it was ourselves We were withholding from our land of living, And forthwith found salvation in surrender. Such as we were we gave ourselves outright (The deed of gift was many deeds of war) To the land vaguely realizing westward, But still unstoried, artless, unenhanced, Such as she was, such as she would become. 2 Reading 2: The Declaration of Independence: A Transcription IN CONGRESS, July 4, 1776 The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to affect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. … [There follows a detailed list of the offenses committed by King George III and the British government in the colonies.] We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor. 3 Reading 3: The Constitution of the United States - excerpts Preamble (1787) We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. … Bill of Rights (first ten amendments; adopted 1791) Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Amendment II A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. Amendment III No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law. Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.
Load more

Recommended publications
  • War of the Words Thesis on the Representation of The
    War of the Words Thesis on the representation of the Islamic State by the Obama administration Frank Kleef University of Amsterdam Supervisor: dhr. prof. dr. R.V.A. (Ruud) Janssens Student no.: 10547045 20-06-2017 Abstract The Obama administration used a strategy that actively sought to delegitimize the enemy in order to pursue its efforts to counter the Islamic State and portrayed it as a manifestation of evil. In this thesis I intend to argue that by representing the effort to degrade and ultimately destroy the Islamic State as a conflict between freedom and evil, the Obama administration utilized a very idealistic rhetorical framework. Problematically, the approach taken by the Obama administration to counter the Islamic State really had more to do with the United States itself than the Islamic State, the alleged object of the conflict. Although Obama was frequently lauded for deviating from the rhetorical idealism of the Bush administration, analysis shows that the rhetoric of the Obama administration only changed in style rather than in substance. This thesis aims to contribute to the current academic discourse considering the general reflection on the Obama administration. More specifically, about its Middle East policy and its comprehensive effort to counter the Islamic State. Consequently, it remarks on the problematic approach with which the Obama administration sought to react to the situation in the Middle East and the Islamic State. By doing so, I intend to contribute to the understanding of the Western discourse in order
    [Show full text]
  • The Evolution of the Theme of Race Relations in the United States: A
    The Evolution of the Theme of Race Relations in the United States: A Rhetorical Analysis of “The Gettysburg Address,” “I Have a Dream,” and “A More Perfect Union.” A Senior Project Presented to The Faculty of the Communication Studies Department California Polytechnic State University, San Luis Obispo In Partial Fulfillment Of the Requirements for the Degree Bachelor of Arts By Matthew Schonfeld June 2011 Matthew Vincent Schonfeld Schonfeld 2 Table of Contents Introduction----------------------------------------------------------------3 King’s Background and Notable Accomplishments------------------5 “I Have a Dream”---------------------------------------------------------7 King’s Implementation of the Bible------------------------------------8 Voice Merging-------------------------------------------------------------10 King’s Allusion to Lincoln---------------------------------------------13 Final Moments of the Speech------------------------------------------15 “A More Perfect Union”------------------------------------------------18 Obama’s Use of Consilience and Prophetic Voice------------------18 “A More Perfect Union:” Similarities Between King & Obama--23 Conclusion----------------------------------------------------------------28 Works Cited--------------------------------------------------------------33 Schonfeld 3 Schonfeld 4 Introduction Few speeches in American history are as well known and iconic as Martin Luther King Jr.'s “I Have a Dream” speech. The speech is not just famous for its delivery but famous for its oration
    [Show full text]
  • Master of Arts in Liberal Studies July 2014
    AMERICA'S PATRIOTIC HYMNAL: SWEET LAND OF LIBERTY, FRUITED PLAINS, AND THE COMING OF THE LORD By Theresa A. Stevens A Thesis Submitted to the Faculty of the Graduate Studies Division of Ohio Dominican University Columbus, Ohio In partial fulfillment of the requirements for the Degree of MASTER OF ARTS IN LIBERAL STUDIES JULY 2014 2 3 Acknowledgements To Kathleen L. Riley, PhD., for her practical advice as a historian, and her benevolent encouragement as we put this work together. To Stephen R. Thomas, PhD., for his insight, his expertise, and his joy concerning the project. To Ann C. Hall, PhD., for teaching me to become a better writer. To Ronald W. Carstens, PhD., for inspiring me as a student, a parent, and finally a colleague. To Michael Tilghman Stevens, for his support and unwavering commitment. 4 Introduction It is the dawn of the Fourth of July in a small town in Ohio. Although nearly everyone has the day off, people are up early--there is a parade coming. Outside the flag-bedecked homes and the manicured lawns, the driveways are lined with the cars of the many guests who have returned to town for this special day. In front of the houses, horses have arrived in their trailers from outside the city, snorting, impatiently waiting as their owners groom them and decorate their manes with ribbons of red, white, and blue. Cell phone ringtones and the whistles of stray bottle rockets mingle with equine whinnies in an unlikely cacophony, as the aroma of coffee coming through the front screen doors mixes with the smells from the barnyard.
    [Show full text]
  • [email protected]
    Order any of these books today by contacting your Readers Advisor at 1-800-742-7691 | 1-402-471-4038 | [email protected] U.S. PRESIDENTS – Forty-first to Current (HISTORIES AND BIOGRAPHIES) (available on digital cartridge) PRESIDENTS: Forty-first President George Bush, (1989-1993) – Vice President(s) Dan Quayle, (1989-1993) Biographies: DB 80060 41: A Portrait of My Father by George W. Bush (7 hours, 44 minutes) The author, the forty-third president of the United States, profiles his father, George H.W. Bush, the forty-first president of the United States. Details the elder Bush’s early life in Massachusetts, service during World War II, and career in the oil industry, the CIA, and politics. Unrated. Commercial audiobook. 2014. DB 82900 Destiny and Power: The American Odyssey of George Herbert Walker Bush by Jon Meacham (25 hours, 12 minutes) Drawing on extensive interviews and access to family diaries and papers, Meacham charts Bush’s rise from county party chairmanship to congressman, UN ambassador, head of the Republican National Committee, envoy to China, director of the CIA, vice president under Ronald Reagan, and, finally, president of the United States. Unrated. Commercial audiobook. 2015. Related Books: DB 38873 Barbara Bush: A Memoir by Barbara Bush (26 hours, 2 minutes) Drawing upon her diaries, tapes, letters, and from a "very selective memory of the early days," Barbara Bush shares the experiences of what she calls a life of "privilege of every kind." She writes of the first years of the Bushes’ marriage; the births of their children and the death of one; the campaign trail; the world leaders she met; the White House years; and of life after the presidency.
    [Show full text]
  • MULTICULTURAL CHILDREN's BOOKS a Select Bibliography
    MULTICULTURAL CHILDREN’S BOOKS A Select Bibliography Compiled by Shayla R. Griffin, Ph.D. September 2012 RACE & ETHNICITY Arnold Adoff and Emily Arnold McCully, Black Is Brown Is Tan Kindergarten and up When it was first published in 1973, Black is Brown is Tan featured the first interracial family in children's books. Decades later, Arnold Adoff and Emily Arnold McCully continue to offer a joyous and loving celebration of all the colors of the race, now newly embellished with bright watercolor paintings that depict a contemporary family of the twenty-first century. Rudolgo Anaya, Amy Cordova & Enrique Larnadrid, The First Tortilla (Spanish) The First Tortilla is a moving, bilingual story of courage and discovery. A small Mexican village is near starvation. There is no rain, and the bean and squash plants are dying. Jade, a young village girl, is told by a blue hummingbird to take a gift to the Mountain Spirit. Then it will send the needed rain. Burning lava threatens her, but Jade reaches the top of the volcano. The Mountain Spirit is pleased. It allows the ants in a nearby cave to share their corn with Jade. The corn was sweet and delicious and Jade took some back to save the village. Jade grinds the dry corn, adds water, and makes dough. She pats the masa and places it on hot stones near the fire. She has made the first tortilla. Soon the making of corn tortillas spreads throughout Mexico and beyond. Jorge Argueta and Lucia Angela Perez, Talking With Mother Earth/Hablando Con Madre Tierra: Poems/Poemas Kindergarten and up Tetl’s skin is brown, his eyes are black, and his hair is long.
    [Show full text]
  • Music: Its Language, History, and Culture
    City University of New York (CUNY) CUNY Academic Works Open Educational Resources Brooklyn College 2015 Music: Its Language, History, and Culture Douglas Cohen CUNY Brooklyn College Brooklyn College Library and Academic IT How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/bc_oers/4 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] MUSIC: ITS LANGUAGE, HISTORY, AND CULTURE A Reader for Music 1300 RAY ALLEN DOUGLAS COHEN NANCY HAGER JEFFREY TAYLOR Copyright © 2006, 2007, 2008, 2014 by the Conservatory of Music at Brooklyn College of the City University of New York. Original text by Ray Allen, Douglas Cohen, Nancy Hager, and Jeffrey Taylor with contributions by Marc Thorman. ISBN: 978-0-9913887-0-7 Music: Its Language, History and Culture by the Conservatory of Music at Brooklyn College of the City University of New York is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/deed.en_US. Based on a work at http://www.music1300.info/reader. Permissions beyond the scope of this license may be available at http://www.music1300.info/reader. Cover art and design by Lisa Panazzolo Photos by John Ricasoli CONTENTS Introduction 1 Chapter 1: Elements of Sound and Music 3 Elements of Sound: Frequency, Amplitude, Wave Form, Duration 3 Elements
    [Show full text]
  • ACCELERATED READER Updated On: January 19, 2018
    ACCELERATED READER Updated on: January 19, 2018 Title Color Key: Youth Fiction Teen Fiction Children Adult Fiction Non-Fiction Biography Graphic Novels Paperback Display LG = Lower Grades (K-3); MG = Middle Grades (4-8); MG+ = Middle Grades Plus (6 and up); and UG = Upper Grades (9-12). RL 0.1 - 0.9 Snow Joe Greene, Carol EN 0.3 LG 0.5 [C Rookie] Ф Ф Ф Ф Ф Ф Clifford Makes a Friend Bridwell, Norman EN 0.4 LG 0.5 Happy Cat Henry, Steve EN 0.4 LG 0.5 Ф Ф Ф Ф Ф Ф The Day I Had to Play with My Sister Bonsall, Crosby EN 0.5 LG 0.5 Hi, Clouds Greene, Carol EN 0.5 LG 0.5 [Rookie] It's Too Windy! [Noodles] Wilhelm, Hans EN 0.5 LG 0.5 The Little Runaway Hillert, Margaret EN 0.5 LG 0.5 Lucky Bear Phillips, Joan EN 0.5 LG 0.5 Mine's the Best Bonsall, Crosby EN 0.5 LG 0.5 Splat! Perez-Mercado, Mary Margaret EN 0.5 LG 0.5 [C Rookie] Tiny Goes to the Library Meister, Cari EN 0.5 LG 0.5 Ф Ф Ф Ф Ф Ф Anthony and the Girls Konnecke, Ole EN 0.6 LG 0.5 Are You Ready to Play Outside? Willems, Mo EN 0.6 LG 0.5 Boy, Bird, and Dog McPhail, David EN 0.6 LG 0.5 Can I Play Too? Willems, Mo EN 0.6 LG 0.5 Don't Cut My Hair! [Noodles] Wilhelm, Hans EN 0.6 LG 0.5 Duck, Duck, Goose! (A Coyote's on the Loose!) Beaumont, Karen EN 0.6 LG 0.5 Fireman Fred Reed, Lynn Rowe EN 0.6 LG 0.5 The Foot Book Seuss, Dr.
    [Show full text]
  • Of Thee I Sing: a Letter to My Daughters
    THIS IS A BORZOI BOOK PUBLISHED BY ALFRED A. KNOPF Text copyright © 2010 by Barack Obama Jacket art and interior illustrations copyright © 2010 by Loren Long All rights reserved. Published in the United States by Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House, Inc., New York. Knopf, Borzoi Books, and the colophon are registered trademarks of Random House, Inc. Visit us on the Web! www.randomhouse.com/kids Educators and librarians, for a variety of teaching tools, visit us at www.randomhouse.com/teachers Library of Congress Cataloging-in-Publication Data is available upon request. eISBN: 978-0-375-98329-0 The illustrations in this book were created using acrylic on board. November 2010 FIRST EDITION Random House Children’s Books supports the First Amendment and celebrates the right to read. To Michelle—whose fierce love and daily good sense have nourished such wonderful daughters —B.O. To my sons, Griff and Graham —L.L. Contents Cover Title Page Copyright Dedication First Page Biographies About the Author and the Illustrator Have I told you lately how wonderful you are? How the sound of your feet running from afar brings dancing rhythms to my day? How you laugh and sunshine spills into the room? Have I told you that you are creative? A woman named Georgia O’Keeffe moved to the desert and painted petals, bone, bark. She helped us see big beauty in what is small: the hardness of stone and the softness of feather. Have I told you that you are smart? That you braid great ideas with imagination? A man named Albert Einstein turned pictures in his mind into giant advances in science, changing the world with energy and light.
    [Show full text]
  • Recommended Read Aloud Booklist for February Compiled by Jan Powell Curriculum Coordinator Literacy Programs Screen Actors Guild Foundation
    Recommended Read Aloud Booklist for February Compiled by Jan Powell Curriculum Coordinator Literacy Programs Screen Actors Guild Foundation The month of February has many special events for choosing books to read to students. Here are some sample ideas for February read-alouds. In many cases the authors chosen have additional titles. Special Events: Black History Month, Underground Railroad, Valentine’s Day Black History Month Black History Month began in 1926 as "Negro History Week." It began as the brainchild of historian Dr. Carter G. Woodson after he found that his university studies of American history included almost no information about the African American community or their achievements throughout American history. Today, schoolchildren across the United States observe Black History Month every February to learn about and celebrate the contributions by African Americans to the nation's history. 28 Days of Poetry Celebrating Black History by Latorial Faison (1st-6th) This is a collection of poems celebrating the history and legacy of African- Americans. The book reflects on slavery and the civil rights movement and paints poetic pictures of the south during a time when America was a divided nation. Young readers will enjoy biographical poems that tell the history of black inventors and other civil rights leaders in history. The ABCs of Black History: A Children’s Guide by Craig Thompson (PreK-4th) This book by Baltimore-based, black attorney Craig Thompson celebrates 26 notable greats, past and present, like Booker T. Washington, Fannie Lou Hamer, Malcolm X, and Oprah Winfrey. A short and catchy rhyme accompanies each color- rich illustration of the historic figure.
    [Show full text]
  • Of Thee I Sing
    Of Thee I Sing AUTHOR: Barack Obama ILLUSTRATOR: Loren Long PUBLISHER: Knopf COPYRIGHT DATE: 2010 ART MEDIUM: watercolors/mixed GENRE: nonfiction LIFE SKILLS: personal best, courage, effort, perseverance, pride, cooperation SYNOPSIS: Written in the form of a letter to his daughters, President Barack Obama shows his children a look back at inspiring personalities in America. With soft, loose illustrations of diversity, he shows the potential of all Americans. BOOKTALK: If the president of the United States was your dad, what do you think he would say to you? In this book, President Obama writes a letter to his two daughters, Sasha and Malia. President Obama encourages all children to “never give up” and be proud to be part of the American family. AUTHOR: Barack Obama has written the New York Times best sellers: Audacity of Hope: Thoughts on Reclaiming the American Dream and Dreams from my Father. He was elected the 44th President of the United States 11/4/08. Born Barack Hussein Obama II on 8/4/61 in Honolulu Hawaii. Other books written by the author: The Audacity of Hope Dreams From my Father ILLUSTRATOR: #1 New York Times best‐selling Illustrator. Loren Long graduated from the University of Kentucky. He started out as an illustrator for a greeting card company, and then became an editorial illustrator for magazines. He won the Golden Kite Award for I Dream of Trains. Lives in Cincinnati, Ohio with his wife and two sons. Other books illustrated by the illustrator: Angela and the Baby Jesus, The Day the Animals Came I Dream of Trains The Little Engine that Could Mr.
    [Show full text]
  • Intertextuality, Interdiscursivity and Identification in the 2008 Obama Campaign
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CLoK INTERTEXTUALITY, INTERDISCURSIVITY AND IDENTIFICATION IN THE 2008 OBAMA CAMPAIGN Neil Foxlee University of Central Lancashire, United Kingdom Abstract: This study argues that a key factor in Barack Obama‟s ability to mobilise support for his successful 2008 presidential campaign was his use of multicultural intertextual references in a hybrid discourse with which different ethnic audiences could identify. Obama‟s rhetoric drew on two discursive traditions in particular: that of Abraham Lincoln and the Founding Fathers on the one hand, and that of Martin Luther King and the Civil Rights movement on the other. By combining explicit and implicit references to both traditions in his speeches, and by interweaving the white myth of an America founded in freedom and equality with the black narrative of a journey towards freedom and equality, Obama was able to persuasively present a unifying metanarrative that embodied an inclusive rewriting of the American story and the American Dream, offering Americans a common future that connected with their various pasts. In addition to examining Obama‟s “Yes We Can” and victory speeches, the study illustrates how he created a dialogical relationship with diverse audiences by referring to examples of the many YouTube videos – some themselves hybrid creations which combined music and images with samples from his speeches – that he inspired during the course of his campaign. Keywords: Obama; hybridity; identity/identification; intertextuality; interdiscursivity; rhetoric. This study addresses two of the themes of the conference, identity and hybridity, or rather identification and hybridization.
    [Show full text]
  • An Historical View of Twentieth-Century American Society As Witnessed Through Musical Theatre: 1927-Present
    AN HISTORICAL VIEW OF TWENTIETH-CENTURY AMERICAN SOCIETY AS WITNESSED THROUGH MUSICAL THEATRE: 1927-PRESENT by LARI DIANNE YOUNG, B.M.Ed., B.M., M.M. A DISSERTATION IN FINE ARTS Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Accepted May, 1994 go/ ^"'^ ^'7/f/ ©Copyright 1994 Lari Dianne Young ACKNOWLEDGMENTS I would like to express my deepest thanks to Dr. Donald R. Tanner, chair of my dissertation committee, mentor, and friend. His constant support and guidance throughout my doctoral study was above and beyond the call of duty. I would also like to thank the patient attention paid to this document by Drs. Wayne Hobbs, Marvin Moon, Michael Stoune, and Richard Weaver. I also greatly appreciate the loving support of my family. Through their tolerant guidance, I am able to understand the value of a caring and giving family and wish to dedicate this study to the memory of my grandmother, Bommy. u TABLE OF CONTENTS ACKNOWLEDGMENTS ii ABSTRACT vii CHAPTER I. INTRODUCTION 1 Background and Development 2 Review of Related Research 4 Purpose 9 Description of Study 10 Selection Procedures 11 Organization 11 II. A GROWING AMERICA 13 The 1920s-Show Boat -1927 13 Introduction 13 The Roaring Twenties 13 Production History 14 Plot 15 Musical Style 16 Historical Events 17 Social Conditions 18 Racism 20 Addiction, Prohibition, and Women's Rights 21 The Arts 22 Dance 22 Him 23 Summary 23 The 1930s-Of Thee I Sing-1931 25 Introduction 25 The 1930s 25 Production History 25 The Pulitzer Prize 26 Plot 27 Musical Style 28 Historical Events 30 Social Conditions 31 iii Fine Arts and Communication 32 Print 32 Music 33 Dance and Film 33 Summary 34 The 1940s-Oklahoma! -1943 35 Introduction 35 The 1940s 35 Production History 36 Plot 37 Musical Style 38 Historical Events 39 World War II 39 Industrialization 40 Social Conditions 41 The Working Woman 41 Racism and Social Standing 41 Suggested Symbolism 42 Fine Arts and Communication 43 Music 43 Musical Theatre 43 Film 44 Dance 44 Summary 45 III.
    [Show full text]