Little rock-nine
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The Little Rock Nine were the first African American students to attend Little Rock Central High School in 1957. On their first day, the Arkansas National Guard prevented them from entering and they faced threats from mobs. The group, nicknamed the "Little Rock Nine", consisted of nine African American students seeking to desegregate the formerly all-white high school under a new law allowing black students to attend.
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The document discusses the "Little Rock Nine" who were the first black students to attend the all-white Little Rock Central High School in Little Rock, Arkansas in 1957. On their first day, they entered through the rear entrance due to threats of violence from white mobs protesting desegregation. White mobs attacked black reporters outside the school. The nine students left safely through the back exit. After the governor prevented their attendance, President Eisenhower sent troops to escort the students to class and enforce desegregation. One of the nine, Ernest Green, became the first black graduate of the high school in 1958.
Little Rock Nine
The Little Rock Nine were the first African American students to attend the all-white Central High School in Little Rock, Arkansas in 1957. The US Supreme Court had ruled segregation in public schools illegal in 1954. However, Arkansas Governor Orval Faubus opposed desegregation and called the National Guard to prevent the nine students from entering the school, insisting there would be violence. Elizabeth Eckford arrived alone one day and faced a hostile crowd, highlighting the resistance. The students faced harassment but many later had successful careers, bringing more attention to desegregation efforts.
Little Rock Nine
The nine black teenagers known as the Little Rock Nine bravely integrated Central High School in Little Rock, Arkansas in 1957 despite facing protests and riots from white students and citizens who opposed desegregation. Their courageous actions helped challenge racial segregation in schools and advance the civil rights movement, though they faced threats and violence from those against integration. Ultimately, President Eisenhower intervened to enforce desegregation after a conflict arose between him and the Arkansas governor over school integration laws.
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Little Rock Nine
The Little Rock Nine were the first African American students to attend the all-white Central High School in Little Rock, Arkansas in 1957. The US Supreme Court had ruled segregation in public schools illegal in 1954. However, Arkansas Governor Orval Faubus opposed desegregation and called the National Guard to prevent the nine students from entering the school, insisting there would be violence. Elizabeth Eckford arrived alone one day and faced a hostile crowd, highlighting the resistance. The students faced harassment but many later had successful careers, bringing more attention to desegregation efforts.
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The nine black teenagers known as the Little Rock Nine bravely integrated Central High School in Little Rock, Arkansas in 1957 despite facing protests and riots from white students and citizens who opposed desegregation. Their courageous actions helped challenge racial segregation in schools and advance the civil rights movement, though they faced threats and violence from those against integration. Ultimately, President Eisenhower intervened to enforce desegregation after a conflict arose between him and the Arkansas governor over school integration laws.
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Malcolm X was a prominent civil rights leader who initially followed the black supremacist ideology of the Nation of Islam (NOI). He rose to become one of the NOI's top ministers, encouraging African Americans to use any means necessary to gain equal rights. However, after making a pilgrimage to Mecca, Malcolm began rejecting the NOI's racial separatism. He withdrew his membership from the group and was later assassinated by three Black Muslims in 1965 due to his changed views. Despite their final differences, Malcolm's involvement with the NOI significantly influenced the African American civil rights movement during a time of racial tensions in the U.S.
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Introduction
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Historical context
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The black codes
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- The Black Codes restricted freed slaves' behavior and the 13th Amendment made slavery illegal but not discrimination, outraging Southern supporters of slavery.
- The 14th Amendment granted citizenship and equal protection to freed slaves, while the 15th Amendment gave black men the right to vote, leading the KKK to form and intimidate Republican voters through violence and disguise.
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The 13th, 14th and 15th Amendments were suppose to protect the rights of African Americans under the U.S. Constitution…
But they did not because of a ruling by the U.S. Supreme Court…
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The document discusses the 13th, 14th, and 15th Amendments to the US Constitution following the Civil War. It provides information about each amendment: the 13th abolished slavery, the 14th granted citizenship and equal protection under the law to all persons, and the 15th gave all men the right to vote regardless of race. It then gives examples of situations where each amendment may have been violated and encourages interactive learning through guessing games about the amendments.
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George Washington Carver was an inventor, botanist, and chemist known for his work with peanuts and sweet potatoes. He developed over 300 products using peanuts, including peanut flour, sauces, oils, paper, shaving cream, and drinks. He also found uses for sweet potatoes, creating stains, dyes, paints, library paste, alcohol, and fillers for wood. Carver worked to find new applications for crops and reduce crop waste through scientific experimentation. He made important contributions in developing new uses for peanuts and soybeans that helped Southern farmers.
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George Washington Carver was an agricultural scientist who helped farmers by finding new uses for crops like peanuts and developing crop rotation methods. He is known as "The Peanut Man" for discovering over 100 uses for peanuts to make them more profitable for farmers. Carver helped the agricultural community through his innovative work with crops and soil nutrition.
George washington carver
George Washington Carver was born into slavery and orphaned as a child. He faced discrimination trying to get an education but eventually earned degrees from Iowa State University. Carver then became a professor and developed the agricultural program at Tuskegee Institute, helping farmers grow alternative crops like peanuts. During World War II, he created alternatives to rubber from crops like sweet potatoes. Carver made many contributions but lived humbly, dying in 1943 at the age of 77.
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This document discusses the origins and evolution of soul music from the 1950s to the 1970s. It traces how soul music developed out of gospel, blues, and R&B and was influenced by the civil rights movement. Artists incorporated themes of racial injustice, black pride, and urban struggles into their music. Soul evolved into funk music in the 1970s which provided social commentary on issues like racism, poverty, and the urban crisis through its blend of African and Western styles.
George washington Carver - Arvind
George Washington Carver was born into slavery in Missouri in 1864. After emancipation, he attended Iowa State University and became a renowned botanist, developing innovative uses for crops like peanuts and sweet potatoes and inventing over 300 products from peanuts alone. He taught farmers sustainable agricultural practices like crop rotation to replenish soil nutrients. Carver spent his career at Tuskegee Institute, where he educated students and promoted new crops and their uses to help impoverished farmers.
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George Washington Carver
George Washington Carver was born into slavery in Missouri in 1864. He became interested in nature and plants as a boy. Carver earned money for his education by giving guitar lessons and doing laundry. He studied agriculture and became a teacher, becoming known as the "Plant Doctor". Carver worked at the Tuskegee Institute, helping farmers find new uses for crops like peanuts and sweet potatoes. Through determination and experiments, Carver discovered over 300 uses for peanuts and helped improve the lives of farmers. He is remembered for his perseverance and commitment to helping others.
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This page intentionally left blank
GLENN C. ALTSCDULER
HOW
ROCK 'N' ROLL
CHANGED AMERICA
OXFORD
UNIVERSITY PRESS
2 0 0 3
OXTORD
UNIVERSITY PRESS
Oxford New York
Auckland Bangkok Buenos Aires Cape Town Chennai
Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata
Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi
Sao Paulo Shanghai Taipei Tokyo Toronto
Copyright © 2003 by Glenn C. Altschuler
Published by Oxford University Press, Inc.
198 Madison Avenue, New York, New York 10016
www.oup.com
Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without the prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Altschuler, Glenn C.
All shook up : how rock 'n' roll changed America / Glenn C. Altschuler.
p. cm.— (Pivotal moments in American history)
Includes bibliographical references (p. ) and index.
ISBN 0-19-513943-7
Rock music—Social aspects—United States.
Rock music—United States—History and criticism.
I. Title. II. Series.
ML3534 .A465 2003
781.66'0973-dc21
2003001214
1 3 5 7 9 8 6 4 2
Printed in the United States of America
on acid-free paper
To Jed, voluntary brother,
and to Rob, ceremonial son
This page intentionally left blank
CONTENTS
Editors' Note xi
Acknowledgments xiii
1 "ALL SHOOK OP" 3
Popular Music and American Culture, 1945-1955
2 "BROWN-EYED HANDSOME MAN" 35
R o c k ' o ' R o l l and Race
3 "GREAT BALLS OF FIRE" 67
Rock'n'Roll and Sexuality
4 "YAKETY YAK, DON'T TALK BACK" 99
Rock 'n' Roll and Generational Conflict
5 "ROLL OVER BEETHOVEN, TELL TCHAIKOVSKY THE NEWS" 131
Rock'n'Roll and the Pop Culture Wars
6 "THE DAY THE MUSIC DIED" 161
Rock'n'Roll's Lull and Revival
EPILOGUE: "BORN IN THE USA" 185
The Persistent Power of Rock'n' Roll
Notes 193
Index 213
ix
This page intentionally left blank
EDITORS' NOTE
This volume is part of a series called Pivotal Moments in American
History. E ...
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Rude Republic: Americans and Their Politics
in the Nineteenth Century (with Stuart M. Blumin)
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(with David I. Grossvogel)
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James M. McPherson
James T. Patterson
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This page intentionally left blank
GLENN C. ALTSCDULER
HOW
ROCK 'N' ROLL
CHANGED AMERICA
OXFORD
UNIVERSITY PRESS
2 0 0 3
OXTORD
UNIVERSITY PRESS
Oxford New York
Auckland Bangkok Buenos Aires Cape Town Chennai
Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata
Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi
Sao Paulo Shanghai Taipei Tokyo Toronto
Copyright © 2003 by Glenn C. Altschuler
Published by Oxford University Press, Inc.
198 Madison Avenue, New York, New York 10016
www.oup.com
Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without the prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Altschuler, Glenn C.
All shook up : how rock 'n' roll changed America / Glenn C. Altschuler.
p. cm.— (Pivotal moments in American history)
Includes bibliographical references (p. ) and index.
ISBN 0-19-513943-7
Rock music—Social aspects—United States.
Rock music—United States—History and criticism.
I. Title. II. Series.
ML3534 .A465 2003
781.66'0973-dc21
2003001214
1 3 5 7 9 8 6 4 2
Printed in the United States of America
on acid-free paper
To Jed, voluntary brother,
and to Rob, ceremonial son
This page intentionally left blank
CONTENTS
Editors' Note xi
Acknowledgments xiii
1 "ALL SHOOK OP" 3
Popular Music and American Culture, 1945-1955
2 "BROWN-EYED HANDSOME MAN" 35
R o c k ' o ' R o l l and Race
3 "GREAT BALLS OF FIRE" 67
Rock'n'Roll and Sexuality
4 "YAKETY YAK, DON'T TALK BACK" 99
Rock 'n' Roll and Generational Conflict
5 "ROLL OVER BEETHOVEN, TELL TCHAIKOVSKY THE NEWS" 131
Rock'n'Roll and the Pop Culture Wars
6 "THE DAY THE MUSIC DIED" 161
Rock'n'Roll's Lull and Revival
EPILOGUE: "BORN IN THE USA" 185
The Persistent Power of Rock'n' Roll
Notes 193
Index 213
ix
This page intentionally left blank
EDITORS' NOTE
This volume is part of a series called Pivotal Moments in American
History. E ...
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The noticeably embrace author and educator whom was born on January 2, 1915, in Rentiesville, Oklahoma. Where he eventually attended Harvard University, earning his master's degree and later his doctorate in 1941. He, like his dad and mom, confronted numerous racist, segregation causing great limitations for his craft, but remained decided to pursue his career pursuits. John Hope Franklin was an American historian of the United States and previous president of Phi Beta Kappa, the Organization of American Historians, the American Historical Association, and the Southern Historical Association (John Hope Franklin, Apr 2, 2014).
John Hope Franklin changed into an incredibly esteemed historian and author, appreciated for his scholarship that targeted on Southern history and racial politics (Biography.Com Editors, April 2, 2014). John Hope Franklin’s mother became a schoolteacher despite of the struggles that were endured, and Franklin leaned to read and write at an early age sitting in on her lessons. He went later to attend Fisk University, with the aim of following in his father's footsteps and analyzing law, but as an alternative turned to history, being mentored with the aid of Theodore S. Currier. While finally attended Harvard University, first achievements, his master's and later his doctorate in 1941. He, like his parents, faced several racist, segregation-primarily based barriers, yet remained determined to pursue his career interests (Biography.Com Editors, April 2, 2014).
In 1947 Franklin wrote his first noticeable selection call From Slavery to Freedom, a story involving his passion against racism. The tale deals with black records that later became a globally disbursed, selling hundreds of thousands of copies. It is credited as paving the manner for the introduction of African-American studies as a area, at the same time as Franklin has maintained that he has always been a historian of the South as opposed to completely managing race segregation over the years(Biography.com Editors, April 2, 2014). The tale From Slavery to Freedom is story of African Americans that are broadly taken into consideration to be the maximum authoritative, definitive, and comprehensive debts of African American records. The article lines the records of African Americans from their origins in Africa, to their experiences as slaves in the Western Hemisphere, styles of migration and demographic adjustments, in addition to the persevering with struggle for racial equality in the United States (John Gartrell, March 6, 2015).
Franklin was extremely motivated in the Civil Rights Movement as well, though taking care to split his activism from his objectivity as a historian. He worked with landmark cases like Lyman Johnson v. The University of Kentucky and Brown v. The Board of Education and participated inside the 1965 balloting rights march that commenced in .
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Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Little rock-nine
- 1. THE LITTLE ROCK NINE
- 3. W h o a r e ? The nicknamed "Little Rock Nine" consisted of Ernest Green (1941), Elizabeth Eckford (1941), Jefferson Thomas (1942–2010), Terrence Roberts (1941), Carlotta Walls LaNier (1942), Minnijean Brown (1941), Gloria Ray Karlmark(b. 1942), Thelma Mothershed (b. 1940), and Melba Pattillo Beals (1941). Ernest Green was the first African American to graduate from Central High School.
- 4. W h y did t he y ente r h ig h s ch oo l ? In the summer of 1958, public high schools in Little Rock, Arkansas were open to blacks. Before, schools were only for whites. The Little Rock Nine were the first black students to attend the high school in Little Rock.
- 6. Authors: Raquel Martos Casal And Maribel Alexandra Alonso Gonzalez