home
***
CD-ROM
|
disk
|
FTP
|
other
***
search
/
Software Vault: The Gold Collection
/
Software Vault - The Gold Collection (American Databankers) (1993).ISO
/
cdr20
/
cnn6_25.zip
/
CNN6-22
< prev
next >
Wrap
Text File
|
1993-06-25
|
12KB
|
232 lines
****** *** *** * Tuesday, June 22, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* Students of world history! Turner Multimedia's new World *
* Democracy Series investigates the political environment, culture *
* and landscapes of six nations in three exhilarating titles. *
* Call 1-800-742-1096 for a special offer today! *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :45
TOP STORY 2 The U.S. Supreme Court sinks the legal 3:10
efforts of Haitian boat refugees.
DEFINITION 3 JAZZ: American music developed especially :20
from Ragtime and blues and characterized by
propulsive syncopated rhythms.--Webster's
Ninth New Collegiate Dictionary.
INTERNAT'L 4 Jazz is one cross-cultural art form that 3:10
DESK refuses to die.
JAZZ FESTS 5 Dates of some world jazz festivals . . . :20
OUR WORLD 6 Children make their concerns known at the 2:40
Human Rights Conference in Vienna.
HEADLINES 7 ENDEAVOUR IS IN FLIGHT . . . :20
SCHOOL 8 A group of Florida students presents a 3:05
VIDEO school video on peer counseling.
CLOSE 9 1:10
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
High Court diplomatic voice "right to survive" peer counselor
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK June 22, 1993 (2)
TOP STORY - HAITIAN REFUGEES
1. What ruling did the U.S. Supreme Court hand down in the case of
Haitian boat people? What was the Court's rationale for its
decision? Summarize the lone dissenting opinion of Justice
Blackmun. With whom do you agree? Why?
2. Pose this question to the class: Is it possible for the United
States to control its borders AND provide refuge for those who
flee political oppression? Allow time for discussion.
Have groups of students research current U.S. immigration
policy and report their findings. Challenge each group to
outline a proposal for a new immigration policy that attempts
to control immigration while offering safe haven to those in
need. Have the class assess each proposal's viability.
OUR WORLD - HUMAN RIGHTS: CHILDREN
3. What international human rights should be accorded to children?
How might these rights be different from those of adults? Why?
4. Send the Earth Train on a worldwide fact-finding mission to
discover the "State of Childhood." Have groups of students
plan a 6 month train trip for representatives traveling to as
many countries as possible. Consider places where children's
rights abuses are suspected. Have groups determine:
a. What constitutes the rights of a child in each country?
Use geography texts to consider different cultural and
economic factors in each case and decide on the focus of
study for representatives.
b. The most efficient route for the train. Exploration of
continents not connected by rail can be simultaneous.
Plot the route(s) on a world map.
Have group spokespersons present and explain their route
choices. Display group maps in the classroom. Ask groups to
annotate their maps with what they consider to important
aspects of children's rights advocation needed in each country.
5. If you were to speak to the U.N. General Assembly about the
Rights of the Child worldwide, what would you say? Divide the
class into groups of 3 to write speeches. Have each group
appoint a Leader, Recorder and Encourager: Leaders focus the
group on the task at hand, including all points of view. Re-
corders faithfully write down, edit and sort ideas generated by
the group. Encouragers keep the group on task and provide
positive critical feedback to the others. Have group members
collaborate on a speech to the U.N. Have groups practice their
speeches, then provide a forum for chosen speakers to address
the class. Send the best speeches to the U.N. with a cover
letter explaining their intent.
SCHOOL VIDEO: PEER COUNSELING
6. What is peer counseling? What do you see as the advantages of
such a program? Are there any potential problems? Explain.
***** * * ***** ** * June 22, 1993 (3)
* * * * * * *
* * * * * *
* * * * * *
***** * ** * ***** DESK: ATLANTA JAZZ FESTIVAL
1. PREVIEWING: What is jazz? Where did it originate?
2. AFTER VIEWING: How is jazz a "celebration of the individual?"
What kinds of music are now classified as jazz but do not use
traditional jazz instruments? Can such music be called jazz?
Why or why not?
3. If you were to run a major jazz festival, who would you invite
to play? Divide the class into committees to plan a 3 day jazz
festival in your area. Students in each committee should:
a. Orchestrate a media campaign, including advertising, mar-
keting, ticket sales, merchandising designs and recorded
media spin-offs (live CDs etc.)
b. Research and assemble a mix of known and new jazz artists.
Plan a musical focus for the festival. Sequence and
schedule the artists to best show the festival theme.
c. Coordinate with area authorities for the use of a site,
policing, clean-up crowd control etc.
Have committees present their proposals to the class in a dyna-
mic fashion, using music, video, posters etc. Have students
pick the musicians from each proposal they like and hold a fes-
tival day in class, playing examples of each musician's music,
creating pictures or collages based on specific musical pieces,
researching the background and influences of each artist, etc.
4. Have students gather recorded examples of jazz music. Sort
student collections by periods. (Use those listed on the
HANDOUT). Play excerpts from each and present the following
scenario: You are trapped on a desert island with one of these
pieces of music and the means to play it. Have each student
pick the one piece of music he/she would take with him/her and
explain the reason for that choice. Have the class select a
Desert Island Jazz Top 10. Post the list and have students
modify it as new samples are brought in.
5. Distribute the STUDENT HANDOUT (pg 4). Have students work in
groups and use any available resources to complete the chart,
filling in the approximate dates (years) in each jazz era,
characteristics of that period and personalities. After groups
exchange charts, have each group choose one era to profile in a
musical presentation for the class. Encourage students to cite
the cultural influences evident in each kind of jazz in their
presentations.
----------------EDITOR'S NOTES: TODAY'S NEWS TERMS-----------------
jazz individual expression accompaniment cultural experience
***** ** ** * June 22, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT HANDOUT: HISTORY OF JAZZ
DIRECTIONS: Use any resources available to you to complete the
chart below. In COLUMN 1, state the approximate dates of that
particular period in the History of Jazz. In COLUMN 2, briefly
describe what it is that distinguishes that period's music from all
others. In COLUMN 3, list some musicians, composers and/or bands
who had an impact on that period's jazz.
PERIOD/APPROX. CHARACTERISTICS FAMOUS MUSICIANS,
DATES OF THE PERIOD COMPOSERS, BANDS
------------------!-----------------------!-----------------------
! !
EARLY ! !
JAZZ ! !
! !
Dates:__________ ! !
------------------!-----------------------!-------------------------
! !
SWING ! !
ERA ! !
! !
Dates:_________ ! !
------------------!-----------------------!-------------------------
! !
BOP ! !
ERA ! !
! !
Dates:_________ ! !
------------------!-----------------------!-------------------------
! !
MODERN ! !
ERA ! !
! !
Dates:_________ ! !
------------------!-----------------------!-------------------------
! !
WORLD ! !
MUSIC ! !
! !
Dates:_________ ! !
------------------!-----------------------!-------------------------
Present an in-depth musical profile of the era or movement that
interests you the most. As you play sample recordings from that era
to the class, explain the cultural influences that contributed to
that particular brand of jazz.
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.