Student+Pages

=Overview: Students created their own pages with emphasis on the following components*:= ==
 * ~ Fig. 3: Students' individual pages ||~  ||~   ||~   ||~   ||~   ||
 * Aja || Alex || Allen || Allison || Alysha || Austin || Callie ||
 * Christian || Dayona || Dylan || Gabe || Gamal || Iraida || Jesus ||
 * Joseph || Keanu || Longnu || Manna-Symone || Marina || Marley || Martha ||
 * Natalee || Nathan || Olivia || Priscilla || Quinn || Sierra || Sildia ||
 * Sophia || Taina || Thea || Tyler ||  ||   ||   ||
 * **Design:** 2-3 research questions (conceptual/relational in nature)
 * **Knowledge:**
 * 2-3 music samples (name of song, artist, genre, date)
 * Data from US Census from the time period a song
 * Select data to at least 3 of the 6 social institutions (domestic, economic, educational, governmental, judicial, religious)
 * **Application:**
 * Discussion of how the song relates to syncopation, call & response, polyrhythm, and/or blues
 * Discussion of how US Census data can be used to explain cultural experiences of African Americans
 * **Presentation:**
 * Precise labeling of music files, images and formatting, and ease of web navigation; CARP: Contrast, Repetition, Alignment, Proximity
 * **Process:**
 * Concluding comments
 * 3 academically-reviewed sources for the bibliography with MLA format.
 * Requests for modifications of these criteria should be approved by the instructor first.