Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Questions for the Primary Source Analysis Paper
Read the two primary sources supplied and respond to the questions at the bottom of the page. Your analysis should be at least a paragraph long, if not more. These questions should not be answered in less than three to four sentences. A good analysis will be thorough and detailed, with plenty of room for discussion. Make sure you’re using complete sentences and double-checking your grammar and spelling. Submit your response as a text entry or as a separate file in Word or PDF format. The grading rubric can be found at the bottom of this page.
What is the difference between analyzing and interpreting a source?
When you analyze a text, you break it down into bits in order to comprehend it. Then you describe each part in your own terms to interpret it. You examine what it is, what the author intended, who the target audience is, how current events influenced the author’s thesis, and why it is important. As a result, you’re accomplishing more than simply responding to the question below.
Speech by Martin Luther King Jr. in Montgomery, Alabama (December 5, 1955)
A major demonstration of local African-Americans resolved to boycott city buses in protest on the evening of Rosa Parks’ arrest for refusing to give up her seat on a Montgomery bus to a white passenger. Martin Luther King Jr., a young Baptist pastor, spoke to the crowd, invoking Christian and American ideals of justice and democracythemes he would return to throughout his career as the primary national icon of the civil rights movement.
We’re here this evening because, first and foremost, we’re American citizens determined to exercise our citizenship to the fullest extent possible. We’re also here because we care about democracy… Just the other day, one of Montgomery’s finest residentsnot one of Montgomery’s finest Negro citizens, but one of Montgomery’s finest citizenswas pulled from a bus and taken to jail and arrested for refusing to relinquish her seat to a white person.
Mrs. Rosa Parks is a lovely lady. And because it had to happen, I’m glad it occurred to someone like Mrs. Parks, because no one can deny her integrity’s limitless reach! Nobody can deny the strength of her character or the depth of her Christian conviction and loyalty to Jesus’ teachings. And I’m relieved because it had to happen, and it occurred to someone that no one can describe as a thorn in the community’s side. Mrs. Parks is a lovely Christian woman who is quiet but has integrity and character. She was arrested simply for refusing to stand up.
I’d like to emphasize that we are not encouraging violence. That’s something we’ve never done before… We are followers of Jesus’ teachings. The weapon of protest is the only weapon we have in our hands this evening… There will be no lynchings of white people who are dragged from their houses and carried to a faraway road.
What we’re doing isn’t incorrect. If we’re wrong, then this country’s Supreme Court is also wrong. If we are incorrect, the United States Constitution is also incorrect. God Almighty is wrong if we are wrong… Justice is a falsehood if we are wrong…
We, the disinherited of this land, who have long been oppressed, are tired of enduring the long night of captivity. And now we’re looking forward to the dawn of freedom, justice, and equality… When the history books are written, someone will have to declare, “There lived a race of people, a black people,… a people who had the moral courage to stand up for their rights right here in Montgomery.” And in doing so, they breathed new life into the veins of history and civilization.
The Southern Manifesto is a collection of essays written by Southerners for Southerners (1956)
The Southern Manifesto, written early in 1956 and signed by ninety-six southern members of the Senate and House of Representatives, denounced the Supreme Court’s ruling in Brown v. Board of Education and backed the resistance movement in the South.
The unjustified Supreme Court decision in the public school cases is now bearing the fruit that always results when men substitute naked authority for established law.
The Supreme Court’s verdicts in the school cases are, in our opinion, a clear misuse of judicial power. It is the culmination of a trend in the Federal Judiciary’s undertaking to legislate in defiance of Congress’s jurisdiction and to intrude on the States’ and people’s reserved rights.
Education is not mentioned in the original Constitution. Neither the 14th Amendment nor any other amendment accomplishes this. The arguments that preceded the filing of the 14th Amendment plainly reveal that it was never intended to alter the states’ educational systems.
Education is not mentioned in the original Constitution. Neither the 14th Amendment nor any other amendment accomplishes this. The arguments that preceded the filing of the 14th Amendment plainly reveal that it was never intended to alter the states’ educational systems.
Despite the fact that there has been no constitutional amendment or act of Congress changing this nearly century-old legal principle, the Supreme Court of the United States exercised their naked judicial power and substituted their personal political and social ideas for the established law of the land.
The Court’s unlawful exercise of power, which is in violation of the Constitution, is causing turmoil and confusion in the states most affected. It is eroding the peaceful connections between white and black people that have been built over the course of 90 years by fine individuals of both races. It has sown suspicion and animosity where there had previously been camaraderie and understanding.
We commend the motives of those States that have proclaimed their commitment to resist forced integration by whatever lawful means, with the utmost concern for the volatile and dangerous situation caused by this decision and exacerbated by foreign meddlers.
Answer the following question(s) by analyzing and interpreting the document:
How does King’s idea of freedom change as a result of his religious convictions?
Why does the Southern Manifesto claim that the Supreme Court ruling jeopardizes the rule of law?
For each of these documents, who is the intended audience?
How do these materials depict differing perspectives on freedom in the aftermath of the civil rights movement?
TIP: Consider who, what, when, and why while examining a primary source material. For example, how do the author’s intent/message depend on the author’s location, current events (from the time period), and who the author is? Remember that you’re not only answering the question; you’re also analyzing and interpreting the author’s message by breaking down portions of the source.
A solid and successful analysis will provide evidence (particular examples from the text/quote) to explain and justify the interpretation. Don’t allow the quotes, though, dominate your own perspective.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Questions for the Primary Source Analysis Paper |