Primary Source Analysis Essay

On March 15, 1965, Lyndon Baines Johnson delivered “We Shall Overcome” in Washington, D.C. (Kreitner, Richard.). According to the words in the speech, in certain parts of the country African Americans did not have an equal right to vote. They would be informed that it was the incorrect day or ridiculed with impossible questions, solely because they were black. Johnson spoke this speech with integrity trying to conquer these racial discriminations and get the Voting Rights Act passed. He stressed that accomplishing equal citizenship takes more than just legal right. He wanted to ensure everyone that they were given an opportunity to escape poverty.

Primary source: Primary sources can be used to bring history and culture to life and are defined of brining direct evidence to time. A primary source can be anything from documents, objects, eyewitnesses and participants to an event.

In your own words, thoroughly describe the source. If this is a visual source, describe what you see; if this is a written source, explain what it says. You should refrain from analyzing the source here, but instead strive to describe it faithfully on its own terms.

Primary sources are data that has not been interpreted and are the original research performed. These sources are from the source of the information. The data given from a primary source has not been translated into information by another person. Primary sources are the source of the data given. Many books of law are primary sources. A court transcript would be a primary source for an appealed case. Jane Goodall would be a primary source about chimpanzees because of

By 1965, the United States of America was almost in chaos due to the Civil Rights Movement, and it’s often violence responses. However, on March 15 of that year, President Lyndon Baines Johnson spoke to the members of Congress about the importance of Civil Rights not only to him, but to the principles of the Constitution and everything this country stands for. Johnson also briefly spoke of and explained the bill he planned to present in order to ensure that African Americans can exercise their Constitutional right to vote. The speech, called “We Shall Overcome,” was not only very effective with its use of ethos, logos, and pathos, but was also very effective in its overall purpose, an argument that no American citizen should be denied their rights due to the color of their skin.

The source is a speech delivered by Woodrow Wilson on January 8th 1918; the speech was delivered among Woodrow’s fellow congressmen in the American congress. However, the speech was not written purely by Wilson, During World War I, Walter Lippmann became an adviser to President Woodrow Wilson and assisted in the drafting of the speech. The several points covered in Wilson’s speech aimed to resolve territorial issues in Europe, as well as improving post-war American diplomacy. To achieve this Wilson supported the League of Nations which was set up following the end of war. The speech therefore was not focused purely for American congress, but instead the International stage.

Martin Luther King jr. march with thousands of negro people to the nation's capital to give his speech why they should have the same rights as everyone else. With the help of allusion and analogy he explains with parts of the declaration “... Life, liberty, and the pursuit of happiness.” ( King jr. 1 ) that everyone has those rights. He say’s “... our nation's capital

Having escaped rule from a tyrannical British government, the United States was founded on ideals of freedom and equality for all people. These fantasies of universal egalitarianism turned out to be merely that: fantasies. American history is full of stories of the oppressed struggling to get the rights they deserve and of the controversy over these issues that consequently ensues. “The Hypocrisy of American Slavery” by Frederick Douglass and “We Shall Overcome” by Lyndon B. Johnson are two speeches made confronting two of these issues. Douglass’s speech, delivered in 1852, condemns the institution of slavery and maintains that slaves are men and are therefore entitled to freedom. Johnson’s speech, on the other hand, was written in 1965 and discussed the civil rights movement. In it, he implored local governments to allow all American citizens, regardless of race, to vote. Despite the significant gap in time between these two addresses, both speakers use similar persuasive techniques, including ethos, pathos, and parallelism, to convince their audience that change needs to be implemented in America.

The fight for equality amongst different groups raises the question about whether the Four Freedoms have been fulfilled over the past seventy years. The 1960’s marked the beginning of the Civil Rights Movement, led by African Americans, against racial segregation and discrimination. Although African Americans gained freedoms with the passage of the Fourteenth and Fifteenth Amendments, federal protection of these rights was not secured. Fighting for their right to freedom of speech, freedom from want, and freedom from fear, African Americans faced discrimination in the work place, unable to obtain economic equality with their white counterparts and were socially segregated (Suri, Lectures X). Thomas Borstelmann argues that The Civil Rights Movement inspired other groups to fight against discrimination and push for equality (pg. 96). Borstelmann also makes the point that many of the arguments made in the various civil rights movements in the sixties and seventies are transferrable to arguments being made today by the same groups of people. However, it is evident that progress has been made in obtaining these Four Freedoms across the board; women gained financial independence, Barack Obama was elected the first African American president in 2008, and Obergefell v. Hodges guaranteed same-sex couples the fundamental right to

Present topic information and critically analyze what the author is trying to say about the topic (Maimon et al., 2010). “Classify the major issues of the study and provide a careful analysis of each in defense on your thesis. Provide well-reasoned statements at the beginning of your paragraphs, and supply evidence of support with proper documentation” ("Research and writing," 2008, p. 344).

The primary source I located titled, “Front Lines in Education”. This primary source provides information on different programs that were established to improve teacher preparation programs throughout the United States. The information provided allows the reader to gain a better understanding of how programs were changed to support pre-service teachers to ensure they are successful.

The purpose of this document is to list down all the details about HTrack and its scope, benefits of the system, limitations, system components, information about development and commercialization of the system.

During the 1960’s the Civil Rights Movement was at its peak, being headed by, arguably, two of the most recognizable faces in American history, Dr. Martin Luther king Jr. and Malcolm X. Rallying the Nation to action, rhetoric is effectively implemented in a “Letter from Birmingham Jail" and “The Ballot or the Bullet”. Martin Luther king Jr. and Malcolm X both use rhetoric to successfully call the reader to action, in ending segregation, that should have been taken yesterday.

Primary sources are used to research historical events. Three primary documents from the textbox will be discussed. The topics relate to current interests and importance in our world. Even though these are historical events, they have influenced the world generations after.

The article of Ian Lustick focuses on the critical problem of selective reliance on secondary historiographical sources by historically-minded political scientists. Lustick observes that political scientists often make mistakes by rooting their research without paying attention to the issue of how to select historical events and thus comes up with an approach that does not treat historiographies as “History,” but as particular interpretations of history that can be used to multiply the number of observations to outnumber variables to make valid inferences: “if we treat our database as “historiography” or “histories” and not “History,” then the actual number of “cases” expands from the number of episodes to the number of accounts of those episodes”(Lusktick).