Analyzing primary sources
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This document contains analysis questions for three political cartoons and a letter related to the judicial branch. The first section examines a letter by Frank E. Gannett and asks about the author, argument, intended audience, and relationship to the judicial branch. The next two sections analyze political cartoons titled "He Just Ain't Fast Enough" and "Step by Step", asking about representations, symbols, emotions, and main ideas depicted. The final section examines the cartoon "Qualifying Test" with questions about its title, figures, audience, and bottom right corner image. Overall, the document prompts close analysis of primary sources to understand perspectives and critique related to the judicial system.
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The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in support of becoming Nazi soldiers.
2) An image of happy American soldiers posing together in Vietnam War-era uniforms and weapons.
3) A prohibition-era photo depicting officials dumping alcohol that was confiscated, likely from smugglers.
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The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
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The photograph shows American Army soldiers and other people of different races and backgrounds sitting together in a run-down city. They appear to be working hard, with some wearing ripped clothes and no shirt, showing they are poor. The photographer seems to be conveying a message of racial harmony, as different groups sit together as one, promoting unity regardless of background.
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The document describes three black and white photographs depicting:
1) German students waving to the photographer, reflecting daily life in Germany.
2) Young American soldiers in Vietnam, reflecting the harsh realities of war.
3) Workers pouring liquid, likely reflecting the economic crisis of the Great Depression.
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This document discusses three World War I recruitment posters and asks questions about each to analyze their purpose and intended audience. The first poster about overseas service pay scales aims to recruit soldiers with promises of financial compensation. It would appeal to pragmatic men looking to provide for their families. This poster was likely used earlier in the war when volunteer numbers were higher. The second poster encourages food conservation to support the war effort abroad. It aims to foster patriotism at home. The third poster specifically recruits for the 5th Pioneer Battalion with promises of purpose, duty and adventure, appealing to nationalistic and adventurous young men.
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1) The document is a script for a documentary about stereotypes that interviews several people of different ages. It explores their perceptions of how others see them and whether they feel stereotyped or judged based on attributes like age, friends, hobbies and ambitions.
2) The interview questions probe each person's experiences with stereotyping, who they look up to, what they like to do for fun and their future goals or dreams.
3) Various shots and camera angles are described to film the interviews, street scenes and images related to the people's responses.
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The photograph shows four children on bicycles saluting towards the camera in Nazi Germany during wartime. It suggests that Hitler was trying to indoctrinate children at a young age and recruit them to fight for Germany when they came of age. Questions are raised about what the children were learning in school and whether they fully supported the Nazi party. More context could be found by researching Germany in the 1930s-1940s.
J417_Paper_I_sources
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The document analyzes 3 historical photographs and asks questions to understand their context and significance. Picture 1 shows young Nazi supporters in Germany. Picture 2 portrays happy American soldiers preparing to return home from the Korean or Vietnam War. Picture 3 depicts prohibition supporters in the 1920s pouring out alcohol, likely dominated by upper class males as women are absent. The photographer aimed to convey Nazi popularity among youth, soldiers' enjoyment amid war's pain, and endorsement of prohibition's moral goals. All three photos provide historical insights but raise new questions about events and people depicted.
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1) Speaking publicly allows you to build followers and reach a large audience more quickly than individual conversations. It increases your intelligence and networking abilities.
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3) Martin Luther King's iconic "I Have a Dream" speech inspired a nation and helped advance racial equality, demonstrating how impactful public speaking can be.
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The document describes a photograph showing four European boys raising their hands in a Nazi salute, indicating they were posing for Nazi propaganda. It raises questions about whether the boys genuinely supported Hitler or were forced to participate. The photograph provides insight into Nazi propaganda targeting youth.
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Jon Stewart responds that while he doesn't see himself as a journalist, his show aims to comment on current events through humor and satire similarly to an editorial cartoon. Stewart views The Daily Show as a "digestive process" that breaks down the day's news and politics to point out absurdities. Young people may see The Daily Show as providing better information than morning news shows because Stewart targets his jokes at the ridiculous aspects of government and world events rather than having a serious cause. His purpose is to write jokes that expose political and world absurdities through techniques like sarcasm, irony, understatement, and hyperbole.
History Lynne Martin Using sources
This document discusses primary and secondary sources and questions to ask when evaluating sources. Primary sources are first-hand accounts like diaries, letters, photos created during the event, which provide direct evidence but may be biased. Secondary sources are analyses created after the event from multiple primary sources, trying to be less biased, but are still often biased. When evaluating any source, one should consider when it was created, the author's attitude and potential biases, whether all facts are included, if it aims to persuade, and whether other sources corroborate it to determine how much the information can be trusted.
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Uses and Gratifications theory proposes that people actively seek out media to satisfy personal needs and desires. It focuses on why audiences use specific media rather than how media affects people. The theory suggests people may consume media for personal identity, education, entertainment, or social interaction. However, some criticize it for implying people always choose and control their media consumption.
Maddie picanalysis
The document is a student's analysis of an unlabeled historical photograph. Based on visual evidence from the photo, the student infers that the photo shows either German teenage boys riding bikes and supporting Hitler, tired soldiers taking a break from duty, or men happily pouring liquid from jugs. The student suggests the photo's purpose is to convey Nazi Germany's situation or document soldiers' downtime. They raise questions about the subjects' knowledge, context of the war or event, and contents of the jugs. The student proposes searching for more information online, examining uniforms/weapons, or finding the year. They infer that Hitler had great influence, the subjects were soldiers enjoying rest, and the pouring was a big deal due to many men involved
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This document contains a questionnaire to gather audience feedback on a documentary, radio advertisement, and print advertisement. It asks questions about whether the viewer felt informed by the documentary, how entertaining it was rated on a scale of 1 to 5, and how well the voiceover and interviews were incorporated. It also questions whether the radio and print ads seem professional and accurately represent the documentary, and if they would make the viewer want to watch based on the ads alone. The final question asks if the three materials appear to be from the same marketing campaign.
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The document provides instructions for answering source-based questions in GCSE exams in 3 steps:
1. Comment on the question and source, noting initial reactions and understanding of the question.
2. Analyze the content and context of the source, including facts, details, type of source, origin, purpose, and how it relates to your own knowledge.
3. Make a judgement on how the source agrees or disagrees with the question and other sources, and conclude by weighing the evidence.
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This document outlines elements that can be analyzed in a work of literature. It includes questions about the author, title, purpose, type, genre, setting, point of view, characters, audience, and plot components of a prose text. Key elements are identified such as the protagonist, antagonist, dynamic/static and round/flat characters. The overall purpose is to analyze various aspects of a prose text.
Literature elements of literature
This document outlines elements that can be analyzed in a work of literature. It includes questions about the author, title, purpose, type, genre, setting, point of view, characters, audience, and plot components of a prose text. Key elements are identified such as the protagonist, antagonist, dynamic/static and round/flat characters. The overall purpose is to analyze various aspects of a prose text.
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Union in peril
The document discusses the growing differences between the Northern and Southern states leading up to the Civil War. The North had become more industrialized and urbanized, relying on manufacturing, industry, and immigration. In contrast, the Southern economy was based almost entirely on agriculture and slave labor, with most people living on farms or plantations. These economic and demographic differences created increasing tensions between free and slave states over issues like the Missouri Compromise and the expansion of slavery into new territories, putting the Union in peril.
Politics of slavery
The document discusses the politics around slavery in the 1850s that exacerbated tensions between the North and South and eventually led to the Southern states' secession and the Civil War. It covers the Compromise of 1850 that admitted California as a free state but also strengthened the Fugitive Slave Act; the Underground Railroad network that helped slaves escape; influential figures like Harriet Tubman; pivotal court cases and debates that intensified sectional divisions; John Brown's raid on Harper's Ferry; and Lincoln's election which prompted several Southern states to secede and form the Confederacy with Jefferson Davis as president.
End to civil war
The Civil War ended in April 1865 with the surrender of Confederate General Robert E. Lee to Union General Ulysses S. Grant at Appomattox Court House, Virginia. The terms of surrender were generous to the defeated Confederate soldiers. The war caused immense social, political, economic and technological changes in the United States and resulted in over 600,000 casualties between the Union and Confederate armies. Just five days after Lee's surrender, President Abraham Lincoln was assassinated by John Wilkes Booth, a Southern sympathizer.
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Plan 1 for Reconstruction involved harshly punishing the South to prevent future secession, while Plan 2 favored quickly readmitting Southern states to the Union with leniency. The document then reviews challenges of rebuilding the devastated South after the Civil War, including repairing infrastructure, providing social services through programs like the Freedmen's Bureau, developing a new political system with African Americans having voting rights, addressing economic issues like sharecropping, and overcoming divisions while also facing opposition from groups like the Ku Klux Klan.
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The document summarizes the 7 articles of the US Constitution. It explains that the Constitution creates the three branches of the federal government - the legislative, executive, and judicial branches - and defines their basic powers and roles. It also describes how the Constitution can be amended and ensures that federal law takes precedence over state laws.
Ratifying the constitution
The document discusses the debate around ratifying the US Constitution between Federalists and Anti-Federalists. The Federalists supported the new Constitution and a stronger central government to replace the weak Articles of Confederation. The Anti-Federalists opposed the Constitution and favored stronger state governments, arguing it gave too much power to the national government and lacked protections for individual rights like a Bill of Rights. After heated debates around the powers of the government and lack of individual protections, the Constitution was finally ratified by the required nine states ten months after being signed in 1787.
Citizenship
The 14th Amendment grants citizenship to all persons born or naturalized in the United States. There are two main forms of citizenship acquisition: jus soli, which is citizenship by birth within a nation's territory, and jus sanguinis, which is citizenship by parentage. Naturalization is the legal process by which a foreign citizen becomes a citizen of another country, and can occur individually or collectively for entire groups. Loss of citizenship can happen through expatriation or denaturalization under certain circumstances. The United States saw its population boom from immigration, growing from 2.5 million in 1776 to 319 million in 2015. While Congress has sole power to regulate immigration, it did not do so for nearly a century after independence
Enlightenment thinkers
Thomas Hobbes believed people in the state of nature were selfish and quick to fight, so governments were created through social contracts to protect people and maintain order. John Locke also believed in social contracts but thought people had natural rights to life, liberty, and property that governments must protect. Montesquieu developed the theory of separation of powers among branches of government. Jean-Jacques Rousseau argued people are born free but become subjugated under unjust laws, and that legitimate governments rule with the consent of the people.
Types of government
There are several types of governments: autocracy where one person has all power, such as a monarchy where power is held by a king or queen, or a dictatorship where an individual has absolute control. Democracy gives power to citizens, it can be representative where citizens elect leaders, or direct where citizens directly make laws. An oligarchy concentrates power in a small group, while a theocracy bases government on religious law. Anarchy is the absence of any government or centralized power.
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This study guide provides questions to help students prepare for Exam 2 on US History. It covers topics from Chapter 3 including the Supreme Court case of Marbury v. Madison, the Louisiana Purchase, the Monroe Doctrine, the Missouri Compromise, Jackson's spoils system, the Indian Removal Act and the Trail of Tears. It also addresses manifest destiny, the Mormon migration, the Alamo, the Treaty of Guadalupe Hidalgo, the market revolution, free enterprise, new forms of transportation like canals, and abolitionists including William Lloyd Garrison, Frederick Douglas, and Nat Turner.
Reforming American Society
The document discusses several key aspects of American society during the Market Revolution period:
1) It was a time of vast economic change as people increasingly bought and sold goods rather than making them, and the US economy grew more in 10 years than the previous 40.
2) Inventions like the telegraph and improvements in steamboats, canals, and railroads fueled this economic revolution by improving communication and transportation of people and goods.
3) Working conditions in early textile mills, though initially favorable, deteriorated over time with long hours and unhealthy environments, leading workers to go on strike, though they often failed to gain concessions as employers could easily find replacements.
Manifest destiny
Manifest Destiny was the belief that the United States was destined by God to expand across North America from the Atlantic to the Pacific oceans. This view was popularized in the 1840s as Americans increasingly pursued westward expansion for reasons like abundant land, new markets, and escaping economic problems. Maps from the early 1800s depicted the country expanding all the way to the Pacific coast, reflecting and reinforcing the idea that coast-to-coast territorial growth was both obvious and inevitable. Groups like the Mormons, fleeing religious persecution, played a role in this westward migration as they established settlements across the region.
Jefferson, madison and monroe
This document summarizes the presidencies of Thomas Jefferson, James Madison, and James Monroe during the early 19th century. It describes Jefferson's belief in limited government and reduction of the military, the Louisiana Purchase which doubled the country's size, and the Lewis and Clark Expedition which explored this new territory. It discusses the War of 1812 under Madison's presidency and its consequences. Finally, it outlines Monroe's nationalism and the Monroe Doctrine which warned European powers against interfering in the Americas.
Marbury v. madison
1) President Adams appointed William Marbury as a judge but left office before the commission was delivered.
2) President Jefferson refused to deliver the commission through his Secretary of State.
3) Marbury sued, asking the Supreme Court to force the delivery of his commission, but the Court established the principle of judicial review by ruling it could not force the executive branch in this case while also establishing its ability to declare laws unconstitutional.
Us exam 1 study guide
This document outlines test items covering major topics in early US history, including Westward Expansion with European colonization, the Columbian Exchange, the Thirteen Colonies, the Enlightenment, and the Great Awakening. It then covers Colonial Resistance and Rebellion such as the French and Indian War, Sugar Act, Stamp Act, Boston Massacre, Boston Tea Party, and Intolerable Acts. Finally, it covers the Launching of a New Nation including the Articles of Confederation, Federalism, checks and balances, the Bill of Rights, George Washington's cabinet, the XYZ Affair, and Nullification. It concludes with test items on the US Constitution focusing on the three branches of government and key constitutional terms.
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Westward expansion
Columbus sailed west in 1492 hoping to find a route to Asia but landed in the Caribbean instead, beginning European colonization of the Americas. This devastated native populations through disease, slavery, and war. More British colonies were established in North America in the 1600s-1700s, growing prosperous through exports to England under the mercantilist economic system but resenting restrictions like the Navigation Acts. The Enlightenment and Great Awakening inspired independence of thought and challenged authority, paving the way for revolutionary ideas.
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Culminating project directions
Students are assigned a group project to create a simulated news broadcast covering four current events related to the US government. Groups of 3-5 students must research events, summarize them, and relate the events to concepts from their civics class. They must also create a 30-second commercial about an upcoming government-related event. The 8-12 minute video or live presentation will be graded based on attire, group participation, relevance of events, linking events to concepts, commercial quality, and presentation skills. Students will evaluate each other's participation.
Class debate rubric sheet1
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Analyzing primary sources
- 1. The Judicial Branch Analyzing Primary Sources Letter by Frank E. Gannett 1. Who is the author? 2. What is their argument? 3. Who is the intended audience? 4. How does this relate to the judicial branch?
- 2. “He Just Ain’t Fast Enough” (Political Cartoon) 1. Who does the old man represent? 2. What is he sitting on? 3. What does the message on the newspaper imply? 4. What does the visible emotions of the old man tell you? 5. What is the main idea of this cartoon?
- 3. “Step by Step” (Political Cartoon) 1. Who is the man with the cane? 2. What do the steps signify? 3. What is he walking towards? 4. What does this tell you? 5. What is the main idea of this cartoon?
- 4. “Qualifying Test” (Political Cartoon) 1. What does the title imply? 2. Who is on the left and what message are they sending to the audience? 3. Who is in the audience saying ‘yes’? 4. What is in the bottom right corner of the cartoon? 5. What is the main idea of this cartoon?