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Document Analysis Document Analysis

Document Analysis - PowerPoint Presentation

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Document Analysis - PPT Presentation

OPVLs In order to analyze a source you must first know what it is Sometimes not all of these questions can be answered The more you do know about where a document is coming from the easier it is to ascertain purpose value and limitation ID: 551636

cultural document recognizing bias document cultural bias recognizing time people purpose piece group white author questions limitations written history

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Slide1

Document Analysis

OPVLsSlide2

In order to analyze a source, you must first know what it is. Sometimes not all of these questions can be answered. The more you do know about where a document is coming from, the easier it is to ascertain purpose, value and limitation.

OriginSlide3

Primary Source

A letter

,

journal, interview, speeches, photos, paintings, etc. Primary sources are created by someone who is the “first person”; these documents can also be called “original source documents.

The author or creator is presenting original materials as a result of discovery or to share new information or opinions. Primary documents have not been filtered through interpretation or evaluation by others. In order to get a complete picture of an event or era, it is necessary to consult multiple--and often contradictory--sources.Slide4

Secondary source

Materials

that are written with the benefit of hindsight and materials that filter primary sources through interpretation or evaluation. Books

commenting on a historical incident in history are secondary sources. Political cartoons can be tricky because they can be considered either primary or secondary. Slide5

Origin

Other questions must be answered beyond whether the source is primary or secondary and

will give you much more information about the document that will help you answer questions in the other categories. Who

created it? Who is the author? When was it created?

When was it published? Where was it published? Who is publishing it?

Is there anything we know about the author that is pertinent to our evaluation?This last question is especially important. The more you know about the author of a document, the easier it is to answer the following questions. Knowing that George was the author of a document might mean a lot more if you know you are talking about George Washington and know that he was the first president, active in the creation of the United States, a General, etc.Slide6

Purpose

O

PVLSlide7

Purpose:

This

is the point where you start the real evaluation of the piece and try to figure out the purpose for its creation. You must be able to think as the author of the document. At this point you are still only focusing on the single piece of work you are evaluating.

Why does this document exist? Why did the author create this piece of work? What is the intent? Why did the author choose this particular format?

Who is the intended audience? Who was the author thinking would receive this? What does the document “say”? Can it tell you more than is on the surface?

Try to steer away from saying “I think the document means this…”

Instead say “The document means this…because it is supported by x evidence.”Slide8

Value

OP

VLSlide9

Value:

Putting on your historian hat, you must determine: Based on who wrote it, when/where it came from and why it was created…what value does this document have as a piece of evidence? This is where you show your expertise and put the piece in context. Bring in your outside information here.

What can we tell about the author from the piece?

What can we tell about the time period from the piece? Under what circumstances was the piece created and how does the piece reflect

those circumstances? What can we tell about any controversies from the piece? Does the author represent a particular ‘side’ of a controversy or event?

What can we tell about the author’s perspectives from the piece? What was going on in history at the time the piece was created and how does this piece accurately reflect it?

It helps if you know the context of the document and can explain what the document helps you to understand about the context. The following is an example of value analysis: The journal entry was written by President Truman prior to the dropping of the atomic bomb on Japan and demonstrates the moral dilemma he was having in making the decision of whether to drop the bomb or not. It shows that he was highly conflicted about the decision and very aware of the potential consequences both for diplomatic/military relations and for the health and welfare of the Japanese citizens.Slide10

Limitation

OPV

LSlide11

Limitation:

At

what point does this source cease to be of value to us as historians?With a primary source document, having an incomplete picture of the whole is a given because the source was created by one person (or a small group of people?), naturally they will not have given every detail of the context.

Do not say that the author left out information unless you have concrete proof (from another source) that they chose to leave information out.

Also, it is obvious that the author did not have prior knowledge of events that came after the creation of the document. Do not state that the document “does not explain X” (if X happened later).Slide12

What is Bias?

http://dlg.galileo.usg.edu/vanga/cultural_bias/?Welcome&Welcome

Looking at Historical Bias…Slide13

Being biased does not limit the value of a source!

If you are going to comment on the bias of a document, you must go into detail. Who is it biased towards? Who is it biased against? What part of a story does it leave out? What part of the story is MISSING because of parts left out?

What part of the story can we NOT tell from this document?

How could we verify the content of the piece? Does this piece inaccurately reflect anything about the time period? What does the author leave out and why does he/she leave it out (if you know)?

What is purposely not addressed?This is again an area for you to show your expertise of the context. You need to briefly

explain the parts of the story that the document leaves out. Give examples of other documents that might mirror or answer this document. What parts of the story/context can this document not tell?Slide14

Recognizing Cultural Bias

Racism

Historical materials may contain more examples of overt racism than what is seen in modern resources, as they reflect the attitudes of the time. Racist attitudes are evident when races are said to be superior or inferior, or there is discrimination or oppression and the denial of basic human rights of a group of people.

Gender

Historical materials may contain examples of gender bias. Similar to racist attitudes, gender bias is present when one gender is described as superior or inferior, or there is discrimination or oppression and the denial of basic human rights on the basis of gender.Slide15

Recognizing Cultural Bias

Racism

GenderSlide16

Recognizing Cultural Bias

Omission

Are all significant aspects of history and culture included? Is there enough detail for understanding?

Questions to think about:Do all sides express their point of view? Or is only one viewpoint given?

Are people shown in traditional and contemporary settings? Rural & urban? Or are cultural groups shown only in one setting, or only in the past? Is the complexity of the lives of women, African-Americans and other ethnic and racial minorities shown? Or are their lives portrayed as one-dimensional, or as centered around stereotypical activities?

Are photographs accompanied by captions that name the person or group, indicating where they are from? Or does the photograph not name certain persons or groups and give locations? Slide17

Recognizing Cultural Bias

OmissionSlide18

Recognizing Cultural Bias

TOKENISM

As a response to criticisms of cultural bias, groups may be included only as a gesture, or an attempt to give authenticity.

Questions to think about…

Do all persons portrayed contribute equally to the historic perspective given by the collective text or photographs? Or do some appear to be scattered through the material for no apparent reason? Are all the persons depicted, as in a photo, interacting with each other? Or are some people passive? Do they appear, as in a photo, segregated from the intended subject of the photo, or only at the periphery of the frame?

Are all persons described? Is information about them given? Or are some described only briefly or not at all? Is the coverage comprehensive? Or is some information very brief? e.g

. a short statement at the beginning. Slide19

Recognizing Cultural Bias

TOKENISMSlide20

Recognizing Cultural Bias

ETHNOCENTRISM

Something is ethnocentric when one culture is considered as the ideal, or the 'norm', and others are judged in relation to it.

NEGATIVE STRESSThis is an example of ethnocentrism where things like lifestyles and technology are described using the negative.

e.g. no shoes, no tradition of reading and writing, makeshift houses, did not grow crops, under-developed, non-white, economically disadvantagedSlide21

Recognizing Cultural Bias

ETHNOCENTRISM

NEGATIVE STRESS

“a native family”Slide22

Ethnocentrism

“On French Colonial Expansion” a speech before the French Chamber of Deputies,March 28, 1884, by Jules Ferry (1832-1893):

“Gentlemen, we must speak more loudly and more honestly! We must say openly that indeed thehigher races

have a right over the lower races .... I repeat, that the superior races have a right because theyhave a duty. They have the duty to civilize the inferior races

.... In the history of earlier centuries theseduties, gentlemen, have often been misunderstood; and certainly when the Spanish soldiers and explorersintroduced slavery into Central America, they did not fulfill their duty as men of a higher race

.... But, inour time, I maintain that European nations acquit themselves with generosity, with grandeur, and withsincerity of this superior civilizing duty

. I say that French colonial policy, the policy of colonial expansion, the policy that has taken usunder the Empire [the Second Empire, of Napoleon 1111, to Saigon, to Indochina [Vietnam], that has ledus to Tunisia, to Madagascar-I say that this policy of colonial expansion was inspired by... the fact that a

navy such as ours cannot do without safe harbors, defenses, supply centers on the high seas .... Are youunaware of this? Look at a map of the world.”Slide23

Recognizing Cultural Bias

PATERNALISM

When a group had a 'problem', there used to be a tendency to blame them for the situation. To resolve the 'problem', the dominating group often saw it as its right and duty to 'help' the group, intervening and making decisions for them.

Questions to think about…Are people portrayed as being in control of their own lives and able to resolve any challenges?

Or are problems resolved through the intervention of someone else 'assisting'? Slide24

Recognizing Cultural Bias

PATERNALISMSlide25

Recognizing Cultural Bias

OVER-GENERALIZATION

Consider words such as typical of and an example of with care.Questions to think about…

Is the diversity of cultures referred to? Or are sweeping generalizations used, that don't apply to all groups?e.g. 'They played banjos.

Are actual countries and languages referred to? e.g. Creek, Cherokee, Hindi, Tamil, Punjabi Or are terms such as Indian / Asian / South East Asian / Oriental / Indo Chinese used? Slide26

Recognizing Cultural Bias

OVER-GENERALIZATIONSlide27

Recognizing Cultural Bias

STEREOTYPING

When over-simplified generalizations occur frequently, a group begins to be characterized in a certain way. e.g. physical characteristics, personality, social or cultural behavior, or lifestyles. Are visual images overused, chosen for their impact or familiarity? e.g. African-Americans doing fieldwork?

Questions to think about…

Are all members of a cultural group portrayed as individuals with distinct features? Or are they all portrayed as similar, in uniform styles of dress or costume? Do members of a cultural group display a range of emotions and behavior? Or are their actions all portrayed as being similar?

Are people shown contributing to and participating in society at various levels? Or are they shown in fixed or limited roles; representing only one socio-economic level? Are people displayed with the whole range of talents, and skills? Or are there restrictions? e.g. African-Americans as nursemaids, as entertainers. Slide28

Recognizing Cultural Bias

STEREOTYPINGSlide29

Recognizing Cultural Bias

EXOTICA

Stereotyping often focuses on exotic, unusual or extreme aspects of culture, sensationalizing rather than accepting people and portraying them as having everyday lives and a variety of concerns.

Questions to think about…

Are there examples of everyday activities? everyday life? Are peoples' real concerns expressed? Or is the interpretation romanticized? Are group members always shown engaged in the same activity

? e.g. Greek men dancing, African-Americans eating watermelon. Are cultural props used to define a person as a member of a cultural group? e.g. banjos, watermelon, feathers and tomahawks Is the focus on events or concerns perceived to be important by people outside a culture, neglecting the totality of the culture? e.g. festivals, centers where certain activities are performed for tourists Slide30

Recognizing Cultural Bias

EXOTICASlide31

Recognizing Cultural Bias

TRIVIALIZATION

In the past, some people thought there was a scale of development from 'primitive' to civilized'. This is one form of racism that is often found in historical materials. The culture of indigenous or enslaved peoples was compared inappropriately to other cultures.

Questions to think about…Are all cultures represented as valid and worthwhile? Or is one group represented as superior, more 'civilized' and more worthy?

Is the complexity and uniqueness of societies acknowledged? Or do phrases trivialize or misinterpret?e.g. 'simple' Slide32

Recognizing Cultural Bias

TRIVIALIZATIONSlide33

Recognizing Cultural Bias

INACCURACY

Are genuine insights given? Or are there inaccuracies and inappropriate information?Questions to think about…

Does the material acknowledge that people have lived on the American Continent for thousands of years? Or does the material perpetuate the concept of 'terra

nullius', ignoring prior occupancy? e.g. 'a vast and empty land', 'Christopher Columbus discovered America', 'explorers 'discovering' unused land' Is the material accurate? Or are there inaccuracies? Are terms used by the group? e.g. Inuit Or are incorrect terms used? e.g. Eskimo Slide34

Recognizing Cultural Bias

INACCURACYSlide35

Recognizing Cultural Bias

EXCLUSION

Some materials about a group are often merely histories of the country of origin.Are groups within a country depicted as people with a unique culture? e.g. Chinese-American

Questions to think about…

Or are people presented as representatives of their country of origin? e.g. Chinese Or are terms used such as migrant / ethnic? Does the term American refer only to people of Anglo descent, excluding others? e.g

. Natives and Americans were present. Does the resource imply the desirability of assimilating people? Slide36

Recognizing Cultural Bias

EXCLUSIONSlide37

Recognizing Cultural Bias

PORTRAYAL OF PROBLEMS

Is a diversity of attitudes, roles and achievements reflected? Or is the theme an overused one, emphasizing 'problems'? e.g. victims of prejudice, 'outsiders'.

DEROGATORY LANGUAGELabels were historically applied to groups, that are now universally inappropriate.

'Comical' names have been given to certain (not the dominating) groups. e.g. Oompah Loompahs

Adjectives have been used that are inaccurate and inappropriate. e.g. treacherous savages and brave settlers, hostile, primitive, superstitious, strange, quaint Value laden, misleading or emotionally charged terms have been used

. e.g. tribe for people, nation or group, peasants for farmers or villagers Slide38

Recognizing Cultural Bias

PORTRAYAL OF PROBLEMS

DEROGATORY LANGUAGESlide39

Recognizing Cultural Bias

ATTITUDES TO LANGUAGES

Are dialects and other forms of English accepted as valid, living variants? Written correctly; authentic; appropriate?Or are they viewed as negative or inferior? poorly written or imitated?

DATE OF PUBLICATION

It is very important to note the date of publication, the period of collection and cataloging, and to consider the knowledge, attitudes and values that were held at the time of writing or production.Slide40

Recognizing Cultural Bias

ATTITUDES TO LANGUAGES

DATE OF PUBLICATIONSlide41

What is Propaganda?

ExamplesSlide42

Propaganda

1.

Information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc. 2. The deliberate spreading of such information, rumors, etc.

3. The particular doctrines or principles propagated by an organization or movement. Slide43

Propaganda Video

https://

www.youtube.com/watch?v=U_egyveH748Slide44

Marking Rubric

OPVLSlide45

Origin

In

one or two sentences state the origins of the source.

2 marks

1 mark

0 marks

In one or two sentences the origin of the document is clearly stated and in doing so answers the following questions:

What type of document is it?

When and where was it produced?

Who produced it?

 

In one or two sentences the origin of the document is stated; however not all of the following questions are clearly and/or accurately addressed:

What type of document is it?

When and where was it produced?

Who produced it?

The origin of the document is unclear/incorrect or not includedSlide46

Purpose

In

one or two sentences state the purpose of the source. The purpose of the source…

2 marks

1 mark

0 marks

In one or two sentences the purpose of the document is clearly stated and in doing so answers the following questions:

Who was the intended audience?

For what purposes was the document written?

In one or two sentences the purpose of the document is stated; however not all of the following questions are clearly and/or accurately addressed:

Who was the intended audience?

For what purposes was the document written?

The purpose of the document is unclear/incorrect/not included Slide47

Value

In one or two well-written paragraph(s) explain the value of the document for historians. Provide and explain specific evidence from the document to support your answers. A minimum of two values must be proven.

4

3-2.5

2-0

The value of the document with respect to the origins and purpose is relevant, insightful and clearly explained in a well-written paragraph.

Specific evidence from the document is provided and explained in support of your conclusions.

Evidence of insight and understanding as more than one value is convincingly proven.

The value of the document with respect to the origins and purpose is relevant and somewhat explained in a well-written paragraph.

Some improvement needed with respect to providing and/or explaining specific evidence from the document to support your conclusions.

Delve deeper – another well proven value for historians?

The value of the document with respect to the origins and purpose is unclear/inaccurate.

Paragraph structure needs improvement.

The value is not included.

 

 Slide48

Limitation

In one or two well-written paragraph(s) explain the limitations of the document. Remember to make specific references to the document in your response. A minimum of two limitations must be proven. With reference to the origin and purpose, what are the limitations of the document for historians studying event?

4

3-2.5

2-0

The limitations of the document with respect to the origins and purpose are relevant and clearly explained in a well-written paragraph.

Specific reference to the document is provided and explained in support of your conclusions.

Evidence of insight and understanding as more than one limitation is convincingly proven.

The limitations of the document with respect to the origins and purpose are relevant and somewhat explained in a clearly written paragraph.

Some improvement needed with respect to providing and/or explaining specific references to the document.

Delve deeper – another limitation for historians?

The limitations of the document with respect to the origins and purpose are attempted, but unclear and/or inaccurate.

Paragraph structure needs improvement.

Limitations were not included.

 Slide49

Examples

OPVLsSlide50

Private letters, diaries, and memoirs

Values

• Can provide an intimate glimpse into the effects of historical events on the lives of individuals experiencing them first-hand.• If the source was never intended to be read by a large audience, its contents might be of a more candid and revealing nature.

• An eye-witness’s account of events she/he witnessed • Valuable as a study of the personality of its author/creator• Reveal the point of view (bias) of the author

Limitations

• If the document was intended for disclosure, it runs the risk of being an apologia, contrived to justify or defend the author’s opinions or actions/inactions.• Such personal documents are inherently limited in their scope in that they present only one viewpoint, one interpretation of what happened.

• Inevitable biased-molded by the opinions, prejudices, and cultural standpoint of the author. Must be read critically. **Bias is not necessarily a limitation.• If the document is a result of recollections many years after the period described the details might have become blurred with the passing of time. Certain aspects consciously or subconsciously forgotten, and memories molded to conform to views evolved since then (i.e. benefit of hindsight).

• Selective by nature (most important is what is excluded not included)Slide51

Mary Prince,

The History of Mary Prince, A West Indian Slave, As Related by Herself, 1831

I was immediately sent to work in the salt water with the rest of the slaves. I was given a half barrel and a shovel, and had to stand up to my knees in the water, from four o'clock in the morning till nine, when we were given some Indian corn boiled in water.

We were then called again to our tasks, and worked through the heat of the day; the sun flaming upon our heads like fire, and raising salt blisters in those parts which were not completely covered. Our feet and legs, from standing in the salt water for so many hours, soon became full of dreadful boils, which eat down in some cases to the bone. We

came home at twelve; ate our corn soup as fast as we could, and went back to our employment till dark at night. We then shoveled up the salt in large heaps, and went down to the sea, where we washed the pickle from our limbs, and cleansed the barrels and shovels from the salt. Slide52

Polybius of

Megalopolis - a Greek aristocrat and politician who lived from c. 204-122 BC.Excerpt from His

Histories"...When all was ready for battle on both sides, the

Numidian horse having been skirmishing with each other for some time, Hannibal ordered the drivers of the elephants to charge the enemy. When the trumpets and bugles sounded shrilly from all sides, some of the animals took fright and at once turned tail and rushed back upon the Numidians

who had come up to help the Carthaginians, and Massanissa attacking simultaneously, and the Carthaginian left wing was soon left exposed. The rest of the elephants falling on the Roman velites in the space between the two main armies, both inflicted and suffered much loss, until finally in their terror some of them escaped through the gaps in the Roman line with Scipio's foresight had provided, so that the Romans suffered no injury, while others fled towards the right and, received by the cavalry with showers of javelins, at length escaped out of the field. It was at this moment that

Laelius, availing himself of the disturbance created by the elephants, charged the Carthaginian cavalry and forced them to headlong flight. He pressed the pursuit closely, as likewise did

Massanissa....". Slide53

Poems, novels

Values

• Can provide an interesting perspective into the spirit and culture of the time in which they were written.• Can chronicle the experiences and feelings of specific individuals living through a period of history, providing a focused and personal portrait of a time.

• Often offer an emotional appeal, allowing the reader to identify more closely with circumstance and individuals of a time.• Can provide information on a certain period of history in a more easily digestible format through engaging the interest of the reader.

Limitations

• Often not solely concerned with providing a factual account—a certain degree of imagination and creative license involved, and, therefore, perhaps not a useful as a factual account of history.• Inevitably flavored by biases of creator. (Can be trivial without back-up)Slide54

THE ROAD FROM SELMA

By June Brindel (1965)

The road from Selma stretches in the rainwhite as a shroud, rimmed with stiff troopers.

The marchers stand bowed, hands joined, swaying gentlytheir soft strong song stilled. Then up from a Birmingham bedrises a gentle Boston man, Jim Reeb

,steps softly back to Selmaand moves among the stilled marchers. The troopers stir, link arms,close ranks across the roadstretching from Selma in the rain

white as a shroud.

The Boston man, Jim Reeb, walks toward the troopersand they straighten and stand guard tight as death.But someone moves behind them, waves his hand."That you, Jackson?" Jim

Reeb peers ahead. "That's right, Reverend. Come on through." The troopers tighten guard, straight as deathBut Jim Reeb

doesn't stop.

He goes on through,

right through the stiff ranked troopers

white as a shroud

rimming the road from Selma.

And Jimmie Lee Jackson takes him by the arm

and they march down the road to the courthouse. Slide55

THE ROAD FROM SELMA By June Brindel

(1965)

Over in Mississippi Medgar Evers stands,three young men rise up from a dam in Neshoba Countyand they all go down the road

and walk right through the tight stiff trooper lineand down the road from Selma. And from all over there's a stirring sound.Emmett Till jumps up and runs laughing like any boythrough the stiff white rim.

Four small girls skip out of a church in Birminghamand the tall old man in Springfield gets upand goes to Selma.

And down from every lynching treeand up from every hidden gravecome men, women, children, heads carried high,

passing a moment among the bowed, stilled troopersand down the white road from Selma. Until the age long road is packedblack with marchers streaming to the courthouse. And the bowed stilled group in Selma

raise their heads, hands joined,swaying gently, in soft strong songthat goes right through the stiff ranked trooperswhite as a shroudbarring the road from Selma. Slide56

Drawings, paintings, cartoons

Values

• Can effectively capture the spirit of a time, and the opinions and sentiments generally characterizing that time.• Contain evidence about a culture at specific moments in history – its customs, styles, preferences, atmosphere, architecture, and manner of dress, appearance.

• Provide a visually stimulating piece of historical evidence.• Example of art styles of the time.• Comment on features of regime (e.g. Role of an artist in a one-party state).

Limitations

• Produced by an artist with a definite point of view, and therefore inevitably influenced by the opinions and prejudices of its creator.• Limited scope—generally highlight one specific aspect of a period of history.• Artist not generally concerned with providing a factual account of a historical event or circumstance, but rather with producing a creative piece of work or expressing own opinions and emotional reactions.Slide57

CartoonsSlide58

Photographs/ Film

Values

• Can capture moments in history in vivid detail, providing a unique glimpse in to a point in time and stimulating a first-hand experience.• Provide a visually stimulating piece of historical evidence.

• Examples of propaganda• Can show aspects of the culture (i.e. dress)• Reflections of attitudes, trends in filmmaking at a specific time.

Limitations

• Behind every photograph or film is a creator with own personal point of view and prejudices, which may be reflected in the work either consciously or subconsciously.• Can be manipulated by the creator to convey a certain point or impress upon the viewer his/her own conceptions (parts can be edited, parts can be cut out.) Certain details can be excluded or downplayed. Certain details can be accentuated or focused on.

• The creator ultimately holds the power to decide the impression conveyed by the photograph or film.• Tendency for commercial reasons, to seek scenes, which are graphic and interesting.Slide59

PicturesSlide60

Newspapers

Values

• Can provide indications of the nature of a society and on specific aspects of its culture.• Can provide a daily record of events occurring in history (albeit perhaps a limited one).

Limitations

• A product of the societies in which they are produced, and therefore offering only a limited perspective.• In a dictatorship, certain details might be suppressed to preserve the authority of the government in power –censorship.• A newspaper might be primarily an instrument of propaganda.

• Commercial motives• All have political agendaSlide61

Newspaper AdvertisementSlide62

Statistics

Values

• Provide raw factual evidence of historical trends (provided they are reliable).• Generally open to interpretation, free of the potent influence of personal and cultural biases. (Provided they have not been manipulated).

Limitations

• Can be manipulated; for example, by governments wishing to corroborate claims or present themselves in a favorable light and their accuracy must therefore be questioned.• Might represent only a limited sample not representative of the general population.• Margins of error must be taken into account.

• Always produced for a specific purpose.Slide63

Civil Rights Movement: Desegregation Statistics

Census of 1960

U.S. population: 179.3 millionBlack population: 18.9 million (10.5%)Life expectancy for white men in 1963: 67.4

... for white women: 74.4... for non-white men: 61... for non-white women: 66.6

Percentage of the total population living below the poverty threshold in 1959: 22.4%... of the white population living in poverty in 1959: 18.1%... of the black population living in poverty in 1959: 55.1%

Median yearly earned income of full-time white male workers in 1959: $5,550... of full-time white female workers: $3,350... of full-time black male workers: $3,450... of full-time black female workers: $2,050Percentage of the white male population with a high school diploma in 1964: 27.6%

... of the white female population with a high school diploma in 1964: 34.8%... of the black male population in 1964: 14.6%... of the black female population in 1964: 19.2%Slide64

Government Records

Values

• If never intended for disclosure, might provide a candid glimpse into the inner-workings of a government.• Purely factual, solid, reliable

Limitations

• If their disclosure was anticipated could have been manipulated, perhaps to conceal scandalous happenings or illegal maneuverings, or to maintain the image of the government concerned.• Only what the government allows the public to know.Slide65

Rosa Parks Arrest RecordSlide66

Oral history (interviews with participants in historical events)

Values

• Provides a means of learning about the past from individual with first-hand knowledge of historical events.• Provides important historical evidence about people, especially minority groups who might have been excluded from mainstream publications or did not leave behind written primary sources.

• A means of preserving details of historical legacies which might not have been included in written accounts.• Opinions held by people who experienced a period of history. • Interpretations must be corroborated.

Limitations

• If the person being interviewed has aged significantly in the period of time between the actual experience and the interview, the physical and mental deterioration of the subjects must be taken into account—e.g. memory loss, emotional trauma.• If the story is being recounted a significant time after the period of history under scrutiny, details might have become confused over the passage of time or faded entirely from memory and traumatic experiences might have been deliberately forgotten. Thus, accuracy must be questioned.

• Experiences in the present might influences accounts of the past, and person with the benefit of hindsight might be compelled to reassess events and reconstruct their memories accordingly.

• Personal biases, opinions, cultural background of subject must be taken into account in interpreting the information conveyed, as well as his/her motives in sharing memories- the individual might not paint an entirely balanced and accurate picture of events and circumstances.• Tend to be apologies• Highly subjective.Slide67

I Have a Dream by Martin Luther King Jr.

1963

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.