Please answer the 3 questions below using the sourceI have provided as PDF. Please use the word documentI have provided to answer the questions.
1 Annab Savannah Annab Professor Reyes United States History II (HIST-1302-724) November 18, 2019 Source Analysis 9 1. What kind of sources are these? Are these paintings, photographs, diary excerpts, newspaper articles, videos, etc.? Are the sources primary or secondary? Why or how do you know this? Please explain your answer and provide some examples. 2. Do the sources have a purpose/agenda? Who or What do you think is missing? Are the sources expressing specific opinions or thoughts? Are the ideas and arguments conveyed in the sources valid? Are the sources bias or one-sided? Why or why not? Please explain your answer and provide some examples. 3. After analyzing the sources, what have you learned from the time period? How does it relate to today? Did you observe anything shocking or unfamiliar from the sources? Or, did you observe something significant and potentially beneficial for our present and future? How do you think these events, people, and/or ideas have impacted today's world? Please provide an example or two to explain your answer. Digital History Printable Version "Four Freedoms" Address Digital History ID 1409 Author: Franklin D. Roosevelt Date:1941 Annotation: In 1941, in his annual State of the Union message, President Franklin D. Roosevelt called "for a world founded on four essential freedoms. Freedom of speech and expression, freedom of worship, freedom from want, and freedom from fear." The United States would not enter World War II for another 11 months. But in his speech, the President was contrasting American values with those of Nazi Germany, which emphasized racial purity and military conquest. Roosevelt used his State of the Union address to urge support for nations like Britain that were fighting to preserve democratic values. He requested a "lend-lease" program to supply Britain with war equipment to fight Germany. After hearing Roosevelt's address, the country's foremost illustrator, Norman Rockwell, began to paint images of the President's Four Freedoms. These images became powerful national symbols during the second world war. Document: Armed defense of democratic existence is now being gallantly waged in four continents. If that defense fails, all the population and all the resources of Europe, Asia, Africa and Australasia will be dominated by the conquerors. The total of those populations and their resources . . . greatly exceeds the sum total of the population and the resources of the whole of the Western Hemisphere-many times over. In times like these it is immature-and incidentally untrue-for anybody to brag that an unprepared America, single-handed, and with one hand tied behind its back, can hold off the whole world. No realistic American can expect from a dictator's peace international generosity, or return of true independence, or world disarmament, or freedom of expression, or freedom of religion-or even good business. . . . The need of the moment is that our actions and our policy should be devoted primarily-almost exclusively-to meeting this foreign peril. For all our domestic problems are now a part of the great emergency. Just as our national policy in internal affairs has been based upon a decent respect for the rights and the dignity of all our fellow men within our gates, so our national policy in foreign affairs has been based on a decent respect for the rights and dignity of all nations, large and small. And the justice of morality must and will win in the end. Our national policy is this: First, by an impressive expression of the public will and without regard to partisanship, we are committed to all- inclusive national defense. Second, by an impressive expression of the public will and without regard to partisanship, we are committed to full support of all those resolute peoples, everywhere, who are resisting aggression and are thereby keeping war away from our hemisphere. By this support, we express our determination that the democratic cause shall prevail, and we strengthen the defense and security of our own nation. Third, by an impressive expression of the public will and without regard to partisanship, we are committed to the proposition that principles of morality and considerations for our own security will never permit us to http://www.digitalhistory.uh.edu/ http://www.digitalhistory.uh.edu/disp_textbook_print.cfm?smtid=3&psid=1409 acquiesce in a peace dictated by aggressors and sponsored by appeasers. We know that enduring peace cannot be bought at the cost of other people's freedom. . . . I also ask this Congress for authority and for funds sufficient to manufacture additional munitions and war supplies of many kinds, to be turned over to those nations which are now in actual war with aggressor nations. Our most useful and immediate role is to act as an arsenal for them as well as for ourselves. They do not need man power. They do need billions of dollars' worth of the weapons of defense. . . . Let us say to the democracies, "We Americans are vitally concerned in your defense of freedom. We are putting forth our energies, our resources, and our organizing powers to give you the strength to regain and maintain a free world. We shall send you, in ever-increasing numbers, ships, planes, tanks, guns. This is our purpose and our pledge." . . . There is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are: Equality of opportunity for youth and for others. Jobs for those who can work. Security for those who need it. The ending of special privilege for the few. The preservation of civil liberties for all. The enjoyment of the fruits of scientific progress in a wider and constantly rising standard of living. These are the simple and basic things that must never be lost sight of in the turmoil and unbelievable complexity of our modern world. The inner and abiding strength of our economic and political systems is dependent upon the degree to which they fulfill these expectations. . . . In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression everywhere in the world. The second is freedom of every person to worship God in his own way everywhere in the world. The third is freedom from want, which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants everywhere in the world. The fourth is freedom from fear-which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor-anywhere in the world. That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb. To that new order we oppose the greater conception-the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear. Since the beginning of our American history we have been engaged in change-in a perpetual peaceful revolution-a revolution which goes on steadily, quietly adjusting itself to changing conditions-without the concentration camp or the quicklime in the ditch. The world order which we seek is the cooperation of free countries, working together in a friendly, civilized society. Copyright 2019 Digital History 202010:13888 United States History II (HIST- 1302- 724) Weekly Assignments Week Twelve Source Analysis NineH Source Analysis NineSource Analysis Nine Instructions Please answer the questions below and respond to a few peers for this assignment. Review the sources below these instructions carefully before answering the questions. Access the attachment (Source Analysis Questions) and type your answers on the document. After completing your answers, go to the discussion board and create a thread on the Source Analysis Nine forum. You will then create a discussion with at least two peers by responding to their ideas, opinions, etc. The sources can be found below the questions and rubric. What kind of sources are these? Are these paintings, photographs, diary excerpts, newspaper articles, videos, etc.? Are the sources primary or secondary? Why or how do you know this? Please explain your answer and provide some examples. Do the sources have a purpose/agenda? Who or What do you think is missing? Are the sources expressing specific opinions or thoughts? Are the ideas and arguments conveyed in the sources valid? Are the sources bias or one-sided? Why or why not? Please explain your answer and provide some examples. After analyzing the sources, what have you learned from the time period? How does it related to today? Did you observe anything shocking or unfamiliar from the sources? Or, did you observe something significant and potentially beneficial for our present and future? How do you think these events, people, and/or ideas have impacted today's world? Please provide an example or two to explain your answer. My San Jac San Jac Life Tech Support Library Savannah Annab 1 https://blackboard.sanjac.edu/webapps/blackboard/execute/courseMain?course_id=_3174878_1 https://blackboard.sanjac.edu/webapps/blackboard/content/listContent.jsp?course_id=_3174878_1&content_id=_24026642_1#contextMenu https://blackboard.sanjac.edu/webapps/blackboard/content/listContent.jsp?course_id=_3174878_1&content_id=_21073175_1&mode=reset https://blackboard.sanjac.edu/webapps/blackboard/content/listContent.jsp?course_id=_3174878_1&content_id=_24026623_1&mode=reset https://blackboard.sanjac.edu/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_1_1 https://blackboard.sanjac.edu/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_18_1 https://blackboard.sanjac.edu/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_22_1 https://blackboard.sanjac.edu/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_59_1 https://blackboard.sanjac.edu/webapps/login/?action=logout https://blackboard.sanjac.edu/webapps/blackboard/content/listContent.jsp?course_id=_3174878_1&content_id=_24026642_1# Grading Rubric: (50pts) Student Post/Thread: Each question needs to be answered effectively. The sources need to be correctly identified (primary vs. secondary); the student explained the purpose of each source in a few sentences (3-5 per source) as well as provided examples from the sources (citing the material) to explain why; and, the student was able to demonstrate critical thinking by answering the last question with their original thoughts regarding the past and today's world. Failing to answer address each question effectively will impact the student score as follows: 10pts off for the first question, 20pts off for the second question, and 20pts off the third question. (50pts) Responses to Two Peers: The student responded to at least two different classmates. Each response was unique and relevant to what their peer stated. The responses are relevant to the material covered and effectively adds to the discussion (e.g. the responses address what the peer stated and does not merely agree or disagree with the student's thoughts). 25pts off for each response that was not completed or was not completed effectively. "Four Freedoms" Address This source was found on the UH Digital History website. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1409 http://www.digitalhistory.uh.edu/index.cfm http://www.digitalhistory.uh.edu/index.cfm