Overvieweach Historical Event Was Experienced Perceived And Remember ✓ Solved

Overview Each historical event was experienced, perceived, and remembered differently depending on the person, which means there are many competing narratives of a single event. In this activity, you will compare the narratives represented in each of your sources. Prompt Use the provided Module Four Activity Template: Historical Narratives Word Document to complete this activity. First, you will locate an additional secondary source related to your historical event. You will then compare the narratives about your historical event in each of your sources (two primary and two secondary).

Finally, you will choose a narrative you believe has been the most influential in terms of what is known about your historical event. Specifically, you must address the following rubric criteria: · Compare the narratives presented in your primary and secondary sources relevant to your historical event. · Apply the source analysis skills from the previous activity to help you compare the narratives about your historical event. Describe the stories told in each source about your historical event. Provide evidence from your sources to support your descriptions of the narratives. Consider the following questions: · How are the narratives in each source similar and/or different? · How has the story of your historical event and key figure or group (identified in the previous module) been told in the past and the present? · From which perspectives are the narratives told? · What was occurring in society at the time of the event, such as politics, the economy, and entertainment? · Describe one narrative that has significantly influenced the contemporary understanding of your historical event. · Select one narrative from the four you analyzed.

Choose the narrative that you think has been the most influential in terms of what is known and unknown about your historical event. Explain why you chose this narrative and how it has impacted our current understanding of the event. · Explain how the chosen narrative helps you better understand your historical research question. · How does the narrative you chose expand, support, or challenge your research question? Guidelines for Submission Submit the Module Four Activity Template: Historical Narratives. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Module Four Activity Rubric Criteria Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Compare Narratives Compares the narratives presented in primary and secondary sources relevant to the historical event Shows progress toward proficiency, but with errors or omissions; areas for improvement may include comparing all four sources or providing more evidence to support conclusions about the comparisons Does not attempt criterion 40 Describe One Narrative Describes one narrative that has significantly influenced the contemporary understanding of the historical event Shows progress toward proficiency, but with errors or omissions; areas for improvement may include choosing one narrative or providing more support to justify the choice Does not attempt criterion 25 Historical Research Question Explains how the chosen narrative aids understanding of the historical research question Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the narrative to the research question or providing more support to explain that connection Does not attempt criterion 25 Articulation of Response Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability The submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas 10 Total: 100% Overview History consists of humans who each have a unique combination of beliefs, assumptions, values, and biases.

The stories we tell and the knowledge we create about the past cannot be separated from their authors. Thus, we should never accept a source at face value. But instead, we must be critical consumers of information. In this activity, you will analyze your primary sources for narratives and consider if any bias is represented. Prompt Use the provided Module Four Activity Template: Bias in Primary Sources Word Document to complete this activity.

First, you will locate an additional primary source related to your historical event. Next, you will answer questions about your event and the primary source you identified in a previous module. You will then consider whether there is evidence of bias in these sources. Specifically, you must address the following rubric criteria: · Conduct source analysis on two primary sources relevant to your historical event. · You will respond to specific questions about each source in the activity template. · Analyze the primary sources relevant to your historical event for the presence of bias. · What clues are present in your two sources that may indicate bias? Provide evidence of these clues from your sources.

If you do not think there is bias, provide evidence to support your claim. · Compare how your historical event is represented in your primary sources. · Do the two sources tell the same story, or are contrasting perspectives represented? Provide evidence from your sources. Guidelines for Submission Submit the Module Four Activity Template: Bias in Primary Sources. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Module Four Activity Rubric Criteria Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Conduct Source Analysis Conducts source analysis on primary sources relevant to the historical event Shows progress toward proficiency, but with errors or omissions; areas for improvement may include answering all source analysis questions or providing more evidence from sources to support answers Does not attempt criterion 40 Analyze Primary Sources Analyzes primary sources relevant to the historical event for the presence of bias Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing more evidence from sources to support the presence or absence of bias Does not attempt criterion 30 Compare Sources Compares how the historical event is represented in primary sources Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing more evidence from sources to illustrate how they compare Does not attempt criterion 20 Articulation of Response Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability The submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas 10 Total: 100%

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Overview of Comparative Historical Narratives

History is often viewed as a single narrative that unfolds over time, yet each historical event is subject to diverse interpretations shaped by personal beliefs, values, and biases. This analysis will focus on the significant historical event of the American Civil Rights Movement (1954-1968), using two primary sources— Martin Luther King Jr.'s "Letter from Birmingham Jail" (1963) and Malcolm X's "The Ballot or the Bullet" (1964)—and two secondary sources including Taylor Branch’s "Parting the Waters" (1988) and Peniel Joseph’s "Dark Days, Bright Nights" (2010). Each of these sources provides contrasting narratives about civil rights activism, revealing the complexities of its interpretation.

Source Analysis

Primary Source 1: Martin Luther King Jr.'s "Letter from Birmingham Jail"
Martin Luther King Jr. wrote “Letter from Birmingham Jail” in response to criticisms from eight white clergymen who deemed his nonviolent protests as unwise and untimely. In this letter, King articulates the moral imperative behind civil disobedience, emphasizing that "injustice anywhere is a threat to justice everywhere" (King, 1963). King’s letter is grounded in the ideals of nonviolence, Christian love, and the urgency of confronting systemic racism. He argues that African Americans have waited long enough for their rights and cannot wait any longer if they are to achieve equality.
Primary Source 2: Malcolm X's "The Ballot or the Bullet"
In contrast, Malcolm X’s speech entitled “The Ballot or the Bullet” provides a radically different perspective on civil rights. Delivered in 1964, Malcolm X emphasizes the need for Black Americans to utilize their voting power or take up arms if necessary. He states, “It’s not a matter of being nonviolent; I’m not going to tell you what to do… you’ll have to defend yourself” (Malcolm X, 1964). This rhetoric reflects a more militant approach to civil rights, focusing on self-defense and the necessity of power rather than moral persuasion.

Secondary Source Analysis

Secondary Source 1: Taylor Branch’s "Parting the Waters"
Branch’s work provides a comprehensive narrative of the Civil Rights Movement. Through extensive research and interviews, Branch chronicles the struggles faced by civil rights leaders, including King, during key events such as the Montgomery bus boycott and the Selma to Montgomery marches. Branch emphasizes the interplay of political, social, and economic factors, arguing that the movement's success was linked to grassroots activism and national attention.
Secondary Source 2: Peniel Joseph’s "Dark Days, Bright Nights"
Joseph explores a broader narrative that integrates diverse civil rights approaches, including Black Power ideologies represented by Malcolm X. He contends that the Civil Rights Movement was not monolithic but a varied coalition of ideologies and approaches. Joseph argues that the movement's history must encompass both the nonviolent activism of King and the radical approaches of Malcolm X to fully understand the quest for equality in America (Joseph, 2010).

Narrative Comparisons

1. Differing Strategies:
The narratives present contrasting strategies; King advocates for nonviolent protest and moral persuasion, whereas Malcolm X promotes forceful self-defense. Evidence from King’s letter emphasizes the role of love and cooperation (King, 1963), while Malcolm X’s speech calls for urgency and immediate action (Malcolm X, 1964).
2. Perspectives:
Each source reflects the authors’ perspectives influenced by their experiences. King's narrative emanates from ethical and theological grounds, suggesting that moral action can lead to justice. In contrast, Malcolm X’s narrative arises from a place of urgency and frustration with the slow progress of civil rights, promoting a more combative approach.
3. Historical Context:
Both narratives were shaped by the societal context of the 1960s: a time of profound economic disparities, political upheaval, and social change. Branch's work details the civil rights framework amid political resistance, while Joseph emphasizes the diversification of the movement (Branch, 1988; Joseph, 2010).
4. Legacy of Narratives:
Collectively, these narratives have influenced how the Civil Rights Movement is remembered today. They surface in educational curricula and popular representations of the movement, highlighting either the philosophy of nonviolence or calls for self-defense.

Influential Narrative

Among the evaluated narratives, Martin Luther King Jr.’s “Letter from Birmingham Jail” significantly influenced the contemporary understanding of the Civil Rights Movement. King’s profound articulation of justice and moral law created a standard for civil rights advocacy, praised for its ethical basis and appeal to universal principles of human rights. King’s narrative not only galvanized support for the movement but also laid the groundwork for civil rights legislation, including the Civil Rights Act of 1964.
This narrative helps to frame my research question: "How did the Civil Rights Movement shape contemporary understandings of social justice?" King’s emphasis on justice as an ethical struggle resonates with modern social justice movements, influencing contemporary advocacy around issues like police brutality and systemic racism. By prioritizing love and understanding over violence, King’s legacy supports the notion that ethical activism can lead to meaningful societal change.
In essence, while both King and Malcolm X contributed to the rich tapestry of the Civil Rights Movement, King’s narrative remains paramount within the broader context. It fosters dialogue, inspires generations, and emphasizes the ethical dimensions of social activism even today.

References

1. Branch, T. (1988). Parting the Waters: America in the King Years 1954-63. Simon & Schuster.
2. Joseph, P. (2010). Dark Days, Bright Nights: From Black Power to Barack Obama. Basic Books.
3. King, M. L. Jr. (1963). Letter from Birmingham Jail. Retrieved from https://kinginstitute.stanford.edu/king-papers/documents/letter-birmingham-jail
4. Malcolm X. (1964). The Ballot or the Bullet. Retrieved from https://www.americanrhetoric.com/speeches/malcolmxballotorbullet.htm
5. Lawson, S. F. (2009). To Secure These Rights: The Declaration of Independence in the Civil Rights Movement. University of Georgia Press.
6. Hall, S. (2017). The Routledge Companion to African American History. Routledge.
7. Kendi, I. X. (2016). Stamped from the Beginning: The Definitive History of Racist Ideas in America. Nation Books.
8. Taylor, K. Y. (2016). How We Get Free: Black Feminism and the Combahee River Collective. Haymarket Books.
9. Wilkerson, I. (2020). Caste: The Origins of Our Discontents. Random House.
10. Tatum, B. D. (2017). Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race. Basic Books.