Choyce Module 5 Short Response
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Dec 6, 2023
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Module 5 Short Response:
Analyzing History
Adam R. Choyce
HIS-200 Applied History
November 23, 2023
Question 1: In the space below, specify which historical lens you'd like to use for this exercise.
Political Lens
Question 2: Next, formulate a research question about the civil rights movement (historical time from
1954 – 1968), using the lens you've chosen.
How did segregation laws
implemented by states in
the south, even after the
Fifteenth
Amendments,
disenfranchise blacks?
How did segregation laws
implemented by states in
the south, even after the
Fifteenth
Amendments,
disenfranchise blacks?
How did segregation laws implemented by states in the south, even after the Fifteenth Amendments,
disenfranchise blacks?
Question 3: First, go back and review the research question you developed in Step 1. For Step 2, first
name two different primary sources that you might use to answer that question. Be as specific as you
can. Your primary sources should be found using the Shapiro Library.
Two different primary sources that I might use to answer this question would be a letter from a civil
rights leader and newspaper article/photographs from eyewitnesses.
Question 4: Next, name two different secondary sources you could use to answer your research
question. Again, be as specific as you can. Your secondary sources should be found using the Shapiro
Library.
Two different secondary sources that could be very helpful to answer my research question on the civil
rights movements would be scholarly journals and popular periodicals that would highlight the events or
the people's reaction to those events at the time.
Question 5: Construct a thesis statement that provides an answer to the research question you posed
in Step 1. Base your response on the historical evidence that's been presented in this course so far, as
well as any research you may have done on your own.
Research Question: How did segregation laws implemented by states in the south, even after the
Fifteenth Amendments, disenfranchise blacks?
Thesis Statement: Even after the Fifteenth Amendments, laws such as Jim Crow, Black Codes
and de jure segregation, were implemented by states in the South, to disenfranchise and
discriminate against African-Americans by denying them access to schools, restaurants, and
public transportation.
Question 6: Name three specific historical events that can be considered contributory causes of the
passage of the Voting Rights Act. Briefly explain why you believe each of these events contributed to
the passage of the Act.
Three specific historical events that can be considered as having a contribution to the passing of the
Voting Rights Act are, 1) the letter written by Dr. Martin Luther King from behind bars; 2) the brutal
assault on non-violent African-American protesters who were marching for their right to vote, and 3)
President Johnson's speech to Congress to implore the members to stop blocking the Voting Rights bill.
Question 7: Based on what you read about the passage of the Voting Rights Act on Page 1 of this
learning block, name one event that was part of the course of this bill's passage by Congress.
The course of the
passage of the Voting
Rights Act by Congress
consisted of civil rights
supporters and
opponents gaining an
understanding of the
importance of black
American
voting rights; the passing
of the Fifteenth
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Amendments, as well as
the Enforcement Acts
from 1865 through to
1965.
The course of the
passage of the Voting
Rights Act by Congress
consisted of civil rights
supporters and
opponents gaining an
understanding of the
importance of black
American
voting rights; the passing
of the Fifteenth
Amendments, as well as
the Enforcement Acts
from 1865 through to
1965.
The course of the passage of the Voting Rights Act by Congress consisted of civil rights supporters and
opponents gaining an understanding of the importance of black American voting rights; the passing of
the Fifteenth Amendments, as well as the Enforcement Acts from 1865 through to 1965.
Question 8: Name three specific consequences caused by the passage of the Voting Rights Act.
Three specific consequences caused by the passage of the Voting Rights Act, were 1) an immediate
increase in black voter registration occurred, 2) in an effort to limit the effectiveness of African-American
voting, white-dominated state legislators enacted new measures, and 3) which I think is the most
poignant, the Voting Act also led to a sharp increase of African Americans in Congress, state legislatures,
and local offices.
Question 9: One of these scholars relied heavily on evidence about the substance of today's political
debate. Which scholar was that? What sort of evidence did he use?
David M. Kennedy was the political analyst that relied on substantial evidence in his debate. According to
Dr. Kennedy, though postponed for more than a century, the substantial fulfillment of the civil rights
agenda, "took place in that context of shared affluence, raising expectations all around, and great
national self-confidence". The evidence he referred to was the fact that the political system designed to
reconcile differences such as abortion, gay rights, etc. resembles the politics of the nineteenth century.
Question 10: One of these scholars relied heavily on evidence about the political process. Which
scholar was that? What sort of evidence did he use?
Richard Pildes was the political analyst that relied on evidence about the political process in his debate.
The evidence Plides used to debate the political process was the "purification" or "maturation" of the
American political system. This, he said, was seen in the rise of a genuine political system which
ultimately destroyed the one-party monopoly and eventually gave birth to the normal system of
competitive two-party politics.
Question 11:
1)
What is the topic of this essay? Does the author make it clear in the introduction?
2)
What is the author's thesis?
3)
What kind of sources and evidence do you think the author will use to support his thesis?
The topic of the essay is about a sit-in by a group of high school students on April 1, 1960, which was
made clear in the author's introduction.
The author's thesis statement is "By examining the effort to desegregate public facilities through the lens
of the first sit-in in Charleston, this article will illustrate how a small, committed group of local high
school students and teachers played an integral, though overlooked, role in the civil rights movement."
I believe the author will use primary sources in the form of a newspaper article, eyewitness report, or a
photograph that captured/recalled the action as it happened on the day, to support his thesis.
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