1
Anna
Savannah Anna
Professor Reyes
United States History II (HIST XXXXXXXXXX)
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
y 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
ag 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
espect 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
e 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 wa
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
evolution-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 you
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
esponding to their ideas, opinions, etc. The sources can be found below the
questions and ru
ic.
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 Li
ary Savannah Anna
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Grading Ru
ic:
(50pts) Student Post/Thread: Each question needs to be answered
effectively. The sources need to be co
ectly identified (primary vs. secondary);
the student explained the purpose of each source in a few sentences (3-5 pe
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 pee
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
esponse 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