HIS FPX 1150 Assessment 1 Evaluating Historical Sources Worksheet

Evaluating Historical Sources Worksheet

Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Respond to questions 3–8 in complete sentences.

Sample formatted citation:

Citation for Source 1:

1. What type of source is this (primary or secondary)?
2. When was it written?
3. Why was it written?

This political cartoon was designed in such a way that it could comment on the debate that was going on regarding the issue of women’s suffrage in the Progressive Era. Either it was meant to ridicule anti-suffrage ideology or to emphasize how women of the society were undermined in terms of their intellectual capabilities and voting rights.

1. What is the main idea or takeaway?

The point is that women were commonly transformed into some simple stereotypes, which implied that they could engage in only simple or household activities, like learning the alphabet, but not in voting or political life. The cartoon takes a jab at or satirizes the argument that women were not fit to be responsible for civic responsibilities.

2. Was the writer present at the time of the events he or she was writing about?

Yes. The cartoon was drawn in the early 1900s when the suffrage movement was busy lobbying to be given the right to vote. The artist happened to live in the events and was reacting directly to the common discussions of the era.

1. Does the writer seem neutral? Why/why not?

No, the cartoonist is not impartial. The purpose of political cartoons is to convince or to criticize, and this image has taken the stereotypes to extremes. The cartoon is very explicit in its point of view, either pro-suffrage or a ridicule at anti-suffrage reasons, and does not seek to offer a two-sided or neutral standpoint.

2. What are some of the key facts presented?

Women were viewed by some in society as intellectually inferior. Anti-suffrage arguments often centered on traditional gender roles. Visual satire was widely used in public debates about women’s rights.

The cartoon reflects the cultural resistance to women’s participation in politics.

3. Explain why this source is credible.

This is a credible primary source because it is preserved and verified by the Library of Congress, a reputable national archival institution. It is an original artifact from the early 20th- century suffrage movement and accurately reflects public attitudes and debates of the period.

Citation for Source 2:

1. What type of source is this (primary or secondary)?
2. When was it written?
3. Why was it written?

The exhibit page was written to present a curated historical narrative about the Civil Rights Era (1950–1963) as part of a broader exhibition commemorating the 50th anniversary of the Civil Rights Act of 1964.

4. What is the main idea or takeaway?

The main idea is to highlight the critical historical context — the systemic segregation, activism, and grassroots organization — that preceded legal change. It emphasizes how decades of civil rights activism (legal challenges, protests, and oral histories) built toward the legislative victory of the Civil Rights Act.

5. Was the writer present at the time of the events he or she was writing about?

Not exactly. This is a modern curated exhibition, not a first-person participant’s account. The “writer” is the Library of Congress/curators, but many of the items in the exhibit (photographs, letters, and oral histories) are from people who were present during the era. Therefore, while the curator is not a contemporary actor, the source collection includes genuine first-person materials.

6. Does the writer seem neutral? Why/why not?

The curator / LOC writers aim for historical objectivity, but the exhibition has an interpretive perspective: it’s designed to convey the importance and moral weight of the civil rights struggle. They are not neutral in the sense of being dispassionate: the presentation supports the civil rights legacy, but it does so based on historical evidence. Because it’s an institutional exhibit, its bias is toward education, commemoration, and raising awareness.

7. What are some of the key facts presented?

It outlines significant civil rights activities: court cases, marches, sit-ins, politicians, civil rights leaders, and segregationist issues. It also highlights the grassroots aspect of this movement: oral histories and testimonies are an integral element of the struggle as formulated by the LOC.

8. Explain why this source is credible.

The Library of Congress is a highly trusted archival institution in the U.S., and it has high authenticity and preservation standards. There are no reproductions in the exhibit; everything is drawn from the LOC collections (manuscripts, photographs, oral history) and is original. There is good documentation and LOC curatorial expertise in the exhibition, which secures the historical accuracy.

Citation for Source 3:

1. What type of source is this (primary or secondary)?
2. What is the date of its composition?
3. What is the purpose of it?

Being the product of a major national archival institution (LOC), it is intended to be historically comprehensive and authoritative.

4. What is the key point or lesson learned?

The essay illuminates the often forgotten but vitally important contributions that women made in the Civil Rights Movement, both from the grassroots and as organizers, lawyers, and field directors, and as leaders who boldly challenged sexism within the movement itself.

5. Did the writer first-hand witness the events he or she described?

NO.

6. Does the writer seem neutral? Why/why not?

As it is created by a major national archival institution (LOC), it strives to be historically authoritative and comprehensive. It can call attention to reflections on oral history; that is, personal memory, which can be subjective. The emphasis of the narrative is also on women’s experiences of gender discrimination, meaning that the essay tends to be more about the struggles of gender in the movement and might downplay other issues (e.g., overall racial strategy).

7. What are some of the main facts that are presented?

Sexism, lack of resources, and harassment were problems for women such as Gwendolyn Simmons (SNCC). A major leader, whose contributions were sometimes overshadowed by male counterparts, Diane Nash was one of these. Oral histories cite some women, who also called for accountability and respect, even threatening to take harassers off projects. The essay mentions the number of women who did get involved in the feminist movement during the 1970s, which would eventually connect with the next wave of women’s rights activism and civil rights activism.

8. State reasons why this source is credible.

Their credibility is excellent: The Library of Congress is a very respected institution, and the Civil Rights History Project is a massive undertaking, sponsored by the U.S. Government. It draws on the oral history of actual movement participants, providing first-hand knowledge. However, as in every oral history, memories can be selective and/or impacted by later reflection, and to provide historical context, it is potent.

Citation for Source #4:

1. What type of source is this (primary or secondary)?
2. On what date was it composed?
3. What was the purpose of the piece’s composition?

The authors adopt a social justice/advocacy perspective, and they highlight inequalities, oppression, and structural violence.

4. What is the article’s key message or lesson?

The chapter discusses women’s past and current issues of gender based violence, racialized sexual violence, self-defense movements, and systems of social justice issues in the United States.

5. Was the writer present at the time of the events he or she was writing about?

Yes.

6. Does the author appear to be impartial? Why/why not?

The authors’ perspective is social justice/advocacy, in which they focus on inequality, oppression, and structural violence. They are likely concentrating on particular groups of people because they are vulnerable groups (Indigenous women, Black women), and thus may be more interested in systemic issues rather than an individual success story. Unlike other chapters in the book, this one is not purely descriptive but rather, with its emphasis on change and activism, normative.

7. What are some facts that are stressed?

Sexual violence against women is defined according to the most contemporary (modern) public health definitions (e.g., CDC). History of violence: Indigenous women were sexually oppressed during colonization. Enslaved Black women were raped, forced to bear slaves, and otherwise sexually abused. Rape was underreported in the 1950s-60s; forced and identity were required to be proven. The first “rape kit” was created by activists in the late 1970s to solve issues involving the collection of evidence. Women formed self-defence groups and anti-rape squads to assert their right to control their own bodies.

8. Write why this is a credible source.

The source is credible since it comes from Milne Open Textbooks, part of Genesee’s SUNY library publishing program. The authors are human services professionals and scholars of social justice and gender studies. As it’s a textbook chapter, it is peer-reviewed (or at least reviewed by academic authors) and intended for educational purposes.

For the next (2nd) sample of HIS-1150 visit: HIS FPX 1150 Assessment 2