Primary Source Exemplar: Universal Declaration of Human Rights Social Science Unit
Essential Questions
- How has the United States dealt with equality in the past?
- How does this compare to the same issue in other countries?
- Can there be a truly universal definition of human rights?
Text Set
Eleanor Roosevelt: UDHR Speech (Text, Audio, Partial Video)
PBS: Truman Exec Order 9981 & Resources
George Wallace Inaugural Address 'Segregation Now, Segregation Forever' (PDF)
Teacher Resources
Intro to SOAPSTone - College Board (for teachers)
Tasks
1. SOAPSTone Analysis
2. Cluster Mapping
3. Persuasive Essay
NOTE: Lessons 4 and 5 are very similar; they are designed as Social Science support lessons for the Primary Source Project ELA Lessons.
Task 1: SOAPSTone Analysis
Preparation
- Conduct reality test of all internet links
- Prepare physical copies of documents to compliment internet links; ensure that the correct internet link appears at the bottom of the document
Method
- Explain to students that they will be completing an assignment with a partner that will help them understand what was going on in the world in terms of human rights in the aftermath of World War II
- Describe the definition, attributes, and role of Primary Source Documents in the process of ‘doing history'.
- Instruct students how to conduct a SOAPSTone analysis of Primary Source Documents (if previously explained, then omit this step)
- Students choose a partner to work with (or you can assign)
- Secretly number each pair from 1 to 3, taking care that there are roughly equal numbers of pairs in each group. NOTE: Do not make explicit to students that they are working on one of three documents
- Invite students to assist in analyzing history by working with a partner to analyze selected Primary Source Documents
- Distribute the SOAPSTone Worksheet (see appendix A) to all students
- Distribute the Primary Source Documents as follows: Group 1 Eleanor Roosevelt’s Speech, Group 2 receives Executive Order 9986, and Group 3 receives Goerge Wallace’s speech.
- Each pair conducts a SOAPSTone analysis of the document. Give 10 minutes while circulating to give assistance. After 10 minutes, stop the class and assess what percentage complete students are (they should be about ½ way complete). Let them know they have 10 more minutes.
- Once completed, ask all of the members of groups 1, 2 and 3 to meet together as a committee of the whole and discuss their findings. Make explicit that random non-volunteers will be expected to report out the findings of the group. Give 5 minutes.
- Choose a random non-volunteer from each group to explain what they had for ‘Subject’ of the document WITHOUT naming the document.
- Repeat for Occasion, Audience, Purpose, Speaker, and Tone.
- Take care to correct any mistakes as you repeat back what is said.
- Ensure each student retains a copy of their SOAPSTone.
- OPTIONAL ENRICHMENT: Ask students to individually fill out their SOAPSTone analysis with additional research, citing sources
Standards
Research to Build and Present Knowledge
- CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Rationale
Students engage a variety of artifacts/PSDs that are connected both thematically and chronologically in order to draw out relevant details that will help them analyze Eleanor Roosevelt’s speech in greater depth.
Task 2: Cluster Mapping
Preparation
Prepare an area of the board (or similar location to tape up responses) of at least 6’ x 6’ to use as a whole-class graphic organizer. The center should say: “Towards Universal Standards of Human Rights”, but be covered by thick paper as to be invisible. There should be 6 areas branching off (simple lines, flower petals, whatever is easiest) labeled for each component of SOAPSTone
- Procure blue gaffers’ tape (painters tape)
- Procure enough scissors to minimize a logistics bottleneck
- Arrange your daily plan such that you will take a natural end of class break after step 7
Method
- Students get back into pairs and review their SOAPSTone worksheets from Task 1
- Ask students to get into their groups (1, 2 or 3) and choose a different partner from the same group
- Ask each of the new pairs to pick the single best statement for each SOAPSTone category from each individual SOAPSTone worksheet and put an X next to the one not chosen. These may be on one partner or the others, or some combination thereof.
- Ask the new pairs to ‘pair up’ with another pair in the same group to make a quartet. Each pair makes the case that its’ statement is the best. The quartet must agree to move forward.
- Have quartets join other quartets, absorbing smaller groups as they repeat the process until the best statement for each SOAPSTone category has been vetted by the entire subgroup (1, 2 or 3)
- Each group cuts out the statement that best explains the category for their document
- Groups then tape their statement to the board with the Subjects of all three documents together and so on. Take a photo of the finished product, and invite students to do the same.
- End class for the day
- Pull down all of the strips and organize them together on white computer paper. Take a photocopy of each category (all three Subjects on a page, all three Occasions on a page, etc)
- Make enough copies of the packet for each student in the class in anticipation of Task 3
Standards
Research to Build and Present Knowledge
- CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Rationale
Students make connections between the artifacts/PSDs that they had previously explored, drawing connections between the details previously uncovered.
Task 3: Persuasive Essay
Preparation
- Collect packets made at the end of Task 2
- Provide copies of the other two primary source documents to each student so they have all three documents
Method
- Explain to students that they are preparing to write an essay analysing the social, political, and cultural struggles with the concept of Human Rights in the United States after World War II.
- Instruct students to read the 2 additional Primary Source documents
- Hand out the packet of ‘best statements’ for each category of the three documents
- Guide students in comparing the documents by going over the packet and drawing out similarities and differences. ALTERNATE: Ask concrete questions and have students A-B Pair Share with each other
- Ask students to brainstorm how the documents are linked. NOTE:They should see that two documents are from roughly the same time and represent the struggle against abuses of human rights. The third document is from an opponent of universal human rights.
- Introduce the writing topic: Can there be universal standards for human rights? Students need to make a decision now as it will influence what they choose to cite
- Have students create an outline of their proposed essay using standard 5 paragraph format (Intro, Body A, Body B, Body C, Conclusion). Instruct students to dedicate each body to one of the documents
- Instruct students to find specific textual evidence to cite in support of their position either for or against idea that standards of human rights are universal from within each document. The SOAPSTone analyses will help scaffold understanding of the documents they did not work on directly, but they have to go back to the document. They need at least 2 supporting citations from each document. NOTE: I recommend 10 minutes per body paragraph, minimum
- Once students have chosen their evidence for the body paragraphs, ask them to write their thesis statement. SUPPORT: For struggling learners, give them the frame, “The idea that there can be a universal standard for human rights is (pick one) right / wrong because…
- Finally, students flesh out the introduction and conclusion, then write the essay in the proper order
- OPTIONAL: Collect a rough draft to give feedback (I recommend grading only for completion)
Standards
Text Types and Purposes
- CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
- CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
- CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
- CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.
- CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
- CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
- CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
- CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Range of Writing
- CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Rationale
Students must engage in writing a persuasive essay discussing the problems of a universal definition of human rights using the prior work from tasks 1 and 2 to provide context and detail.
Appendix A
SOAPSTone Analysis for Primary Source Documents Name ____________
S - What is the subject of the piece? What is the general topic or idea of the piece?
O - What is the occasion? What are the time, place, and setting of the piece?
A - Who is the audience? To whom is this document directed?
P - What is the purpose or reason that this document was written?
S - Who is the speaker? Who is the voice that tells the story?
Tone - What is the tone of the piece? What emotions describe the piece? How do they
feel?
Directions: Working with your partner, read the document and then apply the SOAPStone strategy by answering the following questions.
1. What is the subject of the document?
2. What are the time, place and setting of the piece? (Occasion)
3. Who is the audience? To whom is the document directed?
4. What is the purpose or reason that this document was written?
5. Who is the speaker? Who is the voice that tells the story?
6. What is the tone of the piece? What emotions describe the piece?