Unit 6 Mini Summative

Did the actions of the United States from 1914-1945 respect universal human rights?

Your Task: Your job is to prepare a short essay that argues that the United States either did or did not respect universal human rights. You will use three documents to help support your answer.

Relevant Assignments:U6 #4: The Sedition ActU6 #6: End of World War One (Woodrow Wilson’s 14 Points and Birth of a Nation)U6 #10: 1920s: The Second Rise of the KKKU6 #13: The New DealU6 #14: World War Two: The Rise of Fascism (Jewish Refugee Crisis)U6 #18: World War Two: Japanese-American Incarceration

Create a Google doc with your name on it and share it with slasken1@cps.edu ppgikas@cps.edu and ericrdeasy@gmail.com (remember there’s an R between the first and last name!)

Schedule Wednesday, May 8In-class work day

Read and annotate the Universal Declaration of Human Rights Create your claim (did the U.S. respect human rights or not?) Identify which articles in the Universal Declaration of Human Rights you want

to say the U.S. respected/violated in your essay

Thursday, May 9In-class work day

Organize your evidence: which sources best support your point? Begin writing your essay

Friday, May 10In-class work day

Continue working on essay This is the last day to work in class!

Assignment DUE Monday, MAY 13

Step One: Thesis (Should be completed Wednesday, 5/8)

The United States (did/did not) respect important human rights such as ______, _________, _________ (list three rights that are in the Universal Declaration of Human Rights).

Step Two: Evidence #1 (Should be completed Thursday, 5/9)

For example, the United States (did/did not) uphold Article ___ which states that ______________ is a universal right.

Step Three: Analysis #1 (Should be completed Thursday, 5/9)

The United States (did/did not) protect this right when… (provide evidence from a source).

Step Four: Considering Origin, Purpose, Value, Limitation #1 (Should be completed Thursday, 5/9)

Origin Example: This source is important because it comes from the President of the United States, which means the ideas in the speech would guide national policy.

Purpose Example: The president wrote this speech because he is trying to convince Americans to agree with him about __________.

Value Example: This speech by the president helps us better understand his ideas about _________.

Limitation Example: The president is giving the speech in October during an election year. Not only is he trying to convince people to agree with him, but he has another motive to make himself look good for the upcoming election.

Repeat Steps Two through Four for the other articles you choose to discuss.

The Universal Declaration of Human Rights (adopted in 1948)Article 1 Right to Equality

Article 2 Freedom from DiscriminationArticle 3 Right to Life, Liberty, Personal SecurityArticle 4 Freedom from Slavery

Article 5 Freedom from Torture and Degrading TreatmentArticle 6 Right to Recognition as a Person before the Law

Article 7 Right to Equality before the Law

Article 8 Right to Remedy by Competent Tribunal

Article 9 Freedom from Arbitrary Arrest and ExileArticle 10 Right to Fair Public Hearing

Article 11 Right to be Considered Innocent until Proven GuiltyArticle 12 Freedom from Interference with Privacy, Family, Home and CorrespondenceArticle 13 Right to Free Movement in and out of the CountryArticle 14 Right to Asylum in other Countries from PersecutionArticle 15 Right to a Nationality and the Freedom to Change It

Article 16 Right to Marriage and Family

Article 17 Right to Own Property

Article 18 Freedom of Belief and Religion

Article 19 Freedom of Opinion and InformationArticle 20 Right of Peaceful Assembly and Association

Article 21 Right to Participate in Government and in Free Elections

Article 22 Right to Social SecurityArticle 23 Right to Desirable Work and to Join Trade Unions

Article 24 Right to Rest and Leisure

Article 25 Right to Adequate Living Standard

Article 26 Right to Education

Article 27 Right to Participate in the Cultural Life of Community

Article 28 Right to a Social Order that Articulates this Document

Article 29 Community Duties Essential to Free and Full Development

Article 30 Freedom from State or Personal Interference in the above Rights

Source A: Sedition Act of 1918During World War One, the US government decided to make it illegal to say anything that was considering damaging to the war effort.

Whoever, when the United States is at war, shall willfully make false reports or false statements with intent to interfere with the operation or success of the military or naval forces of the United

States, or to promote the success of its enemies, or shall willfully make or convey false reports or false statements…and whoever when the United States is at war, shall willfully cause or attempt to cause, or incite or attempt to incite, insubordination, disloyalty, mutiny, or refusal of duty, in the military or naval forces of the United States…shall be punished by a fine of not more than $10,000 or the imprisonment for not more than twenty years, or both.

Source B: Woodrow Wilson’s 14 PointsAfter World War One, U.S. President Woodrow Wilson listed 14 ideas on how to stop a world war from ever happening again.

Summary of Wilson’s 14 Points1. An end to secret diplomacy (ie. Secret alliances or treaties)

2. Freedom of the seas in peace and war (no blockades)

3. The reduction of trade barriers among nations (like tariffs)

4. The general reduction of armaments/weapons (by all nations)

5. The adjustment of colonial claims in the interest of the inhabitants as well as of the colonial powers, to give

colonized people greater voice in their government.

6. The evacuation of Russian territory and a welcome for its new (communist) government to the society of nations

7. The restoration of Belgium

8. The German evacuation of all French territory, including Alsace-Lorraine

9. The readjustment of Italian boundaries along clearly recognizable lines of nationality

10. Independence for various national groups in Austria-Hungary

11. The restoration of the Balkan nations and free access to the sea for Serbia

12. Protection for minorities in Turkey and the free passage of the ships of all nations through the Dardanelles

13. Independence for Poland, including access to the sea

14. A League of Nations that would include all nations and allow for nations to peacefully and collectively resolve

conflicts

Source C: Public Polling on Americans’ Views on Jews, 1939In the late 1930s, Jews in central Europe were fleeing discrimination and persecution. The Nazis already had power in Germany. Many Jews looked to live in the United States, but the United States did not allow many of them in.

Source D: KKK Membership, 1871-1990sIn the 1920s, KKK membership skyrocketed. The KKK was violent towards African Americans, Jews, immigrants, and labor unions (to list a few). During the 1920s, the KKK also gained political power across the entire country, not just the south.

Source E: African Americans and the New DealDuring the Great Depression, President Franklin Roosevelt created New Deal programs that were meant to assist everyday Americans, fix the economic systems that failed, and prevent another Great Depression from happening again.

Most New Deal programs discriminated against blacks. The National Recovery Administration, for example, not only offered whites the first crack at jobs, but authorized separate and lower pay scales for blacks. The Federal Housing Authority (FHA) refused to guarantee mortgages for blacks who tried to buy in white neighborhoods, and the Civilian Conservation Corps maintained segregated camps. Furthermore, the Social Security Act excluded those job categories blacks traditionally filled.

The story in agriculture was particularly grim. Since 40 percent of all black workers made their living as sharecroppers and tenant farmers, the Agricultural Adjustment Administration (AAA) acreage reduction hit blacks hard. White landlords could make more money by leaving land untilled than by putting land back into production. As a result, the AAA’s policies forced more than 100,000 blacks off the land in 1933 and 1934. Even more galling to black leaders, the president failed to support an anti-lynching bill and a bill to abolish the poll tax. Roosevelt feared that conservative southern Democrats, who had seniority in Congress and controlled many committee chairmanships, would block his bills if he tried to fight them on the race question.

Source F: Hot Lunches for a Million School ChildrenDuring the Great Depression, President Franklin Roosevelt created New Deal programs that were meant to assist everyday Americans, fix the economic systems that failed, and prevent another Great Depression from happening again.

One million undernourished (not receiving enough healthy food) children have benefited by the Works Progress Administration’s school lunch program. In the past year and a half 80,000,000 hot well-balanced meals have been served at the rate of 500,000 daily in 10,000 schools throughout the country…

For many children, who are required to leave home early in the morning and travel long distances after school hours to reach their homes, the WPA lunch constitutes the only got meal of the day…

Through the daily service of warm, nourishing food, prepared by qualified, needy women workers, the WPA is making it possible for many underprivileged children of the present to grow into useful, healthy citizens of the future.

Source G: Samuel Mihara TestimonyDuring World War Two, the American government feared another attack from Japan and ordered all Japanese-Americans to leave their homes and live in incarceration camps for years at a time. Samuel Mihara is a Japanese-American who went to one of the incarceration camps when he was a kid.

“I came from San Francisco. I entered Heart Mountain at the age of nine and I was here for three years – I left at the age of twelve. We got on a train and rode the train for four days, three nights. Each of us were carrying our one suitcase…We saw the barbed wire fences, the guard towers along the perimeter, the armed guards inside the towers, and the floodlights. And there were signs along the perimeter, in both English and Japanese, warning us to not cross this line, this fence. That is the definition of a prison. Because anyone inside the enclosure, if they feel they are going to be shot and hurt if they tried to cross and go outside, then we are truly prisoners. What was the crime we were accused of? The answer is there was none.”

D: Thinking Critically1-2 i. analyses concepts, issues, models, visual

representation and theories to a limited extent

ii. summarizes information to a limited extent

limited summary of range of primary sources does not effectively relate articles of human

rights to sources to create a claim

to make arguments iii. describes a limited number of

sources/data in terms of origin and purpose and recognizes few values and limitation

limited analysis of origin, purpose, value, and limitation of sources

3-4 i. analyses concepts, issues, models, visual representation and theories

ii. summarizes information to make arguments

iii. analyses and/or evaluates sources/data in terms of origin and purpose, recognizing some values and limitations

summarizes range of primary sources creates a historical claim related to articles of

the universal declaration of human rights some analysis of origin, purpose, value, and

limitations of sources

5-6 i. discusses concepts, issues, models, visual representation and theories

ii. synthesizes information to make valid arguments

iii. effectively analyses and evaluates a range of sources/data in terms of origin and purpose, recognizing values and limitations

discusses range of primary sources with evidence

creates a historical claim that uses the articles of the universal declaration of human rights and is supported by evidence

effectively analyzes two sources for origin, purpose, value, and limitations

7-8 i. completes a detailed discussion of concepts, issues, models, visual representation and theories

ii. synthesizes information to make valid, well-supported arguments

iii. effectively analyses and evaluates a wide range of sources/data in terms of origin and purpose, recognizing values and limitations

effective discussion of range of specific evidence from multiple primary sources

creates a valid historical claim that uses the articles of the universal declaration of human rights and is well-supported by evidence

effectively analyzes three sources for origin, purpose, value, and limitations

Conversion score: ________/100

8 7 6 5 4 3 2 1100 92 86 80 76 70 60 50