1. Human RIghts How can we evoke change? Materials Needed for Today:
Highlighters
Collections 11

2. Warm Up: Examine the painting by Norman Rockwell and record what you notice.

3. Norman Rockwell’s The Problem We All Live with
Visit the following website for additional information on Rockwell’s painting: _paintings/ss/The-Problem-We-All-Live- With-By-Norman-Rockwell.htm. What is the purpose of Rockwell’s painting? What images/words does he include in this artwork to achieve his purpose? What makes this artwork both powerful and beautiful?

4. Objective: Students will examine a variety of speeches and pictures in order to evaluate the author’s purpose to effectively bring about change
Standards RI.11.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI.11.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. W.11.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

5. Overview of Lesson
How can an individual evoke change? Today you will analyze a speech by Frederick Douglass. You will analyze how he uses rhetorical techniques to achieve his purpose. You will then select a human rights issue of your own choosing and will compose an outline for a speech you might give to evoke change. Think-Pair-Share Imagine a world where there is peace, justice and fairness for all. What does that world look like?

6. Using Rhetorical Techniques to Add Power
Authors use rhetorical techniques to add power and beauty to their speeches. Review the list of techniques. Star the techniques with which you are already familiar. For the unfamiliar terms, underline key words/phrases for each term.

7. “What to the Slave Is the Fourth of July
“What to the Slave Is the Fourth of July?” speech by Frederick Douglass
View the video “AMERICA The Story of Us: Frederick Douglass” in your Collections eBook (page 285).
Read or listen to Frederick Douglass’ speech “What to the Slave Is the Fourth of July?”.
As you read, think about how Douglass answers the question of what the Fourth of July means to African Americans in Complete the attached graphic organizer.
Teacher note: as a way to check understanding, teachers may wish to go over a portion of this graphic organizer or allow students to work in partners.

8. Discussion:
What general principles does Douglass discuss in his speech? How do these principles connect with the overall purpose of his speech?
Based on his speech, what does the Fourth of July represent to an African American living in the 1850s? Cite evidence from the speech.
What makes this speech effective?
Teachers may use this point in the lesson to stop and informally assess students.

9. Your Mission
Your assignment is to select a human’s rights issue. After researching your issue, compose an outline to a speech that you might give about your issue. Your outline must include the following:
A statement of purpose
Evidence you’d use to prove your points
Rhetorical techniques you plan on using to accomplish your purpose

10. The Problems We All Live With: Promoting Peace, Justice, and Fairness for All
Latino Rights
Children’s Rights
Civil Rights Movement
Women’s Rights
Human Rights Overviews
Famous Civil Rights Activists
Migrant Workers Rights
Education Rights

11. Exit Ticket Quick Write
How can an individual evoke change? Use evidence from the text to support your answer.