Unit Summary: Students will be able to analyze the various human rights issues across the world. Specifically they will be (1) identifying one such human right issue they connect to from the list of topics on the United Nations website (2) trace the history of the struggle, (3) analyze various perspectives on the issue and the measures taken to resolve it, (4) synthesize information to provide a possible sustainable solution and (5) use social media to discuss their action plan in a group relevant to their issue. Stage 1: Desired Results ESTABLISHED GOALS: G1. Recognize human rights issues in the world G2. Build knowledge through research, analysis and synthesis G3. Summarize, compare and contrast multiple perspectives G4. Formulate an action plan, articulate the plan in writing with evidence supporting a solution GLOBAL COMPETENCY: Explore the world beyond their environment Evaluate multiple perspectives Communicate Ideas to a diverse group Create a globally relevant action plan RESOURCES: Ishmael Beah “A Long Way Gone” http://www.alongwaygone.com/ United Nations http://www.ohchr.org/en/hrbodies/hrc/pages/hrcindex.aspx Community Tool Box – How to write an action plan http://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/develop-action-plans/main Transfer Students will be able to independently use their learning to…(real world purpose) T1. Investigate the world beyond their immediate environment. T2. Students recognize their own and others’ perspectives. T3. Students communicate their ideas effectively with diverse audiences. T4. Students translate their ideas and findings into appropriate actions to improve conditions. UNDERSTANDINGS Students will understand that… U1. Human rights issues can occur across a wide range of social, political and economic compass and realities U2. Perspectives and ideology may differ across different cultures U3. The relevance of universal human rights issues ESSENTIAL QUESTIONS E1. What is a human rights issue? E2. How can an active global citizenry impact a human rights issue? ACQUISITION Students will know… (Content) K1. The list of human rights issues as identified by the United Nations K2. The history of a specific human rights issue K3. Similarities and differences between multiple perspectives of the human rights issue Students will be able to… (Skills) S1. Compare and contrast multiple perspectives S2. Summarize information S3. Analyze and synthesize information S4. Use formal academic language t0 articulate an evidence based, globally engaging action plan. S5. Engage in a critical conversation with peers by responsible use of social media. Stage 2 - Evidence Assessment Evaluation Criteria (Learning Target or Student Will Be Able To) Assessments FOR Learning: (ex: kwl chart, exit ticket, observation, draft, rehearsal) _ Concept Map: Human Right _ Analysis worksheet: Research using United Nations website _ Group work protocol: supported by rubrics _ Documentary analysis: supported by worksheets _ Check for Understandings: Do Now, Exit slips Develop a deeper meaning of the human rights concept – worksheet and CFU Gather meaningful Research notes online, using a list of digital resoruces – analysis worksheet and documentary analysis worksheets Articulate multiple perspectives Assessment OF Learning: (ex: performance task, project, final paper) Performance task: Multimedia presentation of research, scope of active citizenship and reflection Tools: PowerPoint, Padlet, Powtoon, Google suite etc. Rubric based; evaluating for content including reerach task, plan for active citizenship and reflection of project. Stage 3 – Learning Plan Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate) WEEK 1: Recognize human rights issues in the world by student created working definition of human rights and creating a connection with citizen action. WEEK 2. Build knowledge through research, analysis and synthesis by focusing on a particular human rights issue chosen by students. WEEK 3. Summarize, compare and contrast multiple perspectives on the particular issue by exploring a variety of sources WEEK 4. Formulate an action plan, articulate the plan in writing with evidence supporting a solution on how each group can help in addressing the issue in practical ways. |
Lesson Title: Human Rights Introduction
Materials Needed: Laptop, Mini Globe, Notebook, Large Construction paper and markers, Post it notes Global Competency: INVESTIGATE THE WORLD, RECOGNIZE PERSPECTIVES, COMMUNICATE IDEAS, TAKE ACTION Where is the lesson going? (Learning Target or SWBAT) LT: I can describe and link the concepts of human rights and citizen action, and identify major human rights issues from the United Nation website. I can understand the connection between human rights and citizen action. Hook: Tailored Differentiation: As students come into the room there will be a power point on the overhead projection with a collage of picture depicting human rights violations. Each student will write a few words describing each picture and one way he or she can help. Pair ELL student, SPED students with English speaking peers general ED students.
Equip: Students will list ideas on the board. Teacher will now project a concept building map on the board. Students will take ideas from the list and fill up the boxes on the map. Students will group up in 4’s, discuss and write a working definition of human rights. Each group will also choose a human rights issue and reflect on how they can help. Rethink and revise: Students will exchange their definitions and action plan with one another group. They will receive peer feedback and revise their definition and action plan. Students will create mini posters including a revised definition, describing one issue and a related action plan. Evaluate: All Students will post mini posters and each student will give evaluate and give a feedback on all the posters, using post it notes. Notes: Organization: Have mini posters including a revised definition, describing one issue and a related action plan. |