Letter Writing for Human Rights

Submitted by egartley on Thu, 10/04/2012 - 00:13Printable version Bookmark and Share
Created By:
Elizabeth Gartley
Title/Role:
Grad Student / Activist
Organization/School Name:
Simmons GSLIS / Get On The Bus for Human Rights
Location:
Massachusetts

Grade Level:
10, 11, 12
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Flexible
Collaboration Continuum:
Intensive
Content Area:
Language Arts
Content Topic:
Human Rights, Letter Writing
Standards for the 21st-Century Learner
Skills Indicator(s):
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.5 Connect learning to community issues.
Dispostion Indicator(s):
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.6 Use information and knowledge in the service of democratic values.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.
Scenario:
The high school Amnesty International Club will be participating in a large human rights event in the spring. In speaking with the club's faculty coordinator, the ELA teacher and school librarian have realized that the taking action model that human rights defenders use is very similar to the writing standards expected of high school students in the ELA Common Core State Standards and strands in the AASL Standards for the 21st Century Learner. The ELA teacher and school librarian will have students write formal letters which identify concerns regarding a specific human rights case, establish significance of the case, provide sufficient evidence (identify which human rights are being violated, and cite appropriate human rights documents and organizations), and includes a concluding statement. ELA teacher and SL will collaborate before the lesson to compile case summaries (or "case dossiers") for each student to refer to in writing his or her letter.

Overview:
Students will be able to identify which human rights are being violated in a given case summary and explain how those rights are being violated. Students will be able to clearly and formally express arguments and concerns regarding human rights violations. This lesson is designed to address two essential questions: What are human rights? How can ordinary people defend human rights?

Final Product:
Students will write a formal letter addressed to an appropriate head of state or government official expressing concern over a current human rights violation and requesting specific action.

Library Lesson:
Students will begin to think critically about the meaning of human rights and how ordinary people can stand up for human rights. Students will gain confidence and experience in formally expressing ideas. The lesson will stress the importance of using supporting evidence in crafting arguments.

Estimated Lesson Time:
90 minutes
Assessment
Product:
ELA teacher will assess students’ formal letters according to a rubric which covers the following criteria: 1. Addressed to appropriate target. 2. Context of human rights violation is clearly described. 3. Arguments are written to support concerns in an analysis of substantive texts, using valid reasoning and relevant and sufficient evidence. 4. Letter includes a concluding statement that follows from and supports the argument presented, and includes an appropriate call to action. 5. Letter is free of grammatical and spelling errors and maintains a formal tone.

Process:
School librarian will assess students’ active participation according to a checklist which covers the following items: 1. Actively participates in discussions, contributing questions and ideas. 2. Seeks appropriate help when needed. 3. Provides appropriate and constructive peer feedback. 4. Remains respectful of classroom rules and routines, actively listens to peers and instructors. 5. Remains focused and on-task throughout the class period.

Self Questioning:
After students have written the draft of their letter, instructors will lead a guided discussion touching on the following topics and questions: Did I have enough information? How did I make my argument compelling? How did I feel writing to a government official about a human rights violation? What other steps could I take to support this human rights case?

Instructional Plan
Resources students will use:
Moving Image (i.e. animations, movies, tv program, video)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop

Instruction/Activities
Direct instruction:
ELA teacher and school librarian will introduce the topic of human rights and screen the video "The Story of Human Rights" (9:30, available online at www.youthforhumanrights.org). Both instructors will explain the assignment and expectations to students.

Modeling and guided practice:
After watching the video, instructors and students will review, taking turns reading aloud, the Universal Declaration of Human Rights, reading a plain-text version of the 30 basic human rights (attached). In small groups of 3-4, students will discuss the Eleanor Roosevelt quote in the video: "Where after all do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any map of the world. Yet they are the world of the individual person: The neighborhood he lives in; the school or college he attends; the factory, farm or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world." As a whole group, the class will discuss questions such as: As individuals and citizens, what is our responsibility regarding human rights? How can ordinary people defend human rights? What are some examples? Instructors will transition to letter writing by screening the "Signatures" public service announcement by Amnesty International France (2:19, available online at youtu.be/yhdML9nGIHM) In small groups, students will review letter writing guidelines from Amnesty International/ Urgent Action Network (document attached). Instructors will circulate at this time to answer questions.

Independent practice:
After reviewing the Amnesty International/ Urgent Action Network letter writing guidelines, instructors will hand out case documents to students. Based on the videos and the documents read in class, students will take about 10 minutes to draft an outline for their letter, identifying key points. Students will the read each others outlines and provide peer feedback in small groups. Instructors will circulate, providing support and feedback. Based on feedback, students will draft their formal letter. Instructors will continue to circulate, answering questions and providing support and feedback.


Have you taught this lesson before:
No

Strategies for differentiation:
To extend this lesson, instructors may choose to have students choose and research their cases before writing their letters. The lesson may also be adapted by having students write letters in pairs.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.9-10.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (9,10)

CC.11-12.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (11,12)

CC.9-10.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (9,10)

CC.11-12.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (11,12)

CC.11-12.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (11,12)

CC.9-10.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9,10)

CC.9-10.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10)

CC11-12WH/SS/S/TS1 » Writing Standards » 1. Write arguments focused on discipline-specific content. (11,12)

CC11-12WH/SS/S/TS2 » Writing Standards » 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (11,12)

CC.9-10.W.4 » English Language Arts » Production and Distribution of Writing » 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (9,10)

CC.9-10.SL.6 » English Language Arts » Presentation of Knowledge and Ideas » 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (9,10)

CC.11-12.W.10 » English Language Arts » Range of Writing » 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (11,12)

CC.9-10.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. (9,10)

CC.9-10.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10)

CC.11-12.L.4.d » English Language Arts » Vocabulary Acquisition and Use » d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (11,12)

CC.11-12.L.1.b » English Language Arts » Conventions of Standard English » b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed. (11,12)

CC.11-12.L.3 » English Language Arts » Knowledge of Language » 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (11,12)

CC.11-12.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (11,12)

CC11-12WH/SS/S/TS1e » Writing Standards » e. Provide a concluding statement or section that follows from or supports the argument presented. (11,12)

CC.9-10.W.1.c » English Language Arts » Text Types and Purposes » c. 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. (9,10)

CC.11-12.W.1.d » English Language Arts » Text Types and Purposes » d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11,12)

CC.9-10.W.2.b » English Language Arts » Text Types and Purposes » b. 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. (9,10)

CC9-10WH/SS/S/TS2c » Writing Standards » c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (9,10)

CC9-10WH/SS/S/TS2d » Writing Standards » d. 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. (9,10)

CC.11-12.W.2.e » English Language Arts » Text Types and Purposes » e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11,12)

CC.11-12.W.2.f » English Language Arts » Text Types and Purposes » f. 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). (11,12)

CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 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. (9,10)

CC.11-12.W.1.c » English Language Arts » Text Types and Purposes » c. Use words, phrases, and clauses as well as varied syntax 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. (11,12)

CC.11-12.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (11,12)

CC11-12WH/SS/S/TS2e » Writing Standards » e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (11,12)

CC.11-12.W.1.e » English Language Arts » Text Types and Purposes » e. Provide a concluding statement or section that follows from and supports the argument presented. (11,12)

CC.9-10.L.1 » English Language Arts » Conventions of Standard English » 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (9,10)

CC.9-10.L.2 » English Language Arts » Conventions of Standard English » 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (9,10)

CC.9-10.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (9,10)

CC.11-12.W.1 » English Language Arts » Text Types and Purposes » 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (11,12)

CC.9-10.W.1.b » English Language Arts » Text Types and Purposes » b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. (9,10)

CC.11-12.W.2 » English Language Arts » Text Types and Purposes » 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. (11,12)

CC.9-10.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize complex 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. (9,10)

CC.9-10.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (9,10)

CC.9-10.W.2.d » English Language Arts » Text Types and Purposes » d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (9,10)

CC.9-10.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (9,10)

CC.11-12.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11,12)

CC.11-12.W.1.b » English Language Arts » Text Types and Purposes » b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. (11,12)

CC.11-12.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (11,12)

CC.11-12.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (11,12)

CC.11-12.W.2.d » English Language Arts » Text Types and Purposes » d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (11,12)

CC.11-12.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)

CC.11-12.W.7 » English Language Arts » Research to Build and Present Knowledge » 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. (11,12)