Taking Action for Human Rights 1: Define

Submitted by egartley on Thu, 12/06/2012 - 20:47Printable 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:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Intensive
Content Area:
Language Arts
Content Topic:
Human Rights
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
2.1.2 Organize knowledge so that it is useful.
Dispostion Indicator(s):
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.
2.4.4 Develop directions for future investigations.
Scenario:
"Lesson one of four* 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 create action plans 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. Students will also share their new knowledge with peers through a written case summary and creative element (demonstration, art or media project).

Overview:
How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson one of four*

Final Product:
Students will chose a human rights case on which to focus for this project and will answer the following questions: 1. What article(s) of the UDHR are being violated? 2. Provide a brief description of the case and target (include campaign “asks”). 3. Draft list of sources. 4. Why is this case appropriate and timely? 5. Are any other organizations working on this or related causes? 6. What are some creative ideas? Unit Product: Final projects should include: Letter writing campaign or petition, Case summary, Creative element (demonstration, art or media project).

Library Lesson:
This lesson is first in a four-part unit in which students will think critically about the meaning of human rights and how ordinary people can stand up for human rights. Students will conduct an inquiry-based research process and share new understandings through written and creative products. By the end of this lesson, students will be able to: 1. Identify a contemporary human rights case or violation to focus on for the Taking Action project, and 2. List sources and organize findings so that it is useful.

Estimated Lesson Time:
90 minutes
Assessment
Product:
Either electronically or in print, students will answer the following questions: 1. What article(s) of the UDHR are being violated? 2. Provide a brief description of the case and target (include campaign “asks”). 3. Draft list of sources. 4. Why is this case appropriate and timely? 5. Are any other organizations working on this or related causes? 6. What are some creative ideas? Instructor will assess students’ work seeing that all items have been addressed. Notes or rough ideas are acceptable at this stage.

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

Self Questioning:
Students should be directed to consider these questions during the learning process: What human rights issues am I interested in? What planning, writing or creative skills do I have? What strategies might I use in my human rights campaign project? How can I explain this human rights case to my classmates? Why should people care about this case? How do I think this case should be resolved?

Instructional Plan
Resources students will use:
Moving Image (i.e. animations, movies, tv program, video)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://www.amnestyusa.org, http://www.youthforhumanrights.org

Resources instructor will use:
Projector

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, www.youthforhumanrights.org). Both instructors will explain the final project and the expectations for this lesson.

Modeling and guided practice:
After watching the video, instructors will direct students to discuss the following questions in small groups: As individuals and citizens, what is our responsibility regarding human rights? How can ordinary people defend human rights? What are some examples? Instructors will then ask students to share what they discussed with the whole group. Instructors may share a case study with students: for example, West Papuan activist and prisoner of conscience, Filep Karma (www.amnestyusa.org/filep). Filep Karma was arrested in 2004 by Indonesian authorities for raising the Morning Star flag, a symbol of West Papuan freedom, at a peaceful demonstration. Activists around the world have rallied for Filep's freedom and access to medical care. Human rights activists have sent letters to Indonesian officials, held rallies outside of Indonesian embassies and the Indonesian Mission to the UN, and created flags and photo projects to show support and solidarity with Filep. In this video, Filep thanks Amnesty International and other activists for campaigning for his access to appropriate medical care (youtu.be/Gp6uiIr-efg). Instructors may also wish to use the example of the annual Get on the Bus (for human rights) event (www.gotb.org).

Independent practice:
In small groups (three to four students), or individually, students will independently research current human rights cases featured on www.amnesty.org or www.amnestyusa.org. Students will chose one case on which to focus and will record the following findings: 1. What article(s) of the UDHR are being violated? 2. A brief description of the case and target (include campaign “asks”). 3. Draft list of sources. 4. Why is this case appropriate and timely? 5. Are any other organizations working on this or related causes? 6. What are some creative ideas? Instructors will circulate during this time to provide feedback and support. When the above questions are addressed, students may begin outlining next steps – tasks and starting points for next class.


Have you taught this lesson before:
No
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

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)

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.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.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)

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)

CC9-10RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (9,10)

CC11-12RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (11,12)

CC.9-10.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10)

CC.9-10.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10)

CC.11-12.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 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. (11,12)

CC9-10WH/SS/S/TS1a » Writing Standards » a. 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. (9,10)

CC9-10WH/SS/S/TS2a » Writing Standards » a. 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. (9,10)

CC.9-10.W.5 » English Language Arts » Production and Distribution of Writing » 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. (9,10)

CC11-12WH/SS/S/TS1a » Writing Standards » a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. (11,12)

CC11-12WH/SS/S/TS2a » Writing Standards » a. Introduce a topic and 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 » 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.11-12.R.I.3 » English Language Arts » Key Ideas and Details » 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (11,12)