Taking Action for Human Rights 3: Do

Submitted by egartley on Thu, 12/06/2012 - 20:51Printable 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
Related Lesson:
Taking Action for Human Rights 2: Plan
Collaboration Continuum:
Intensive
Content Area:
Language Arts
Content Topic:
Human Rights
Standards for the 21st-Century Learner
Skills Indicator(s):
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
4.1.8 Use creative and artistic formats to express personal learning.
Dispostion Indicator(s):
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic, real-world contexts.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.
3.4.2 Assess the quality and effectiveness of the learning product.
Scenario:
*Lesson three 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 three of four.*

Final Product:
By the end of this session, students’ project should be close to completion. Students will share their final projects in the next lesson. Final projects should include: Letter writing campaign or petition, Case summary, Creative element (demonstration, art or media project).

Library Lesson:
This lesson is third 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 continue 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. Present human rights cases to peers and instructors with substantive supporting arguments and maintaining an appropriate tone. 2. Demonstrate creativity in using artistic or technology formats to share new knowledge.

Estimated Lesson Time:
90 minutes
Assessment
Product:
Instructor will assess students’ final projects according to a rubric which takes the following elements into account: 1. Letter or petition is addressed to appropriate target, 2. Context of human rights violation is clearly described in written products, 3. Arguments are written to support concerns in an analysis of substantive texts, using valid reasoning and relevant and sufficient evidence, 4. Written products includes a concluding statement that follows from and supports the argument presented, and includes an appropriate call to action, 5. Written products are free of grammatical and spelling errors and maintains a formal tone, 6. Creative component shows effort and appropriately portrays the human rights case in focus.

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: Have I made a convincing argument explaining why my human rights case is important? Have I used supporting evidence from reliable sources? Have I proof read my written products? Am I ready to present my human rights case? Am I prepared to answer questions?

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://animoto.com/play/fp9KykPO5jSUBQPQQeSLwQ

Resources instructor will use:
Projector

Instruction/Activities
Direct instruction:
At the close of the previous lesson, students should have had one or two clearly defined objectives and an outline of action steps: including targets for letter writing campaign or petition (e.g., government leaders, heads of state), outline of case summary for peers, and drafts or outline of creative element (script, sketch, or storyboard). During this lesson, students will have the opportunity to workshop their projects and finalize their work. Instructor will review the expectations for final projects. Letters should be written in formal English, addressed to the appropriate target, include the full address of the official, and include a summary paragraph and conclude statement with a call to action. The case summary is aimed at peers, so may be written in a more familiar tone, but should be free of slang and grammatical errors. The creative component should provide an emotional connection to the case for viewers. Optional: Instructors may wish to screen a Get on the Bus promotional Animoto video (animoto.com/play/fp9KykPO5jSUBQPQQeSLwQ).

Modeling and guided practice:
Each student or group should have a copy of the Urgent Action Letter Writing Guide (attached). In small groups, students should review one portion of the guide (e.g., Why write letters?, Tips for Effective Letter Writing, A Sample Letter). Students will report the most important points back to the whole group. Instructors should be mindful to reinforce key points such as appropriate salutations, include the official's complete address, ask for a response, use one paragraph to provide background details, and ask for a response.

Independent practice:
After reviewing the Letter Writing Guide, students will break to work independently on the three components of their project. If students are working on projects individually, the instructor may direct them to workshop their projects in pairs or small groups. If students are working on projects in small groups, they may continue to develop their project components with their team mates. Instructors should circulate at this time to provide support and feedback.


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

Common Core State Standards English Language Arts:

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.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.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.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (9,10)

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 » 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.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.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.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/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.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.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.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.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.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.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.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.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)

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.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.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.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.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)