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Title Overview Grade Average Rating
Taking Action for Human Rights 2: Plan 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 two of four.* 10, 11, 12
5
Taking Action for Human Rights 4: Evaluate 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 four of four.* 10, 11, 12
5
Taking Action for Human Rights 3: Do 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.* 10, 11, 12
5
Letter Writing for Human Rights 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? 10, 11, 12
5
Comparing Data Tenth grade students in algebra class examine and manipulate various types of graphs to determine the appropriateness of different graphs in relation to the data. 10
5
How to locate and evaluate information, Part I - Online Catalog Students will be able to select and cite credible information for their English II research paper Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. 10
5
Ban That Book! In this project students conduct a historical survey of book banning in the U.S. They research why specific books have been banned and draw their own conclusions in defending or opposing the banning of specific books. The essential questions they address are: Which books have been banned in the U.S.? Why have they been banned? Do I support or oppose book banning, and why? 10
5
What Were They Thinking Then, What Are We Thinking Now? In the library students compare primary sources from two time periods relating to an issue in their novel or play. Students compare how the issue was perceived by characters in their work to how it is perceived by individuals today. The essential questions for this lesson are: Have the ideas and perspectives about the main issue of the novel or play changed with time? To what extent has the issue been resolved? 10
5
How to locate and evaluate information, Part III - Internet Sites Students will be able to select and cite credible information for their English II research paper. Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. 10
5
Taking Action for Human Rights 1: Define 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* 10, 11, 12
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