Published on AASL Learning4Life Lesson Plan Database (http://aasl.jesandco.org)

Taking Action for Human Rights 2: Plan

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
Related lesson: 
Taking Action for Human Rights 1: Define
Type of Schedule: 
Combination
Collaboration Continuum: 
Intensive
Content Area: 
Language Arts
Content Topic: 
Human Rights

Standards for the 21st-Century Learner

Skills Indicator(s): 
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
3.1.5 Connect learning to community issues.
Responsibilities Indicator(s): 
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies Indicator(s): 
1.4.4 Seek appropriate help when it is needed.
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.4 Develop directions for future investigations.
Scenario: 
*Lesson two 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 two of four.*
Final Product: 
Lesson Product: Clearly written campaign objectives. Steps to achieve this objective. 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 second 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. Formulate objectives or “asks” in regards to the chosen human rights case (e.g. prisoner of conscience is released). 2. Compose a plan of action to achieve this objective: Elements should include: Letter writing or petition, Case summary, Creative element (e.g. peaceful demonstration, art project, media project).
Estimated Lesson Time: 
90 minutes

Assessment

Product: 
Instructor will assess students’ progress: by the end of this lesson, students should have 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).
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.
Student self-questioning: 
Students should be directed to consider these questions during the learning process: Is my objective clear and measurable (Can I easily tell whether it has been achieved or not)? Does my action plan follow a clear line of reasoning? Does my target audience (e.g., government official) have the authority or influence to enact change? How can I persuade this leader to take action? How can I best explain this case to my classmates? Why should people care about this case?

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, youtu.be/hTlrSYbCbHE
Resources instructor will use: 
Projector

Instruction/Activities

Direct instruction: 
Instructor will introduce this lesson with the short YouTube video The Universal Declaration of Human Rights (4:32, youtu.be/hTlrSYbCbHE). Instructor reviews elements of final project: Final projects should include: Letter writing campaign or petition, Case summary, Creative element (demonstration, art or media project). Based on the research students began during the last lesson, students will further develop their case by developing an objective and action. First, students will clearly define their case objective, for example, if they are focusing on a particular prisoner of conscience, their objective may be that the prisoner is freed or receives access to medical care. Based on this objective, students will then create an outline of steps to achieve the objective. Outline should address these questions: 1. Appropriate targets: Who can make an impact on this case? Who has the authority to make change? (e.g. government leaders, ambassadors). 2. How can we reach this person (or people)? Can we send a package of signed letters or a petition? Can we organize an email campaign or a Twitter action? 3. How can we teach our peers and community about this issue? Why should people care about this case?
Modeling and guided practice: 
Instructor will introduce the idea of objectives. Objectives: Of or relating to the end or purpose as the cause of action. Objectives must me measurable. Instructor will solicit a case example from students. As a class, the whole group will brainstorm objectives and action steps to achieve that objective.
Independent practice: 
After the whole-group brainstorming session, students will break to brainstorm and work independently on planning their campaigns. Instructor will circulate during this time to provide support and feedback.
Have you taught this lesson before: 
No

AASL/Common Core State Standards Crosswalk

English Language Arts: 

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.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)

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)

CC9-10RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (9,10)

CC11-12RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (11,12)

CC9-10RH/SS8 » Reading Standards for History » 8. Assess the extent to which the reasoning and evidence in a text support the author's claims. (9,10)

CC11-12RH/SS1 » Reading Standards for History » 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11,12)

CC11-12RH/SS2 » Reading Standards for History » 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11,12)

CC11-12RH/SS8 » Reading Standards for History » 8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. (11,12)

CC.9-10.R.I.2 » English Language Arts » Key Ideas and Details » 2. Determine a central idea of a text and analyze 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.R.I.3 » English Language Arts » Key Ideas and Details » 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (9,10)

CC.11-12.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, including determining where the text leaves matters uncertain. (11,12)

CC.11-12.R.I.2 » English Language Arts » Key Ideas and Details » 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (11,12)

CC.11-12.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (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)

CC11-12WH/SS/S/TS9 » Writing Standards » 9. Draw evidence from informational texts to support analysis, reflection, and research. (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)

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)

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/TS8 » Writing Standards » 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 specific 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)

CC9-10RH/SS1 » Reading Standards for History » 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. (9,10)

CC9-10RH/SS2 » Reading Standards for History » 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. (9,10)

CC.11-12.W.9 » English Language Arts » Research to Build and Present Knowledge » 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (11,12)

CC.9-10.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (9,10)

CC.9-10.R.I.5 » English Language Arts » Craft and Structure » 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (9,10)

CC.9-10.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (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.a » English Language Arts » Text Types and Purposes » a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (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.9.b » English Language Arts » Research to Build and Present Knowledge » b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). (9,10)

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)

CC.11-12.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11,12)

CC.11-12.R.I.5 » English Language Arts » Craft and Structure » 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (11,12)

CC.11-12.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (11,12)

CC.11-12.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. (11,12)

CC.11-12.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (11,12)

CC.11-12.W.1.a » English Language Arts » Text Types and Purposes » 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 claim(s), counterclaims, reasons, and evidence. (11,12)

CC.11-12.W.9.b » English Language Arts » Research to Build and Present Knowledge » b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]"). (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)

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)

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