human+rights

Course Description:

HUMAN RIGHTS: OUR RIGHTS, OUR WORLD (Grades 9-12)
===Students will engage in an examination of the Universal Declaration of Human Rights and its role in the global society. Exploration of news and journal articles along with student research related to these rights will connect students to their world and shape their understanding of social responsibility and citizenship. Students will practice these notions by conducting a quarterly social activism project that incorporates the Medford High community or beyond. Questions considered will include:===

How can my actions help promote and protect human rights?
Lesson Calendar:

9/1

9/8 9/13
 * Teacher introduces course with guidelines info, distributes bio survey
 * Students participate in human rights square ice breaker – 5-10 minutes (Teaching Human Rights)
 * Class discusses the different ideas in each square and general follow up questions
 * Create web definition on back of human rights squares
 * Watch YouthforRights video and define “human rights”, add on to web
 * Here is the definition of "human rights" from the What Are Human Rights? booklet:
 * “Every person is entitled to certain rights—simply by the fact that they are a human being. They are ‘rights’ because they are things you are allowed to be, to do or to have. These rights are there for your protection against people who might want to harm or hurt you. They are also there to help us get along with each other and live in peace.”
 * Read the history of the UDHR
 * Read the UDHR, mark it up with questions, review as a class
 * Announce first Amnesty meeting
 * Homework: Bring in a news article related to one of the human rights

9/16 9/21
 * Watch Eleanor Roosevelt’s quote about human rights (in slide show []) (teacher provides hard copy). Try to memorize the first two sentences.
 * Finish going over all the Human Rights (teachers shows PowerPoint and students provide reactions, comments, questions)
 * Complete teacher provided worksheet for news articles on human rights (summarize and identify which rights are connected to each story) using HW article or teacher provided Time Magazine article
 * Teacher introduces Constitution Day
 * Students share their human rights in the news examples (teacher writes down who participated)
 * Students in groups decide which rights are most relevant/important to them, teacher has each group send up a rep to show positions for different rights on the human spectrum (very important, somewhat important, not important) and discuss
 * Students C/C UDHR and Bill of Rights using provided worksheet (from Teaching Human Rights) in honor of Constitution Day
 * Students finish Bill of Rights and UDHR compare and contrast and share
 * Teacher introduces lesson on torture from Amnesty International [], students get in groups, examine cards with actions on them and determine if they are torture or not
 * Teacher and students discuss with teacher inserting information to clarify when necessary

9/26
 * Teacher and students finishing discussing torture cards, teacher and students read aloud the worksheet #1 from Amnesty lesson which reviews definition of torture
 * Teacher introduces activity on torture in regards to the War on Terror (lesson 2 from Amnesty), students read arguments for and against waterboarding
 * Teacher shows Amnesty video on waterboarding https://www.youtube.com/watch?v=5dLccPF5E2o, students briefly discuss findings from article
 * Students receive a statement related to torture and walk around, they pair up when indicated and argue for the statement, repeat
 * Homework: Complete the questions on the waterboarding handout

9/29
 * Students discuss HW answers from waterboarding handout
 * Teacher redistributes slips and has two students volunteer to debate in front of class, class analyzes who made the stronger argument

October - Students create and share Blendspace projects on 39 rights in Universal Declaration of Human rights (HW included reading a short story/poem and writing a reflection, analyzing political cartoons for reflections of human rights)

11/3 C day 11/9 F day
 * Students take Human Rights Test
 * Students grade Human Rights Test
 * Students watch //Pursuit of Happyness//

11/15 C day 11/18 F day 11/23 C day
 * Students recap movie so far
 * Students cont. to watch movie
 * Students complete exit slip (participation grade): What did you like, learn, link, linger on? (4 L's)
 * Students share 4 L's from last time
 * Students cont. to watch movie
 * Students complete exit slip (participation grade): What did you like, learn, link, linger on? (4 L's)
 * Students complete exit slip (participation grade): What did you like, learn, link, linger on? (4 L's)
 * Students reviewed the definition of abuse vs. violation - second quarter will emphasize the violation and abuse of human rights
 * Teacher assigned HW: Taking the human rights temperature at your school questionnaire [[file:TAKING THE HUMAN RIGHTS TEMPERATURE OF YOUR SCHOOL questionnaire.docx]]
 * Students took the mannequin challenge in the main lobby by posing as examples of human rights violations/abuses - teacher recorded ( [] )

11/30 F Day
 * <span style="font-family: Times New Roman,Times,serif;">Students viewed and analyzed Mannequin challenge - identified which rights were being de monstrated
 * Teacher collected Human Rights Temperature survey
 * Teacher introduced Write For Rights Campaign and student read summary of the 12 cases []
 * Students chose one case to focus on and began writing 2 letters - one to the the governmental body associated with the human rights case and the other to the victim highlighted in the case

12/5
 * <span style="font-family: Times New Roman,Times,serif;">Students get new seats
 * <span style="font-family: Times New Roman,Times,serif;">Students work in groups of four to discuss human rights violations in the school - list the top five
 * <span style="font-family: Times New Roman,Times,serif;">Students cont. working on letters - submit and/or start research for lesson on a human rights abuse issue (macro or micro) - content, activity, assessment

<span style="font-family: Times New Roman,Times,serif;">12/8 12/13
 * <span style="font-family: Times New Roman,Times,serif;">Students share letters for Write for Rights
 * <span style="font-family: Times New Roman,Times,serif;">Teacher presents project idea - creating a lesson on human rights abuses (pick a topic, design a lesson that includes content, activity and assessment)
 * <span style="font-family: Times New Roman,Times,serif;">Teacher models a lesson on refugee and their human rights concerns: role play, introduction/information, [|game](see, reading (see [] , assessment)
 * Students discuss game (teacher grades participation)
 * Students go to lab to read article and answer three assessment questions - submit for homework

12/19 1/4 1/9 - C 1/12 - F 1/18 - C 1/23 - F 1/26 - C 1/31 - F
 * Students discuss what they learned about refugees
 * Teacher and students brainstorm ideas for how to create a lesson - content, application, assessment
 * Students pick project groups and then go to lab to choose topic
 * Students work on human rights abuse lsson
 * Students work on human rights abuse lesson
 * Students present human rights abuse lessons
 * Students present human rights abuse lessons
 * Students finish presenting projects
 * STudents take quarterly exam
 * Students correct quarterly test, reflect on lesson,
 * Students discuss current events
 * Teacher present third quarter theme - defending human rights - start watching human rights movie
 * Teacher and students review the Executive order on travel issued by President Trump on 1/27, identify ways it violates human rights and ways it tries to protect them
 * HW - Human rights in the news worksheet

2/3 - C
 * Students watch Invictus and take notes - examples of human rights violations, examples of ways people are protecting or defending human rights

2//8 - F > 2/15 - C
 * Students continue watching movie
 * Students finish watching //Invictus// and discuss human rights violations and different ways people promote or defend human rights

2/28 - F
 * Students share ideas from Invictus about how people defend and protect human rights (create a chart in groups)
 * Teacher introduces Amnesty International, models AI brochure
 * HW - 10 notes on Trump speech to Congress

3/2 - C
 * Students share HW
 * Teacher asks students to create a quick poster for Women's Day (teacher provides facts)
 * Students start mini project creating a brochure for another human rights organization

3/8 - International women's day - F
 * Teacher and students discuss facts they posted on the window last class
 * Students cont. working on human rights group pamphlet/brochure and finish for next class

3/16 - C
 * Students look at each others' brochures and identify the 4 L's: What do you like? What did you learn? How does it link to anything you have already learned? What still lingers (questions)?
 * Teacher shows students a segment of //Half the Sky//, students discuss

4/24 - F
 * Students read and digest news article brought in for HW
 * Students meet in groups and write on posters examples of ways people defend, protect, promote human rights
 * Students watch more of Malala

4/27 - C 5/2 - F
 * Students read and digest news article brought in for HW
 * Students meet in groups and write on posters from last class adding new examples of ways people defend, protect, promote human rights
 * Students present Human Rights Defender projects
 * Students read and answer questions about news article brought in for HW: What is the article about? What are the examples of human rights activist? How do the actions compare/contrast with the other actions we've examined/discussed? Which actions seem to be most popular? Successful? Are they the same? Why or why not?
 * Students present Human Rights Defender projects

5/5 - C
 * Students read and answer questions about news article #4 brought in for HW: Summarize your news article, Why/how is Malala successful at defending human rights?
 * Students present Human Rights Defender projects
 * Students watch more of Malala

5/10 - F
 * Students read and answer questions about news article #4 brought in for HW: Summarize your news article, Which human rights are reflected in the story?
 * Students present Human Rights Defender projects

5/16 - C
 * Students create Human Rights bodies (using handbooks summarizing the UDHR) - students place each human rights somewhere on the human body, gallery walk/share, hang in hallways

5/17 - F
 * Students examine their community and consider which human rights are enjoyed by everyone, most people, some people, a few people, no one
 * Students brainstorm ways to address the human rights not being enjoyed by everyone
 * Students create a proposal for 3 activism activities that the whole class can perform

MCAS Days - Students made body of human rights drawings, reviewed again the 30 human rights in the UDHR and determined which in the MHS community are enjoyed by all, most, some, few or none

5/23 - C
 * Students complete presentations of projects
 * Students watch the end of Malala and discuss reactions, impact
 * Students work in groups to help each other memorize 5 of the 30 human rights by creating a scenario and sharing with the class (test next class)