Human Rights Process ModelSchool: Kathleen A Ferrick Grade Level: 7Topic: Human Rights Issues around the world as well as those within the classroom, community, and families.Lesson Summary: Utilizing the Universal Declaration of Human and Children's Rights, we will study what has been done and what still needs to be done in our own country and elsewhere to ensure basic human rights. |
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Learning Goals |
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Lesson Plan |
To understand the Universal Declaration of Human Rights and the impact of that document on the rights of all persons. |
Selected Principles |
Equality Human Dignity Inalienability Indivisibility Interdependency Non-Discrimination Responsibility |
Human Rights Language, |
Community Equality Human Dignity Justice Non-Discrimination Respect Responsibility Self Social Justice Democracy Freedom Group Rights Government Individual Rights Rule of Law Security Civil Political Rights Government Responsibility International Law Literacy Social Responsibility World Peace World Development World Political Economy Cultural Rights Inalienable Indivisibility Interdependence Moral Rights & Responsibilites Sovereignty Universality |
Practices and Skills |
Critical Thinking Skills Ability to Treat Self and Others Fairly Active Listening Respect for Self Respect for Parents and Teachers Respect for Others Self-expresssion Citing Evidence in Support of Ideas Performing Community Service and Action Knowing Human Rights Sharing Learning Understanding other Points of View Problem-Solving Conflict Resolution Listening to and Understanding Divers Perspectives Distinguishing Between Fact, Opinion and Reasoned Judgment Recognizing and Evaluating History Distinguishing between Wants, Needs and Rights Perfoming School or Community Service Empathizing with Another Person Social Responsibility Civic Engagement Examining Assumptions Fulfilling Civic and Social Responsibilities Integrating Human Rights into Personal Awareness and Behaviors Knowing Human Rights Standards Participating in Civic Organizations |
Human Rights Standards |
Minnesota Human Rights Act United States Constitution United States Bill of Rights Universal Declaration of Human Rights International Covenant of Civil and Political Rights International Covenant of Economic, Social and Cultural Rights Convention on the Rights of the Child Convention on the Elimination of Discrimination Against Women Convention on the Elimination of Racial Discrimination Geneva Conventions Declaration on the Rights of Indigenous Peoples Other Standards, Treaties and Documents |
MN Education Standards |
WHist 4-8/IV.C. HistSkils 4-8/IV.B. Geography 4-8/V.E. Rdg and Lit 6/I.C. Rdg and Lit 7/I.C. Writing 7/II.A, 7/II.D Writing 8/II.A., 8/II.B., 8/II.D. |
Learning Activities |
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| Activity A. Observe and Identify the Human Rights Issue What is happening on a local, national, and global level with this issue? |
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Key Question |
What rights do all humans have? |
Activity Goal(s) |
Compare and contrast the Bill of Rights, the Universal Declaration of Human Rights, and the Universal Rights of the Child. |
Time |
3-5 days; 1 period each day |
Steps |
Obtain a copy of each document. Read through and highlight items each has in common. Determine 1 item in each that is different that you will discuss. |
Assessment |
Class participation Discussion in small groups Brainstorming Writing about comparisons Lists of differences |
| Activity B. Observe and Share Stories How have our ancestors worked to promote and protect this human rights issue? Who within our schools, families and communities promotes and protects this human rights issue? |
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Key Question |
What cultures have we studied where people have been unfairly treated and what is their story? |
Activity Goal(s) |
Go to my website and look at the resources for Africa, Australia, New Zealand, Korea, Cambodia, Japan, China. Find a story of an actual person and summarize their experience for the class. |
Time |
2 class periods |
Steps |
Research Read Choose Practice Present Evaluate |
Assessment |
Peer reflection on story Personal reflection on story Teacher reflection on story |
| Activity C. Generate Responses or Formulate Positions and Make Predictions What could we do? What will happen if we do that? |
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Key Question |
What group of persons needs our intervention on behalf of their rights? |
Activity Goal(s) |
Brainstorm on the possible groups and reasons why they would need our advocacy. Choose one group and research what could be done on their behalf. Lists possible action steps that could be undertaken individually or collectively. |
Time |
5-8 class periods |
Steps |
Brainstorm Choose Research Investigate Contact Plan Implement Adapt Evaluate |
Assessment |
The completed plan will have an explanation of the items accomplished at each step. |
| Activity D. Select a Response or Position and Take Action What is the best response or position? |
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Key Question |
What is the human rights temperature of your school? |
Activity Goal(s) |
Evaluate how human rights are enjoyed at school and strategize on how to address any abuses discovered. |
Time |
2-3 class periods |
Steps |
1. Have the students take the survey 2. Collect the surveys and coallate the data 3. Discuss the findings of the survey - evaluate and analize 4. Develop an action plan for addressing any patterns in schools that lead to violations of the rights of every human |
Assessment |
How has the action plan been implemented? |
| Activity E. Observe and Collect Information What happened when we took action? Whose lives did we impact? |
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Key Question |
How is the Universal Declaration of Human Rights seen within our communities? |
Activity Goal(s) |
To analize the articles of the UDHR and evaluate its implementation within the community. |
Time |
2-3 class periods |
Steps |
1. Divide the class into groups so that each small group addresses one Article from: 16, 21, 23, 25, 26, and 27. 2. The group should read the article they are given and explain what it means. 3. The group decideds to what extent the people in the community enjoy this right. 4. If there is a praticular group that does not enjoy this right, they should indicate that on the back of the card. 5. Interview a community member using a 1-5 rating scale for the assessment tool: Taking the Human Rughts Temperature of Your School. 6. Report back the findings to your small group 7. Analize the differences and similarities 8. Are there any important human rights that are not contained in the UDHR? (environmental, etc) This question should be asked of the community member as well and compared with the students' answers. 9. If there are differences, what might be the reason for them? |
Assessment |
Finding need to be discussed in panel formation. Students will complete a reflection sheet about their new learning and how that learning has impacted them. |
| Activity F. Reflect and Draw Conclusions What did we learn? Was the intent of the action? the actual impact? |
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Key Question |
What are my present attitudes towards human rights? |
Activity Goal(s) |
Students will have an opportunity to look at their own behavior and constructively evaluate their responses to others. |
Time |
3-4 class periods |
Steps |
1. Self assessment on personal development and values: How do you rate yourself on the items listed here? 4=very good, 3=good, 2=OK, and 1=poor. * Respect for others * Interest in others * Listening to others * Staying on task in a group situation * being sensitive to others' needs * having a fair judgement of others * cooperating with others * thinking before acting * being honest * helping others * admitting errors 2. Students complete a self-assessment on their level of open-mindedness: Have I: considered new ideas and activities tried to do things in a new way put facts before feelings in discussions changed my conclusions as a reult of new facts coming to light based my judegements on fairness to everyone considered all sides of an issue recognized the stereotypes and prejudices I may have 3. Complete a group evaluation on cooperation levels: * kept on task * kept purpose in mind * cooperated with everyone * worked without disturbing others * acted politely to all members of the group * completed my fair share of the work * helped to finds ways to improve good work |
Assessment |
Students will be assessed on: Participation - self evaluation and peer Group result - group evaluation and teacher Any written assignments or tests Project work Participation and contribution to classroom discussions |
| Activity G. Communicate and Demonstrate Learning How will we share what we learned within our schools, families, and communities? |
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Key Question |
How would you present the things you learned to younger children? |
Activity Goal(s) |
Design a way to share the essence of Human Rights Education to a specific age group. |
Time |
5-7 class periods |
Steps |
1. Decide on one aspect of the UDHR that you wish to focus upon Diversity Responsibility Everyone has rights Justice and Fairness How to work out conflicts 2. Decide on the method you will employ to teach your topic Game Play Story Other? 3. Plan, design, revise, and present your activity to your small group 4. Make arrangements to present your project to the age group you designed it for 5. Ask the teacher in that class to give you feedback for your presentation |
Assessment |
Completion of the design, implementation and evaluation of the project. |
Assessment |
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Student Impact |
Students will reflect on their learning and choose one (1) problem they would like to address in the world that can benefit from their impact. They will design a strategy, means of attaining that strategy, whose help they will enlist, and how they will measure their impact. |
School Impact |
Students will be advised that their projects could directly involve the school community and also could directly serve the school. |
Family Impact |
Students are strongly encouraged to involved extended as well as immediate family members in their project, whether as participants or those receiving their assistance. |
Community Impact |
Taking the project community wide would lead to a greater impact. If students have the means, they can call on local leaders and civic groups for assistance in the projects or for direction for the focus of the project. |
Handouts |
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| Please find below the attached handouts. Click on the title to view the handouts | |
| TAKING THE HUMAN RIGHTS TEMPER | |
| Activity 1.doc | |
| Activity 3.doc | |
| Activity 4.doc | |
| Activity 5 10 steps.doc | |
| Activity 5 community.doc | |
| Activity 5 plan.doc | |
| Activity 5 projects.doc | |
| Activity 5 service.doc | |
| Activity 5 steps.doc | |
| Activity 5 stories.doc | |
| Activity 5 the power of petiti | |
| Activity 5 the power of the pe | |
| Activity 5.doc | |
| Activity 8.doc | |
| Activity 9 Handout.doc | |
| Activity 9.doc | |
| Activity 10.doc | |
| Activity 11.doc | |
| Activity 13.doc | |
| Activity 14.doc | |
| Activity 15.doc | |
| Appendix 6.doc |