Week 1: Main goal(s)/enduring understanding(s) for this week: How political systems and economic ideologies may impact
ct basic human freedoms and rights as
envisioned in the UNDHR. Monday Tuesday Wednesday Thursday Friday Lesson topic(s) for the day
United Nations Declaration of Human Rights Capitalism ,socialism, And political ideologies Poverty in America How much would you pay? Liberty, equality, taxes and redistribution The American Dream: Promises, lies, and immigration. Relationship to previous learning
Foundational lesson to introduce the class to the basic precepts of equality and liberty. Class will read the Declaration prior to class Relates and situates current dominant political and economic ideologies with respect to the fulfillment of human rights and social justice Relates to the core goal Freedom from Want articulated in the UNDHR and how systemic inequities and economic ideologies may perpetuate a crisis in the U.S. where nearly 1 in 5 citizens in this country living in poverty This lesson examines possible solutions to the issue of poverty in America and how the fulfillment of articles 25 and 27 of the UNDHR may be conflict with individual liberty and freedom and the collective good of humankind This lesson illustrates and critiques current U.S. immigration policies and how they reconcile with article 15 of the UNDHR which states that all human beings have the right to change their nationality. Content, skills, and/or values addressed (Essential Questions)
Have we as a global society achieved the goals and principles espoused in the UNDHR?
Is there a political or economic ideology that by its principles supports the goals articulated in the UNDHR? Are there ideologies antithetical to these goals? How does the scourge of poverty continue to effect human beings worldwide and what is our responsibility, if any, individually and collectively to take action? Is wealth redistribution through taxes, government policies, and economic/ political ideologies the right way to address income inequality, social inequities, and poverty in our society? How might U.S. immigration laws be amended in a way that is humane to children, families, and communities that promote the dignity of all who reside in this country? Materials used
The document and a commentary/ critique of where we stand today. http://www.un.org/en/d ocuments/udhr/index.sh tml http://www.balancedpoliti cs.org/ideology.htm http://krugman.blogs.nyti mes.com/2013/01/05/ideol ogy-and-economics/ http://www.auburn.edu/~j ohnspm/gloss/ideology Articles from blogs and websites that illustrate both economic and political ideologies. Computer, http://www.nccp.org/t opics/childpoverty.html http://www.pbs.org/wg bh/pages/frontline/soci al-issues/poor-kids/by- the-numbers- childhood-poverty-in- the-u-s/ Sections 1 and 2 from the PBS video and an article which includes Computer lab for students. Smartboard and various print and video sources provided in the webquest. http://taxpolicycenter.o rg/UploadedPDF/10014 38-tax-cuts-debate.pdf http://taxdebtdebate.w eebly.com/ http://www.latinospost.com/art icles/16556/20130413/immigrat ion-reform-2013-news-panel- reaches-deal-new-bill- unveiling.htm http://www.nilc.org/cir.html http://abcnews.go.com/blogs/p olitics/2013/04/marco-rubio- immigration-bill-doesnt-give- anything-away/ Computer, smartboard, poster smart board, and group activity handout. statistics on both U.S. and global childhood poverty.
DRTA with the first part. Class discussion. Direct teaching for the first portion of the class to scaffold student prior knowledge followed by whole class discussion during which the teacher will pose questions to the class to check for initial understanding. To conclude the lesson the student will form in groups of four and assess the impact of economic systems given a specific role (egg. Factory worker, head of a multi- national corporation, farmer in Nigeria) Before viewing the video the teacher will review the basic principles outlined in the UNDHR with respect to reducing poverty worldwide to set the context for the lesson. Students will view the video and review the printed handout of the article published by the NCCP in groups. In pairs, students will evaluate the current state of child poverty formulate possible solutions Teacher will provide scaffolding to introduce the lesson and the group learning activity for the next two days. Students groups will engage in and complete a problem based learning activity in the form of a Webquest. Short lecture to frame the issues. Articles or videos to present contrasting views on policy. Small group discussion in where each group, in the role of immigration activists, is represented by at least one Latino/a student to assess and formulate a position on the current immigration debate. Checks for understandin g/measureme nt of learning Students will synthesize and create a collage
Extend to 2 days with second day for student work and presentations. Student groups will make short oral presentations to illustrate the possible advantages and disadvantages of economic and political ideologies given a specific role in society. Student pairs, acting as members of an anti- poverty NGO, will construct a persuasive flyer as part of the NGOs campaign against child poverty. The flyers produced will be displayed on the whiteboard for the duration of the unit. Student groups, acting as members of a congressional committee, will assemble a tax proposal for consideration by members of Congress, which would address and provide remedies for childhood poverty. Groups will present their proposals to the class and be evaluated by the rubric included in the Webquest. Students, in the role of immigration activists, will, given the information in the materials provided, formulate a position and construct a poster which reflects this position to be used at an immigration rally on Capitol Hill.http://www.pbs.org/wgbh/p ages/frontline/shows/vouchers/
Week 2: Main goal(s)/enduring understandings for this week: Equity and Equality in the U.S. ; Martin Luther Kings Dream is still alive, but not yet realized. Monday Tuesday Wednesday Thursday Friday Lesson topic(s) for the day U.S. Public Schools: Is the ladder broke? Equity, equality, tests, and choice. The right to bear armseven in schools? Guns, guns, and more guns. Where is the line? Cant we all just get along and is the Dream still alive? Race relations in the U.S. Its a Mans world, or is it? Womens rights and equal opportunity. Gay rights and same sex marriage. Relationship to previous learning This lesson expands and relates to the principles articulated in Article 26 of the UNDHR and examines the liberty to choose and the effect of current educational policies on both educational equity and equality This lesson continues the theme of equity and equality in U.S. public schools and contrasts citizens liberties as articulated in the U.S. Bill of Rights with those illustrated with regard to human security in the UNDHR. This lesson is the first in a series of three lessons that critically examines the issues of equality, equity, freedom, and social justice for minority and historically marginalized groups in the U.S. It is directly related to the principles articulated in Article Two of the UNDHR. This lesson is the second in a series of three lessons that critically examines the issues of equality, equity, freedom, and social justice for minority and historically marginalized groups in the U.S. It is directly related to the principles articulated in Article Two of the UNDHR. This lesson is the third in a series of three lessons that critically examines the issues of equality, equity, freedom, and social justice for minority and historically marginalized groups in the U.S. It is directly related to the principles articulated in Article Two of the UNDHR. Content, skills, and/or values addressed (Essential Questions)
Does school choice make education equitable? What groups may be disadvantaged by current educational policies in the U.S such as high stakes testing mandated in No Child Left Behind and Race to the Top? What is the purpose of public education? What is the best way to keep children safe in our public schools? Should there be armed guards? How might such a measure benefit, or disadvantage certain groups? How might the private sector benefit from the current moral panic of school gun violence? Have we as a nation, achieved racial and ethnic equality as envisioned by Dr. King and the UNDHR? Have we made progress? What work remains to be done to realize a vision of equality, regardless of race or ethnicity in the U.S.? Have women achieved equal status with men in the U.S.? What effect do cultural and social stereotypes have in preventing the realization of full equality between women and men? Who benefits and who is disadvantaged in the perpetuation of categorizing or stereotyping women? Whose interests are at stake with respect to legalizing same- sex marriage? Why do some groups vehemently oppose same sex marriage and on what grounds? How does this issue differ from the issue of liberty and freedom articulated by gun rights advocates? Materials used http://www.pbs.org/wgbh/ pages/frontline/shows/vouc http://www.huffingtonpost.c om/2012/12/22/how-much- http://www.gallup. com/poll/1687/rac http://www.nytimes.com/2 013/02/17/opinion/sunday/ http://www.balancedpolitic s.org/same_sex_marriages.
hers/ http://nepc.colorado.edu/bl og/why-education-must-be- public-not-privatized Computer, smartboard, group work instructional handout, copy of the UNDHR. would-it-cost- to_n_2352091.html http://www.usnews.com/opi nion/articles/2013/04/03/sh ould-the-federal- government-pay-for-armed- guards-in-public-schools Computer, smartboard, copy of the UNDHR, materials to write letters. e-relations.aspx http://www.dailym ail.co.uk/news/arti cle-1318727/Race- relations-worse- America--despite- Obamas- presidency-new- poll-reveals.html I am Trayvon Martin--You Tube Computer, smartboard, copy of UNDHR and whiteboards why-gender-equality- stalled.html?pagewanted=al l&_r=0 http://www.unfpa.org/gend er/ womens economic inequality--you tube Computer lab, smartboard, copy of the UNDHR. htm Fight against gay marriage outdated--New York Times Computer, smartboard, teacher handout with debate format rubric, video camera to record debates, copy of the UNDHR. Instructional strategies
Teacher will direct teach the basic principles of the voucher system and high stakes testing in order to scaffold student prior knowledge at the beginning of the class to enhance understanding of the videos they will view. After watching two videos that present argument both for and against school choice and privatization, students will, in small groups, scrutinize the information provided. Teacher will introduce the topic and provide background on the issue of gun violence in schools and ask the class to consider who might be advantaged by a policy that provides armed guards in schools and who might be disadvantaged. Class will then view the video and read the article. Students, working individually, interpret the information provided by taking notes to be used for their assessment activity. Teacher will direct teach to activate student prior knowledge on issue of racial and ethnic discrimination in the U.S. from a historical perspective. The class will then view two videos and read one article and analyze the issues portrayed. In whole class discussion, the teacher will ask members of this diverse class of students to share an experience of racism or discrimination to which they were subjected. Teacher will review the historical context of gender equality both in the U.S. and globally. In small groups, students will be assigned a specific issue in the area of gender equality to investigate (e.g. Gender violence, economic inequality). Teacher will review the historical context of the gay rights movement and major milestones (e.g. The repeal of dont ask, dont tell) to set the context for the lesson and activate prior knowledge. Students will then evaluate, by taking notes, the information presented in the video and articles on the current issue of same-sex marriage. At the conclusion of the video, students will form in debate groups, and be assigned to argue either for or against same-sex marriage and assigned a role (e.g. Conservative Christian activist, Gay Rights organization spokesperson). Checks for understandin g/measurem ent of learning Students will, in small groups, given teacher handout, assess the basic policies of school choice, privatization, and vouchers and then develop a position on these issues which will be presented at the conclusion of the class period. Each student will create either a persuasive letter to the editor of a newspaper or a letter or e-mail to their U.S. representative that illustrates and argues their position on the issue of armed guards in public schools. Students, working in small groups, will brainstorm the question what are the ways we can reduce discrimination in the U.S.? and create a list of possible solutions on the whiteboard which they will share with the whole class. Student groups will produce a 5-10 presentation to the class in their assigned sub- topic of gender equality in order to share with the rest of the class. Student groups, given a teacher provided debate format, role, and information obtained from the video and commentaries, will argue their assigned positions on the issue of same-sex marriage
Week 3: Main goal /enduring understanding for this week: What role should the U.S.? play as a member of the global community of nations in realizing the principles articulated in the UNDHR for all peoples? Monday Tuesday Wednesday Thursday Friday Lesson topic(s) for the day What is our obligation to protect the freedom of peoples with the use of force? Big Gulps, big banks, and weed. Liberty, laws, and regulations . But thats what Rush (or Rachel) says. How the media portrays and influences equity, equality, and liberty. Globaliza tion and leveling the playing field. The Genie out of the box. Admired as the defender of democracy and the leader of the free world. Really? Relationship to previous learning This lesson further examines the concept of freedom from by analyzing the responsibility of a community of nations to intervene in instances of human cruelty or genocide to ensure the security and freedom of oppressed peoples as articulated in articles 3-5 of the UNDHR. This lesson connects to previous learning by considerin g, and then assessing, the ongoing tension in U.S. society between individual and corporate freedoms and their reconciliati on with the collective good and This lesson relates to previous lessons by scrutinizing how the media, in all forms, may influence peoples, communities, and nations in ways both antithetical, as well as commensurate with the equality and human freedoms of all peoples. This lesson expands the previous lesson by assessing various media sources and the ways economic globalizat ion is portraye d as both an equalize r by neo- liberal supporte rs of free markets This lesson examines Major changes in political, economic, and cultural structures worldwide and assesses how the U.S., as a member of the international community is viewed by other nations and cultures and is related to article 29 of the UNDHR. public interest. and as an oppressi ve economic scheme by organized labor groups, human rights advocate s, developi ng nations. Content, skills, and/or values addressed (Essential Questions)
Is the use of military, economic, diplomatic, or informational power justified in order to protect human life? When might it be justified? Does the sovereignty (freedom) of a nation state hold precedence over the preservation of the lives and dignity of its citizens when considering the use of military force? Whose interests are served by the enactment of certain laws for the public good? Which groups might be disadvanta ged, or be positioned to gain, by de- regulation in the name of economic and individual freedom? How might the freedoms, as stated in article 19 of the UNDHR to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers be used to advance the cause of human rights? Conversely, how might these freedoms be exercised in a way that is in potential conflict with human rights? Has the advent of economic and technolo gical globalizat ion served to advance or stall progress toward realizatio n of the goals set forth in the UNDHR? Who has been advantag ed and who has Is the U.S. doing its part to ensure that everyone is entitled to a social and international order in which the rights and freedoms set forth in the UNDHR can be fully realized (Article 28)?Is it possible to balance our collective resources in way that can solve issues of inequality in this country as well as globally? What are the possible implications? How might article 22 of the UNDHR be used as a guiding principle to resolve tensions between liberty and equality? been disadvant aged as a result of globalizat ion. Materials used
The triumph of Evil-- Rwanda-- Frontline http://www.unitedhumanrights.org/g enocide/genocide-in-sudan.htm http://www.feminist.org/afghan/talib an_women.asp Reality of war-- The Bosnian Conflict-- You Tube Computer, Smartboard, UNDHR, group work handout. http://ww w.npr.org/ blogs/thes alt/2012/0 9/12/1610 14692/free dom-soda- new-yorks- ban-on- big-sodas- hits-us- where- were- human The marijuana debate http://ww w.pbs.org/ wgbh/pag es/frontlin e/money- power- wall- street/ Computer, smartboar d, group http://www.washingtontimes.com/news/201 3/mar/24/french-jewish-group-sues-twitter- over-racist-anti-/
Teacher will pose the question; should the U.S. and the international community have the obligation, and right, to protect peoples who are unable to protect themselves?. Teacher will then show short video clips of the genocides that occurred in Rwanda, Sudan, and Bosnia during which students will be instructed to consider what could have been done differently in each circumstance. Teacher will introduce and play for the class the video about the proposed soda law in New York City. At the conclusion of the video, in whole class discussion, students will examine the proposed law and take a position. Teacher will use sequential and leading questions to guide the discussion so that Teacher will introduce the topic by comparing and contrasting media portrayal of Hurricane Katrina and how it influences public opinion. Teacher will then go on to introduce a current event about Twitter being sued for protecting the identities of people making anti-Semitic remarks in France. Students will be asked to debate whether or not Article 19 of the UNDHR should protect the ones making the remarks or if it should be protecting those whom the remark are being made about, or if it can protect both parties. Teacher will direct teach in order to scaffold prior knowledge with the new concept of American Exceptionalism and explain that this concept is widely debated both here in the U.S. and also abroad. In whole class discussion, students will discuss the idea of exceptionalism and situate it from the perspective of other countries. second and third order effects of the proposed law can be examined in the context of illustrating the tensions between liberty(free dom) and the public good(equa lity). Checks for understanding/mea surement of learning In small groups, students will develop a position, acting in the role of delegates to the UN General Assembly, on the use of force in order to protect the lives of vulnerable peoples as articulated in articles 3-5 of the UNDHR and make a 5-10 presentation to the class. Using the tenets of article 22 of the UNDHR as a benchmar k, student groups, using prior knowledge from the unit, informatio n provided in the lesson, and student activity handout evaluate Students will be divided into 2 sides to debate whether or not Article 19 of the UNDHR should protect the freedom of opinions even in the context of racism through social media, in this case, Twitter. Students groups will create, acting in the role of the President or Secretary of State, a list of talking points or initiatives to the common tensions between freedom and the public good.
Week ___________ Main goal(s)/enduring understanding(s) for this week: __________________________________________________________________ Monday Tuesday Wednesday Thursday Friday Lesson topic(s) for the day Relationship to previous learning
Week ___________ Main goal(s)/enduring understanding(s) for this week: __________________________________________________________________ Monday Tuesday Wednesday Thursday Friday Lesson topic(s) for the day Relationship to previous learning
Overarching Understandings: 1. How political systems and economic ideologies may impact basic human freedoms and rights as envisioned in the UNDHR. 2. Equity and Equality in the U.S.; Martin Luther Kings Dream is still alive, but not yet realized. 3. What role should the U.S. play as a member of the global community of nations in realizing the principles articulated in the UNDHR for all peoples?
Illinois Learning Standards
Social Studies
15. D. 5c Explain how technology has affected trade in the areas of transportation, communication, finance, and manufacturing.
15. E. 5a Explain how and why government redistributes income in the economy.
15. E. 5b Describe how fiscal, monetary and regulatory policies affect overall levels of employment, output and consumption.
15. E. 5c Describe key schools of thought and explain their impact on government policies.
16. B. 5b Describe how tensions in the modern world are affected by different political ideologies including democracy and totalitarianism.
16. C. 5b Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems.
16. B. 5a Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time.
English
1. C. 3d Summarize and make generalizations from content and relate them to the purpose of the material.
3. B. 3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, collaboration and coherence.
5. A. 3a Identify appropriate resources to solve problems or answer questions through research.