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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.

material, markers, printer.
Instructional
strategies



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-/

Computer, Smartboard, UNDHR, Comparison
worksheet, Powerpoint presentation
http://www.npr.org/bl
ogs/thetwo-
way/2011/07/18/1378
21453/new-poll-finds-
u-s-viewed-less-
favorably-in-arab-world
http://www.mediaite.c
om/tv/bill-maher-we-
need-to-get-over-the-
idea-of-american-
exceptionalism/
Computer, smartboard,
UNDHR,
activity
handout,
whiteboar
d.
Instructional
strategies



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

Content, skills, and/or values
addressed (Essential
Questions)




Materials used







Instructional strategies




Checks for
understanding/measurement
of 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

Content, skills, and/or values
addressed (Essential
Questions)




Materials used







Instructional strategies




Checks for
understanding/measurement
of learning


Conceptual Humanities UnitFreedom

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.

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