Escolar Documentos
Profissional Documentos
Cultura Documentos
Prepared by:
Wendi Pillars
Subject:
World History
Needed: 3 weeks
Unit Title:
Time
Unit Summary: Students will explore the concept of human rights through the lens of current events, particularly
migration and forms of child labor. They will be introduced to vocabulary used to express thinking through multiple
perspectives. Students will practice discussing ideas from more than one perspective on a global event orally and in
writing, in order to share and deepen thinking with other students.
This is a completely new unit--never been done before. This will also be conducted in a mixed class, with students
ranging from Beginning to Expanding based on WIDA proficiency levels.
Transfer
Students will be able to independently use their learning to(real world purpose)
T1. Explain the impact of cultural or global interaction on people, societies, events, or the
development
of knowledge.
T2. Understand the concept of, and impact of human rights
T3. Connect other implicit causes and effects based on understanding
T4. Communicate their ideas effectively with diverse audiences.
GLOBAL COMPETENCE:
Meaning
Recognize Perspectives
Communicate Ideas
RESOURCES:
UNDERSTANDINGS
ESSENTIAL QUESTIONS
HUMAN RIGHTS:
UN Declaration:
What are contrasting views on
migrants, human rights, and child
labor?
Excerpt:
A World Made New, Eleanor
Roosevelt and the Universal
Declaration of Human Rights, by
Mary Ann Glendon
Roosevelts Human Rights quote
Video: What is Human Rights
United music video
Declaration of human rights
infographic
Immigrant Bill of Rights from
November 2015!
Ted-Ed:
What are the Universal
Acquisition
Students will know (Content)
Human Rights?
Create piktochart with each
of the human rights (canva?)
Violations of human rights
define and illustrateuse art
to represent a violation
(collage, painting, tiles)
create video for awareness?
History of human rights
major documents/ resources
MIGRATION:
Newsela:
Text Set: Migration series
UK Daily Mail:
Migrants/ perspective
NY Times:
Border Challenges: Responding to
the Global Migration Crisis
National Geographic: The Lost Boys
of Sudan
Listen Current: Lost Boys of Sudan
listening practice, note-taking
CHILD LABOR:
Child soldiers
Human trafficking
AlJazeera QatarMalawis tobacco
children
Unicefchild labor laws
Christian Science Monitorchild
tobacco workers (perspectives)
Brazils ban on child tobacco
workers
UpfrontWhat they did this
summer. (child tobacco workers)
(pdf)
Interactive map showing where and
what products are made using child
labor/ forced labor ; Products of
Slavery.org
Slavery Footprint.orghelps bring
to light how much we benefit from
others work
Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
Synthesize and present main ideas/ details orally during a class discussion
Write an informative paragraph, based on readings, viewings, and discussions
Respond, in writing, to other students ideas, opinions, and thoughts
Use technology to create presentations
Use technology to learn what others know/ understand
Prioritize human rights on a continuum
Create an artistic representation of frequently violated human rights
Explain brief history of human rights and their impact on society
Understand anothers perspective and be able to write from/ have conversation from
another point of view
trafficking
Newsela article on child labor with
tobacco
Thinglinkmap/ color where child
labor is happeningannotate types
of labor, facts
Correspond with students in
REFUGEE School
Breaking New EnglishUN/
population
IRC link with info about refugee
crises
Assessment OF Learning: (ex:
performance task, project, final
paper)
Student-generated questions at
PWIM from images of children and migrants; cloze activity using vocabulary; listening
activityuse appropriate academic and content vocabulary within context
Discussion: InferenceChildren not in school, what should they be doing? What are they
doing?
Describe, observe, analyze, infer, predict; understand scope of human rights
Create survey for other students about what human rights are/ are notsend outmine
the data!
Interpersonal communication: Formal class discussion (Socratic Seminar) about pros
and cons of migration/ child labor. Focus on Syria, Sudan, Malawi, Brazil, US.
Create own photo essay
Use new vocabulary to write an informative text defining human rights and introducing
idea of access to human rights through the lens of child labor/ trafficking/ migration.
Create a Thinglink annotated with locations, issues, and patterns of labor and migration
based on readings, videos, discussions and other resources
Create one artistic reflection on violations of human rights using poetry/ rap/ music/
drama/ art, or otherwise visual representation of one of these issues. Use MTV Against Our
Will Site as example.
Conduct follow-up Socratic Seminar to discuss, compare, and contrast human rights in
areas like Syria, Sudan, Malawi, and the US. (or an additional place, if student chooses to
conduct deeper research). Also place for students to pose more questions.
Based on Socratic Seminar and readings/ videos/ infographics/ resources, students will
write a variety of different levels of questions on 2 of the topics. (Revised Blooms,
Costas levels of questioning) (Ideally, we would have more than one Socratic Seminar as
we learn more information, and discuss each of the topics) (possibly sending questions to
different people)
Students will create a poster campaign to inform others in the school about a human rights
issue of their choice: migration, child trafficking, child labor, or childhood education. Use
data from students survey to help inform angle/ perspective/ focus of information.
Share findings with a partner school, either via Voicethread (compilation of posters),
Edmodo?, or padlet.
Rank / prioritize human rights with own class, compare with at least one other group
Rough outline:
Week One (3-4 days): Human Rights, What are they? History? What do they look like in our country? Other countries? Examine
viewpoints, violations
Assessment: a Childs World (photo essay?) OR 2 WWWs?
Vocab: based on PWIM and 10-20 words from readings, too
(Would like to work with resources from weeks 2 &3 side by side, comparing/ contrasting both at the same time to help deepen
students understanding)
Week Two: Child labor focus, NC Tobacco, NC child trafficking, child soldiers
Week Three: Migrationcauses of, population shifts and impactsGerman news, Syrian news, US news, BBC, Time special
Exodus
Week Four: Drawing from what we have learned about child labor, migration, and human rights, what other areas can we infer
are impacted by both human rights and their violations? (Childhood educationaccess to, gender, expectations, normstwitter-@Malala account,) What is it important for other students your age to know? Choose one area to research, contact one person in
the area of your concern, use the questions you developed as a guide, and develop an action plan with a thoughtful, creative,
and understanding voice.
Misc. notes:
Create a graph kid-friendly ways to create graphs of different types
Jigsaw materials
Contact one person in an organization related to your global concern
Analyze causescreate cause and effect chart (Canva?) Voicethread?
Blog? Final paper? (some type of written artifact)
Cooperative google slides presentation with another school?
Examples of photos for posting around the room in lesson one, and for PWIM to generate vocabulary are attached below. I also
have several from news magazines that are hardcopy only:
Photo 1: Migrants reach for water from an aid worker on a boat to Greece. June, 2014. Time.
Photo 2: Italian navy rescues asylum seekers traveling by boat off the coast of Africa on the Mediterranean, June 7, 2014. Time.
Photo 3: Malawi child tobacco workers. BBC News
Photo 4: Migrants sleep on a highway in front of a barrier at the border with Hungary near the village of Horgos, Serbia, on Sept.
16, 2015. Time
Photo 5: Afghan migrants trek their way to the Serbian border with Hungary close to Hajdukovo, 90 miles north of Belgrade,
Serbia on Feb. 17, 2015. Time, Migrants Find Safer Route into Europe via the Balkans.
Subject:
Social Studies
Materials Needed: pictures of migrants/ child laborers, sticky notes, index cards, quote from Mrs. Roosevelt, chart paper,
declaration of human rights infographic, computers for global classroom online discussion
Global Competency: investigate the world, communicate ideas, recognize perspectives
Where is the lesson going?
(Learning Target or SWBAT)
I can define and explain the concept of human rights. I can also begin to understand how human
interaction can create discrepancies in human rights.
Hook:
Ss will find photos of migrants, child laborers, children playing and
happily housed families posted around the room, and sticky notes. The
words Human Rights will be on a piece of chart paper, and their task
is to write one question and one thing they know about Human
Rights on the sticky notes (diff color for question and fact) to place
on the chart paper. (8-10 min)
Tailored Differentiation:
Equip: