Title of Unit:Everyone Has the Right

Subject/Course: Grade 12, Social Studies

Topic:Human Rights

Designer: Thomas Brown

Stage 1- Desired ResultsEstablished Goal(s): Social Studies core curriculum unit 7-B role of the United Nations. Information literacy skills access, evaluate and use information ethically. 21st Century skills 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.Enduring Understandings:Students will understand that…

1. Certain rights are inalienable for every human being.

2. Human rights abuses occur around the world today.

3. We have a responsibility to promote and defend human rights around the world and at home.

Essential Questions:1. What are the minimum requirements to live a

happy and free life?2. What human rights abuses occur today?3. What does this have to do with you?4. How is the Declaration of Human Rights similar

to the US Bill of Rights?

Students will know…1. The articles of the Universal Declaration of

Human Rights.2. About human rights in the world today.3. The research process.4. Steps in creating a multimedia presentation.

Students will be able to…1. Recognize abuse of rights.2. Speak confidently about human rights issues

facing the world today.3. Investigate, analyze, synthesize and present

information.4. Use technology for visual and creative

expression.

Stage 2 – Assessment EvidencePerformance Task(s):

Scenario: The United Nations is holding a Ceremony on Human Rights Day, Dec. 10. They would like your group to put together a number of exhibits and presentations.

Task: Students will research a specific conflict, right, leader or explore an idea related to human rights. They will perform one of the responsibilities to draw awareness to a current problem, praise a hero or otherwise speak about human rights. 1. Create a bulletin board exhibit or poster for display in the “lobby.” 2. Feature events will be Speeches, power point/ prezi presentations, videos, or narrated slideshows. 3. Advertisement for the event, and a program that has an introduction to the event and synopsis of each project. 4. Present an original research paper on your findings.

Other evidence:1. Graphic organizer2. Summary of journal articles.3. Articles of human rights activity.4. Participation in discussions.5. Reflections.

Template adapted from “The Big Ideas of UbD” by Grant Wiggins and Jay McTighe, 2004.

Stage 3 – Learning PlanLearning Activities:

1. Classroom: Introduction to human rights. Short video (appendix 1). Examine preamble and articles of declaration of human rights (appendix 2). Moral quandaries, limitations, ambiguous and borderline cases are presented for groups to think about the topic.

2. Homework: Students will summarize two relevant journal articles.3. Library center: Student topics will be focused by use of graphic organizers. Synthesis of ideas will be

explored in symbolism. Searching for images and their responsible use.4. Computer lab: Students may use masher, prezi, power point or other technology tools to complete their

presentations.5. Students work on presentations throughout the unit with assignments scaffolding the project. 1. Select

topic and become familiar with it. 2. Gather and organize deeper information. 3. Present and articulate own ideas.

6. Hold the UN exhibit on December 10, International Human Rights Day. Still exhibits will be on display around the classroom, there will be speakers and videos to watch. Collect and assess evidence.

Appendix

1. Video Seth Brau, Produced by Amy Poncher, The Universal Declaration of Human Rights, HumanRightsActionCtrhttp://www.youtube.com/watch?v=hTlrSYbCbHE&feature=player_embedded

2. The Universal Declaration of Human Rights, UN 1968.

Template adapted from “The Big Ideas of UbD” by Grant Wiggins and Jay McTighe, 2004.