Rights and Responsibilities
Today’s Objective(s): SWBAT
- Identify the 30 Universal HR
- Articulate their individual responsibilities related to protecting HR for everyone
Do Now – 5 minutes
Please open your notebooks to page 12, write the heading, “Human Right #25 in San Diego” and respond to the following prompt:
Based on what you learned from Tuesday’s speaker, tell me what you know about San Diego’s challenges with Human Right #25
LESSON – 50 minutes
We’ll start today by exploring the final set of human rights from the UDHR.
Please skip a line after your response to the Do Now prompt, and write the heading, “Human RIghts’, then write #26-30, each on a separate line. I’ll read the article text for each, then we’ll watch the videos, and you’ll write down the short version of each on the appropriate line.
Now that we’ve finished up the last 5 rights, I want to hone in on 1 of them – #29: Responsibility. As we discussed yesterday at the end of the speaker’s presentation, NONE of these rights are guaranteed. They rely on individuals like you and me to step up and take responsibility for ensuring these rights are respected and upheld. For everyone.
Eleanor Roosevelt understood this, and said the following at the 1958 UN Commission on Human Rights:
“Where, after all, do universal human rights begin? In small places close to home – so close and so small that they cannot be seen on any map of the world. Yet they are the world of the individual person: the neighborhood he lives in; the school or college he attends; the factory, farm or office where he works. Such are the places where every man, woman and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere.”
What does this quote suggest about our connection to HR #29?
I came across the below video as I was researching this unit, and I think it’s worth watching a short clip (just the first 20 minutes) as we consider the concept of taking responsibility for these rights.
Please move to page 13, and write the heading, “Chicanos Video”. As you watch, keep the following questions in mind, and write answers to them as they are addressed in the film. Write these questions on your page, leaving 4 lines between each so you have room to write your answers, below the heading.
- Describe the population and political situation in Crystal City, TX during this time period.
- Who were ‘Los Cinco’, and what happened to them when they won their elections?
- What were the risks Mexican Americans faced who stood up for their rights?
- Why did cheerleading at Crystal City HS cause such a controversy?
- What did students and activists do to fix this injustice?
Closing – 0 minutes
Don’t think we’ll have time for a closing today. So sorry.
Please respond to the Basecamp Message Board item titled “Homework: Wednesday 2/7/18”.
- Identify the 30 HRs and articulate why human rights are important to them as individuals
- Order and explain the historical evolution of HRs using primary sources
- Identify historical and/or modern day examples of HRs violations
- Synthesize understanding about existing HRs, and about HRs issues in our community to develop new, relevant ideas that connect to our community
This Week’s Agenda
We have a speaker coming to talk about human right #25 (food and shelter for all)
Reflect on Tuesday’s speaker and intro the final 5 human rights (#26-30)
We’ll work to prioritize the 30 HR to determine which we think is most important. By breaking something big (the UDHR) into something smaller, and more manageable, we’re better able to imagine how we might have an impact.
Quote of the Week
““What if each of us were motivated by curiosity instead <of doing the bare minimum>? Or generosity? Perhaps we could learn to see possibility instead of risk..”Seth Godin
Jeb is here to help...
- Drop by before or after school
- Come in at lunch
- Ping me on Basecamp
- Pass me a note
Whatever you do, don’t just
sit there wondering.
Get the help you need.