Prioritizing Human Rights

Prioritizing Human Rights

Thursday 2/8/18


Today’s Objective(s): SWBAT

  1. Prioritize the 30 HR by identifying the HR they think is most important (Unit LTO)
  2. Communicate ideas effectively (Course LTO)
  3. Support ideas based on sound reasoning (Course LTO)

Do Now – 5 minutes

Please reflect on your homework from last night and be ready to share your thoughts in a class discussion.

LESSON – 50 minutes

Today’s work is about prioritization. Like so many things we learn about, the entire list of human rights (from the Universal Declaration of HR) can be overwhelming. Having the ability to prioritize among many things is important to our ability to both make meaning for ourselves as well as imagine how we might have an impact as individuals.

You’ll be working individually to complete the prioritizing activity, though you are welcome to talk with your peers as you do so, sharing your thoughts, asking questions, etc.

During this activity, you’ll be asked to consider 2 human rights at a time, and decide which one is more important. You’ll do this multiple times until the original list is cut in half, and then you’ll do it again with the remaining human rights. And again, and again, until you are left with the single human right that is most important to you.

Along the way, you’ll have to explain your choices. You’ll notice 6 of the boxes on the activity are numbered…for each of those decisions, you’ll provide a written explanation for WHY you chose what you chose. These explanations aren’t just ‘I think X is more important than Y’. We know that already…you chose X. What we need to know is why you chose it. As ever, precise language is critical, as is justifying your choice based on something personally relevant and meaningful.

We will go through an example together as a class.

Closing – 3 minutes

A few willing volunteers will read their number 1 human right, and share with the class why they chose what they chose.

Homework

Please respond to the Basecamp Message Board item titled “Homework: Thursday 2/8/18”.

Unit Objectives

  1. Identify the 30 human rights, prioritize among these rights, and articulate why human rights are important to them as individuals
  2. Apply understanding of human rights to new situations
  3. Demonstrate the ability to see the world from another person’s perspective
  4. 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

Monday

Notebook setup

Tuesday

We have a speaker coming to talk about human right #25 (food and shelter for all)

Wednesday

Reflect on Tuesday’s speaker and intro the final 5 human rights (#26-30)

Thursday

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

t

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Rights and Responsibilities

Rights and Responsibilities

Wednesday 2/7/18


Today’s Objective(s): SWBAT

  1. Identify the 30 Universal HR
  2. 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.

  1. Describe the population and political situation in Crystal City, TX during this time period.
  2. Who were ‘Los Cinco’, and what happened to them when they won their elections?
  3. What were the risks Mexican Americans faced who stood up for their rights?
  4. Why did cheerleading at Crystal City HS cause such a controversy?
  5. 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.

Homework

Please respond to the Basecamp Message Board item titled “Homework: Wednesday 2/7/18”.

Unit Objectives

  1. Identify the 30 HRs and articulate why human rights are important to them as individuals
  2. Order and explain the historical evolution of HRs using primary sources
  3. Identify historical and/or modern day examples of HRs violations
  4. 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

Monday

Notebook setup

Tuesday

We have a speaker coming to talk about human right #25 (food and shelter for all)

Wednesday

Reflect on Tuesday’s speaker and intro the final 5 human rights (#26-30)

Thursday

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

t

Jeb is here to help...

 

Have questions?

  • 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.

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Human Right #25: Speaker

Human Right #25: Speaker

Tuesday 2/6/18


Today’s Objective(s): SWBAT

  1. Describe the challenges our community faces in relation to HR #25 (food and shelter for all), as well as some of the efforts being made to address these challenges

Do Now – 0 minutes

None

LESSON – 40 minutes

Today we have a speaker during period 2 in E11. For all other on-team class periods, you will have the flexibility to work on assignments from any class.

Closing – 0 minutes

None.

Homework

No homework tonight.

Unit Objectives

  1. Identify the 30 HRs and articulate why human rights are important to them as individuals
  2. Order and explain the historical evolution of HRs using primary sources
  3. Identify historical and/or modern day examples of HRs violations
  4. 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

Monday

Notebook setup

Tuesday

We have a speaker coming to talk about human right #25 (food and shelter for all)

Wednesday

Reflect on Tuesday’s speaker and intro the final 5 human rights (#26-30)

Thursday

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

t

Jeb is here to help...

 

Have questions?

  • Drop by before or after school
  • Come in at lunch
  • Ping me on Basecamp
  • Pass me a note

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sit there wondering.
Get the help you need.

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Notebook Setup Day

Notebook Setup Day

Monday 2/5/18


Today’s Objective(s): SWBAT

  1. Maintain organization of their evidence of learning

Do Now – 1 minute

Completely clear your desk except for something to write with.

LESSON – 40 minutes

Today we will spend the entire period working as a class to set up our notebooks. Please do not work ahead, or write anything in your notebooks unless or until I instruct you to do so.

These notebooks are going to serve as vital learning tools as we move through the rest of the year. But to do so, they need to be set up properly, and used as intended. We’ll go over exactly how to set up and use these notebooks, beginning today.

From this day forward, we’ll use these notebooks daily (with a few exceptions), but again, only as instructed. And in so doing, we’ll develop the habits  and routines critical to effective learning.

Closing – 2 minutes

Pair up with one other person at your table and recite to him/her human rights #19-25. Switch and listen to your partner do the same.

Homework

Respond to the Basecamp Message Board item titled “Homework: Monday 2/5/18.

Unit Objectives

  1. Identify the 30 HRs and articulate why human rights are important to them as individuals
  2. Order and explain the historical evolution of HRs using primary sources
  3. Identify historical and/or modern day examples of HRs violations
  4. 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

Monday

Notebook setup

Tuesday

We have a speaker coming to talk about human right #25 (food and shelter for all)

Wednesday

Reflect on Tuesday’s speaker and intro the final 5 human rights (#26-30)

Thursday

TBD

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

t

Jeb is here to help...

 

Have questions?

  • 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.

Ping Me

Freedom of Expression

Freedom of Expression

Thursday 2/1/18


Today’s Objective(s): SWBAT

  1. Continue to identify the 30 Universal HR
  2. Consider the limitations of our HR
  3. Communicate ideas effectively (LTO)
  4. Support ideas based on sound reasoning (LTO)

Do Now – 10 minutes

On a lined piece of paper, please respond to the following prompt:

Let’s imagine for a minute that you got the below text from a close friend. What advice would you give him or her? Please write a thorough response in which you offer the best advice you can to your friend, and explain why you think what you think.

“hey, my bro snuck into my room and read my journal. guilty jerk had no right, he knows he’s not allowed in my room. when i called him out, he said he was doing it for my own good. same thing he always says. what should i do?”

We’ll discuss as a class.

LESSON – 45 minutes

Human Rights 19-25

We’ll begin by introducing the next 7 human rights using the same format as the previous 18 human rights.

19. Freedom of Expression
20. The Right to Public Assembly
21. The Right to Democracy
22. The Right to Social Security
23. Worker’s Rights
24. The Right to Play
25. Food and Shelter for All

Freedom of Expression Activity

Next up, we’ll engage in an activity that has us exploring HR #19 – Freedom of Expression. Because here’s the thing, rights do have limits. The Freedom to Move, for example, doesn’t mean we can go anywhere we want. I can’t move into your house, right? I can’t kick you out of your own home just because I want to live there.

A common way to think about rights is reflected in the following idea:

My rights end where your rights begin

And the idea is simple. I’m free to exercise my human rights, but only to the point where they don’t infringe on your ability to do the same. If the way I’m exercising my rights keeps you from exercising yours, then I’m crossing a line. And it’s this line that we’re going to explore today related to the Freedom of Expression.

The Scenarios

You’ll be split into 6 groups and tasked with considering, and discussing, one of the following scenarios:

  1. Members of a neo-Nazi organization dressed in WWII German military uniforms conduct a parade in a Jewish neighborhood
  2. Protesters burn the American flag on the steps of the Capitol building on a 4th of July celebration
  3. An online wiki group publishes thousands of classified U.S. military documents about the Afghanistan war
  4. The local chapter of the Ku Klux Klan opens an office three blocks from the Sixteenth Street Baptist Church in Alabama where 4 small girls were killed after a bomb exploded
  5. Cartoons of the prophet Muhammad, depicted as a terrorist, are printed on large signs and set up on public property across the street of a mosque
  6. A political organization spends thousands of dollars in advertising to encourage people not to vote in the next election

Whichever one you are assigned, within your group, please identify and discuss the following:

  • Identify the action being taken, who is taking it, and who it affects.
  • Discuss whether you feel this action is protected by HR 19
  • What effect might the action have on the people being offended? What rights of theirs do you feel are being violated?
  • How would you determine whether the feelings of the people being offended outweigh the rights of those exercising their right to freedom of expression?

After you’ve discussed the questions in your groups, you’ll have a spokesperson read the scenario on your card and summarize your group’s discussion. We’ll discuss each as a class.

Closing – 2 minutes

Pair up with one other person at your table and read him/her each of today’s human rights (#19-25). Switch and listen to your partner do the same.

Homework

No homework today friends. Enjoy Wellness tomorrow, and have a great weekend.

Unit Objectives

  1. Identify the 30 HRs and articulate why human rights are important to them as individuals
  2. Order and explain the historical evolution of HRs using primary sources
  3. Identify historical and/or modern day examples of HRs violations
  4. 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

Monday

Performing our mock trials

Tuesday

Human Rights quiz, and introduction to HRs # 12-18.

Wednesday

GQ Review and introduce HR 12-18

Thursday

Introduce HR 19-25 and explore Freedom of Expression in depth

Quote of the Week

““Injustice anywhere is a threat to justice everywhere.”

Martin Luther King, Jr.

t

Jeb is here to help...

 

Have questions?

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  • Come in at lunch
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Get the help you need.

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Reviewing Human Rights GQs

Reviewing Human Rights GQs

Wednesday 1/31/18


Today’s Objective(s): SWBAT

  1. Clearly define human rights
  2. Begin identifying the 30 universal human rights
  3. Connect one of today’s human rights to their own lives

Do Now – 2 minutes

Please take out the work you did on the guiding questions yesterday and be prepared to discuss them.

LESSON – 50 minutes

Guiding Question Review

We’ll spend some time today discussing your answers to the GQs as a class, and making sure we all have a clear sense of what we’ve learned so far in this challenge. And we’ll consider, and discuss, the question, “Have we learned enough?”

Human Rights 12-18

We’ll also introduce the next 7 human rights using the same format as the previous 11 human rights.

12. The right to privacy
13. Freedom to move
14. The right to seek a safe place to live
15. The right to a nationality
16. Marriage and family
17. The right to your own things
18. Freedom of thought

Closing – 5 minutes

Pair up with one other person at your table and tell him/her which of the 18 human rights we’ve talked about to this point seems most important to you, and tell them why. Switch roles and listen to your partner’s answer.

Homework

Please respond to the Basecamp Message Board item titled “Homework: Wednesday 1/31/18”. You’ll be responding to the following question:

Describe an example of one of today’s human rights (12-18) being violated in your own life, or in the life of someone you know. As always, be thorough and specific.

Unit Objectives

  1. Identify the 30 HRs and articulate why human rights are important to them as individuals
  2. Order and explain the historical evolution of HRs using primary sources
  3. Identify historical and/or modern day examples of HRs violations
  4. 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

Monday

Performing our mock trials

Tuesday

Human Rights quiz, and introduction to HRs # 12-18.

Wednesday

GQ Review and introduce HR 12-18

Thursday

Introduce HR 19-25 and explore Freedome of Expression in depth

Quote of the Week

““Injustice anywhere is a threat to justice everywhere.”

Martin Luther King, Jr.

t

Jeb is here to help...

 

Have questions?

  • 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.

Ping Me