Key Questions: What are human

rights, and how do they affect others and me?

Procedural Knowledge - what will the students do? (teacher plan) In a four part project, students will explore and learn about human rights. 1.) Learn- After learning about basic human rights, they will formulate their own question about and aspect of human rights. They will then display their new knowledge on a poster. 2.) React- Respond to their learning through an artistic representation. 3.) Advocacy- students will each write a persuasive letter to convince others that they should care about the specic human right or violation that the student has researched. 4.) Art Auction- students will create art to be auctioned off. Proceeds to go to a charity that the class choses.

Activating Prior Knowledge- frontloading activities Students will complete the before part of a before/during/after assignment. The before asks them what they think rights are and if they have rights. Read the novel The Breadwinner by Deborah Ellis. Review the writing process. Review R.A.F.T.S. Teach persuasive writing. Teach students how to write a thesis statement. Teach students how to blog. Teach students how to research and make jot notes.

Websites: All links can be found on my blog. Youth for human rights Childrens Rights Organizations Invisible Children BBC - News story on child slavery Chocolate and child slavery Free the Children Making a difference

UNICEF

Resources: Books from our library on human rights, child labour, and people who have fought for human rights. The websites listed to the left. The BreadWinner by Deborah Ellis Pictures from google, sticky notes The gym, open mind portraits Art supplies - canvases, crayons, hair blowers, water color paper, water color paints. Class blogs Blogging rules and guidelines, and parental consent forms. Viewing Guide, Before/During/After sheet

Scaffolding- a list of specic activities and lessons Watch the making of human rights on youthforhumanrights.org . Also watch the short video clips on the 30 human rights as guaranteed by the UN. Have students complete a viewing guide. Create a list of classroom rights that all students agree on. (In an individual/ group/class activity, have students rank their own needs and wants in order of importance to try an establish the difference between a need and a want.) Play dodgeball in Phys. Ed. with no rules, rules for some, and rules for everyone. Complete with an open mind portrait. Watch the Kony 2012 video to show students how some people are trying to make a difference. Quotes: relevant quotes to be used daily. For part 2 of the assignment, give students photos of child laborers and child soldiers to look at. Have sticky notes in the center of the tables and ask them to stick their questions and reactions to the pictures. Pictures should be browsed and passed around the group. Display pictures in hall. This activity is meant to get them feeling and reacting. Child Labor simulation with open-mindmap and journal representation.

Assignments: Part 1: You are an international spy. You have discovered interesting information about a human rights violation or someone ghting for human rights. You are to nd out as much information as you can and report back to the Central Intelligence Agency. Your report must be organized into categories with headings and subheadings. Include photos and graphs. Assume that the CIA does not know anything about your discovery. Part 2: You have just been contacted by Mendel Art Gallery. They are putting together a huge show on human rights. They heard that you are working on human rights as an international spy. They have commissioned you to do an art piece that reects what youve learned. They want it to provoke a reaction from those who see it. They want you to combine words and art. It must reect how you feel. Part 3: As an international spy, you feel compelled to tell the world about the human rights violation (or human rights advocate) you have uncovered. You feel strongly that if the world knew this was happening, that people would demand a change. In a ve paragraph persuasive letter convince the world to care.

Assignments continued... Your letter will be displayed on your class blog. Part 4: Make art to auction. Proceeds to go towards inner city youth in Saskatoon. (Im hoping that we can donate money for art supplies for _________________.) Students will need to do math problem solving to gure out how much to sell their art for so that we still make a prot.

Curriculum Outcomes: Too numerous to list here. I have attached them to the back or on another le.

Assessment/Documentation: Rubric for the open mind portrait Before/During/After Rubric Rubric for Assignments Student Assessment Anecdotal Notes Video and pictures of students working/ answering questions Simulation/Representation Human Rights Inquiry Jennifer Gallays Grade 6/7

Cross Curricular Connections: Language Arts Health Social Studies Religion Physical Education Math Art Experts: None