EXPLORATION SUMMER PROGRAMS DAILY PLANS Instructor: Maria Boland PCA: Adam Kretz Course Number and Title:

International Human Rights Course Budget: _____________________________________________________________ ___________ Day _1_ Essential Question How do we define human rights? Objectives 1. The students will be able to formulate ideas about what they believe human rights are by means of small and large group discussion 2. TSWBAT familiarize themselves with a new learning environment and community 3. TSWBAT identify examples of some human rights cases around the world Materials, Tools and Resources Large sheets of paper and markers Post-it Notes Handout on class outline/rules Student Bingo sheet Computer (with speakers) Projector Activities Walk to class together (5 min) Keep in mind, depending on your building, this could really be a 20 minute walk on Day 1. Think about what youd cut if necessary (this is only for some of the faraway, mostly science and art buildings, but social science courses are put there occasionally. Icebreakers (15 min) Introduction of self and course (10 min) Brainstorming on EQ: Class definition of human rights (15 min) Other definitions of human rights (15 min) Post-it note activity (5 min)

Hook When you think of human rights, what is one word that comes to mind? ( In the first 3 minutes of class, I will ask the students to think of one word, and during the Brainstorming on EQ section of the class, they will write them on the board) Procedure 1) Ice-breakers: Student Bingo- students will all receive a "Bingo" sheet with different characteristics/attributes in each square (has broken a bone, plays a musical instrument, etc.). They then will travel around the room, trying to find others who fit that category (and learning names, and tories behind the attributes in the meantime) so that they can mark off the square. We will then re-convene as a large group and students will introduce one-another ("I see that you met someone who plays a musical instrument, who was that? what was the story behind that?) Students will need to also introduce that person's name, age, and where they are from. Shake it up- students will sit in chairs in a circle with one person starting standing in the middle (think musical chairs- there will be one less chair than number of students, accounting for the person in the middle). Student in the middle will start by saying "Shake it up if you _______ (love pizza, have more than 2 siblings, etc.)." All the students in the circle who then agree/fit that description must stand up and run/scramble to find a different chair across the circle. The student left without a chair is the next person to say "Shake it up if you ______." Are you going to be doing both icebreakers? If yes, good deal, just be VERY mindful of time (a 10 minute icebreaker has a penchant for going for 20 at Explo). If not, Id err on the side of Shake it up which is a more unique game and one the students probably wont see in their other classes. 2) Introduction of self and course: Briefly introduce myself, where I am from, and my interest and experience in International Human Rights. Ask students to go around the room and a little of their experience in international human rights (or interest in it, if they feel they have little to no experience), and why they chose to take this course. I will be taking notes on their responses for ideas of important things to touch on.

I will then introduce the course itself with a handout, outlining the schedule, a brief synopsis of things we will touch on, in addition to rules and expectations. The rules and expectations sheet will be considered a contract of sorts, to make sure that the classroom is an environment where students feel safe to speak up and discuss their opinions in a respectful atmosphere. They will sign it and return it to me, so I can refer back to it, if any incident should arise. Id encourage you to create a list of rules together, rather than only ascribing expectations to the students. It gives them a greater feel of ownership, and thus theyre less likely to break them (seems simple, but really does work). Id keep a list of 4-5 rules that you will definitely need to have in the class, and you can interject them as theyre coming up with some on their own. If you write it on posterboard, everyone can sign, and then youll have the reference point. Itd take a little longer to do this, but pedagogically it would create a more open classroom. 3) Brainstorming on EQ: First, I will ask that the students write on the large sheet in the front of the class room one word that comes to mind when they think of international human rights. Then, as a class, we will come up with our own class definition of human rights, and class list of essential human rights, citing specific country examples when applicable. This will be done in a sort of think-pair-share method: I will ask the students to write down what their personal definition of human rights would be, and 3-5 things that they consider to be essential human rights. We will then move to small group discussions first, and then come together as a large group and share what we have come up with, writing on a large sheet our own class definition/declaration of human rights to which we will refer during the rest of the class. Each group will decide upon one students' definition to put on the board, and 5 essential human rights. If anyone would like to put additional ones on, they may. I will then give them a few seconds to let them take in all the answers, before coming into large group. I will then ask one group representative to read their answers aloud. When everyone has shared, I will ask what people think about the responses: what answers did you particularly like/agree with? Which answers were confusing for you/would you like to be explained more? Are there any you don't agree with? I will emphasize that a difference of opinion is great, that it facilitates great discussion and, as New York City civil rights lawyer Dudley Field Malone once

said, "I have never in my life learned anything from any man who agreed with me." And because there will most likely be a difference of opinion, i can segway this in the question: What factors influence our ideas of human rights? (Politics, media, case studies or causes to which they have been exposed, family, society. I'm hoping that they will touch on the media, because that will help them brainstorm how they can harness art and media for a good cause or to disseminate human rights information). We will come up with a definition that is all-inclusive enough that we can agree on, and look at the examples of ideas of essential rights as good things to touch on in future discussions. This is a terrific way to introduce the course. I really like this model; particularly your segue into discussion on the similarities and differences between fundamental human rights. Id encourage you to write down the different rights students put on the board to refresh their memories as the course continues. 4) Other definitions of human rights: I will then briefly introduce how other entities (UN, World Bank, possibly different countries, etc) define human rights. We will then move into small group discussion: do we agree with any/all of these definitions? Why/why not? We will share our answers in large group and answer the question: Do we want to re-evaluate our class definition of human rights? If so, how? We will keep our definition of human rights hung up throughout the duration of the course, and refer back to it. Are you going to introduce this verbally, via handouts, or by another method? A handout could be most helpful for the following conversation about agreement and disagreement, as a reference point. Closing Final post-it note activity: I will pass out post-it notes to each student in the class, and in order to leave, student must write down one thing that they hope to learn about/discuss in this course. These post-its will be displayed at the beginning of the next class. This is a good way to end your first class. I think its a dynamic and informative first day. Assessment

1. The student should be able to, as a class, during small and large group discussion, come up with their own definition for human rights, and a class list of what they believe are essential human rights 2. The student should be able to know what is expected of them throughout the course, and what will be happening. Filler Activities If there is time left over, well continue our discussion of how different entities define human rights. Resources Computer (with speakers), projector, and class outline and rules handout Prep Work 1. Review others' definitions of human rights 2. Print off class outline handout and student Bingo sheet

_____________________________________________________________ ___________ Day _2_ Essential Question What can/should be done after violations of human rights have occurred? Objectives 1. TSWBAT explore key terminology (i.e. justice, social justice) 2. TSWBAT identify examples/case studies of social justice movements from short video clips and small and large group discussion 3. TSWBAT analyze differing modes of handling human rights abuses and debate them Materials, Tools and Resources Chalkboard Computer (w/ speakers) Projector Country handouts on human rights abuses (with discussion questions) Looseleaf paper Pencils Activities

Introduction to definitions of justice/social justice (10 min) Video clip examples (5 min) Discussion (15 min) Introduction to human rights abuses (20 min) Video clip examples (10 min) Discussion (10 min) Hook Post-its will be displayed as the students walk in from yesterday's Post-it exit activity. Students will be given a couple minutes at the beginning of class to read over some of the answers. If you find that some are illegible or that your ESoL students had a difficult time writing their thoughts (quite possible in a course like this that youll have many international students, a fun challenge), you may consider re-writing some, or just saying those you found interesting. Procedure 1) Introduction of definitions of justice/social justice: I will open the class discussion with these questions: We all have heard the term justice, what is deemed just, but who here has ever heard of the term social justice? Can anyone tell me what they think this means? Can anyone identify examples of social justice movements? After posing these questions, (thus hopefully getting the students' definitions of justice/social justice first), I will briefly introduce some general definitions of justice vs. social justice (handout). I will touch on a few examples of social justice movements, but I really want this to be a large group, student-led discussion, where I see what they know about international social justice movements, and how this relates to human rights. Are you going to discuss, then do the handout? This would be a good order (and it sounds like how youll approach it). 2) Video clip examples: To illustrate the concepts covered with relation to social justice, I will show short clips from the internet citing specific case studies of international social justice cases, giving examples representing developing and developed countries from around the world to illustrate how different countries/governments respond to these social justice concerns.

Which clips? Ill need to see a little more specificity (maybe with links as well) in draft 2. I think video here would be good, though. 3) Discussion: We will break into small groups with students sitting around them, and discuss/debate: do we agree with these definitions of justice and social justice? Why/why not? Can we think of any other examples of social justice movements? How does social justice relate to human rights? This last question we will especially touch on in large group conversation. During the small group discussion, I will be floating around group to group, listening to their discussion, and perhaps challenging them to go further with their thoughts. I want students to be able to support their opinions solidly, so I will very often pose other questions to them, such as "That's a great idea! But, what about this (insert example), what would happen if this were to occur?" This will also introduce the complexity of the issues, and that nothing is ever black and white. This early in class, itd be good for you to set up the groups yourself, rather than just saying break into groups since many students will still be apprehensive. Dont underestimate how mobile youll need to be in order to keep control of the classroommoving every 2 minutes or so is almost required to make sure things are running smoothly, especially this early. 4) Introduction to human rights abuses: To introduce the topic of human rights abuses, their aftermath, and how different countries reacted, I will ask that students get into groups of 2-3. I will then give each group a case study of a human rights abuse (handout), of which they will become the "experts" on. They will then teach the class on said human rights abuse highlighting: where did this occur? In what context (environmental, social, cultural, political, etc)? What was the conflict leading up to the human rights abuse? And, most importantly, how did the local governments and international organizations/agencies react? I will write these discussion questions on the board. Id be wary of two small-group discussions during the same day. It prevents students from getting a full breadth of opinions, particularly on such a crucial topic for their understanding later in the class. 5) Video clip examples: We will then watch some short clips citing specific examples of the aftermath of human rights violations around the world, to illustrate a little bit more

about what our expert groups have taught us. I will use other examples from around the world so that the students can become aware of other human rights abuses. 6) Discussion/Debate: Reflecting on our expert groups presentations, and our EQ, as a large group, we will tackle these essential discussion questions: what can/should be done after violations of human rights have occurred? What should be the duty of the government? What should be the duty of international agencies/organizations? If the students are hesitant to answer such questions, I will ask each group how, in their case study, the abuse was handled, and if they believe that that was the appropriate and just response. I will then ask the rest of the class their thoughts: is there anything that could/should have been done differently? Youre doing a ton today, and probably want to think of cutting one of these activities (or moving them to Filler status) to better concentrate on a smaller group of activities. By moving one of the small group discussions into large group, and integrating these follow-up questions, you might even be able to solve that problem. Closing I will ask the students before they leave to reflect tonight on what they have learned about human rights abuses and social justice movements. I will encourage them to write down any thoughts/reflections/questions they may have, as this will help them with their final "what can one do" creative project. Assessment 1. TSSBAT define justice and social justice and identify the difference, citing specific country examples we went over in class discussion and saw in the short clips 2. TSSBAT come away with a knowledge of how different countries address HR issues. and define what they believe is the right way to solve it Filler Activities If there is time left over, well have a creative reflection (free write/draw) on what we have learned about human rights abuses. Resources Chalkboard, computer, projector, speakers, looseleaf paper, pencils

Prep Work 1. Set up video clips 2. Print off handouts (HR abuses case studies) 3. Review case studies of social justice movements and human rights abuses _____________________________________________________________ ___________ Day _3_ Essential Question How do we define human rights? Objectives 1. TSWBAT identify DeSouza and Porter and their list of the 9 essential human rights 2. TSWBAT better formulate their own opinions and their list of essential human rights 3. TSWBAT analyze clean water as an essential human right and if they agree, citing specific country examples Materials, Tools and Resources Large sheets of paper and markers Computer Projector Chalkboard Art materials Photos of clean water Case study handouts of clean water conflicts Activities DeSouza and Porter Presentation (5 min) Discussion/Debate (15 min) Introduction to clean water (15 min) Skit activity (15 min) Discussion/Debate (10 min) Creative reflection activity (5 min) Hook

As the students walk in, I will have "Nine Essential Human Rights" written on the board. I will use this to introduce the presentation on DeSouza and Porter's list of nine essential human rights. Procedure 1) DeSouza and Porter presentation: I will begin the discussion by directing the students' attention to the board where I have written "Nine Essential Human Rights." I will ask the students if anyone has heard of DeSouza and Porter (I'm not anticipating many will have heard of them). I will tell the students briefly who they are, and ask if anyone can guess what their Nine essential human rights are. I will fill in whichever ones that they guess right (in a wheel-of-fortune kind of way), then, when they have ran out of guesses, I will fill in the others. I will then give them a handout on the Nine Essential Human Rights as outlined by DeSouza and Porter. This will aid them in their discussion. I like the guessing style to this! Really interactive. Good stuff. 2) Discussion/debate: I will then ask them to break into groups of 2-3 and repond to this question: Do we agree with their definition of human rights? Is there anything that they may have left out? Is there any one that we would remove? We will then share the responses in large group, and, if needed, re-evaluate our class list of essential human rights. Have you thought about introducing a discussion of time and culture here, i.e. is it possible that DeSouza and Porter are right for the recent past/now, but wont be for the future? 3) Introduction to clean water: I will then place four pictures depicting water (gathering water, bathing water, drinking water, etc) in the developing world. I will ask the class to write down an individual response to this question: Do you define clean water as an essential human right- why/why not? What would be a counterargument to your opinion? I will then ask if anyone would like to share their responses in large group. After hearing initial reactions/thoughts/counter-arguments to water as a human right, I will give the students more information by means of introducing the topic through video clips. These will showcase specific country case studies citing clean

water human rights issues (Bolivian Water Wars, Sanitation in India's slums, etc.). A good start to the case study piece of your class (which I love). Again, for the video clips, well need to see more specificity (I dont want to keep repeating that, its just that I have to watch all of them before I can approve them, which I fully expect to). 6) Skit activity: I will then ask students to break into groups of 3-4 and each group will be given an case study where access to clean water was an issue (handout). The students will be asked to create a skit, acting out both sides of the debate, and present them to the class. Students must use real arguments given on each side of the issue, to demonstrate the complexity of the cases. Then, the large group class will "jury vote" by a show of hands which group they would side with. This will take MUCH longer than 15 minutes. Id say 15 minutes is the amount groups will probably need in order to prepare, then another 15 for everyone to go. I love skits, and think they bring a lot to the classroom. You should block out at least 25 minutes though (if your class has the full 16 students) for them to be done well. Depth in a small number of well-thought out activities (which all of yours are) is far better than breadth in a bunch of them. 6) Discussion/debate: First I will gather some initial reactions in large group to the skit activity. Then, I will move into a think-pair-share method, where students will reflect on these questions before getting into groups of 2-3: Why would some define clean water as a human right? Why would some disagree? How should a country/international aid organization address clean water concerns? What should the role of government be? What should the role of international organizations be? Each group will then share their responses in a large group format. I think that youre relying too much on small groups. Id discourage you, as I said earlier from doing them too often; a vibrant large group discussion is both easier to handle on your end and provides the students with a better opportunity to hear all sides. The biggest worry is getting students to participate, but shy students are just as unlikely to take charge in small groups as they are in large groups. In large groups, you at least have greater power to engage them as the teacher.

Closing Creative reflection activity: Students will be given the opportunity to write/draw/paint/sketch etc. their thoughts/reaction to why clean water is an essential human right on sheet provided. All sheets together will form class mosaic illustrating clean water as a human right. Assessment 1.TSSBAT identify DeSouza and Porter and their contribution to the study and practice of human rights, and whether or not they agree 2.TSSBAT analyze clean water as an essential human right, and whether or not they agree, citing specific examples we went over in class. Filler Activities If there is time left over, well continue our discussion of how different entities define human rights. Resources Computer, projector, art materials for creative reflection Do you use a Mac? If so, youll need one of the DV inputs to hook up to the Yale computer network. The AV guys and gals have a couple of them, but you may want to request it in your AV request if you dont own one yourself. Prep Work 1. Get photos of clean water 2. Set up video clips of case studies of clean water 3. Print out handouts of clean water conflicts 4. Review DeSouza and Porter's 9 New Essential Human Rights

_____________________________________________________________ ___________ Day _4_ Essential Question How do we define human rights? Objectives 1. TSWBAT give a brief overview of what the UN is and their definition of universal human rights

2. TSWBAT better formulate their own opinions and their list of essential human rights 3. TSWBAT analyze healthy food as an essential human right and whether or not they agree, citing specific country examples Materials, Tools and Resources Large sheets of paper and markers Computers (at least 9) Projector Handout: UN Universal Declaration of Human Rights Handout: UN Millennium Goal PDF Art materials for creative reflection Activities Intro to UN and Millennium Development Goals (15 min) Discussion/Debate (10 min) Intro to healthy food as a HR (15 min) Case studies: Video clips (15 min) Discussion/Debate (5 min) Creative Reflective Activity (10 min) Hook I will start the class by asking the class, Out of all the organizations/governing bodies, which one is most often called upon for human rights cases? I'm assuming most of them will be able to say 'The United Nations'. I will then ask the students who responded correctly: Who is the UN? What does the UN do? I'm assuming most will be able to say some basic things about the UN, and this should get the ball rolling on conversation. One thing to be wary of in these conversations is students who want to monopolize the conversation and tell everyone everything that they know. Just be ready to flex your muscle as an instructor (gently, at first, since most just dont know any better). Procedure 1) Introduction to the UN and the Millennium Development Goals: I will briefly introduce what the United Nation's role in human rights cases is, as well as their definition of human rights (I will have a handout of the UN's Universal Declaration of Human Rights for the students). Ill check that out

when you upload your handouts. I will then briefly introduce the UN's Millennium Development Goals (I want the students to have as much ownership of learning and the class as possible, as such I will be using the "expert groups" model again, so that the students are becoming experts on one topic and teaching the class). I will break the students into 8 groups, and each group will tackle one of the Millennium Development Goals (End Poverty and Hunger, Universal Education, Gender Equality, Child Health, Maternal Health, Combat HIV/AIDS, Environmental Sustainability, and Global Partnership). Students will be given handouts on their goal, and websites to check out (http://www.un.org/millenniumgoals, and http://www.un.org/Pubs/CyberSchoolBus/mdgs/index.asp). I will be walking around the room, sitting in on discussions, answering any questions. Groups will then present their findings to the class, touching on these topics: What is your group's goal? What are the targets (specifics) outlined for your goal? Give two country examples of this goal. What has worked? What still needs to be done? Students wont be able to check out the websites in class, so will you be assigning that they do for homework? 2) Discussion/debate: Do we agree with the UN's declaration of human rights? Why/why not? (break into small groups for brief discussion, followed by large group discussion, teacher will be walking around and checking on groups, and facilitating large group discussion). We will share our thoughts in large group, facilitated by the teacher, culminating with a re-evaluation of our class list of essential human rights. 4) Introduction to healthy food during all seasons as a human right: I will then introduce the topic of healthy food during all seasons. I will pose the question: do we define it as an essential human right- why/why not? (this will be a think-pair-share method, I will ask them to reflect on the question, followed by small and large group discussion, teacher will be walking around observing and checking on groups, and facilitating large group discussion). In large group, one person from each group will share what the group discussed. 5) Specific country case studies by way of video clips:

After hearing the opinions of each group, I will delve a bit more into the topic by means of short video clips, showcasing specific country case studies illuminating healthy food during all seasons as a universal human right. 6) Discussion/debate: I will pose these questions to the large group: Why would some define healthy food during all seasons as a human right? Why would some disagree? How should a country/international aid organization address healthy food concerns? (teacher will be facilitating the large group discussion). I will write their responses on a new large sheet of paper, so that we can refer back to it throughout the course (especially the responses to how should an entity address concerns). Have you considered asking them to discuss whether defining something as a right makes it easier to solve that problem on an international level? I think this could breed interesting conversations as well. Similar comments as before; too many small groups and Ill need specific video clips to check out (I wont say it again, promise! It can just be implied from here on out). Closing Creative reflection activity: Write/draw/paint/sketch etc. their thoughts/reaction to why healthy foods in all seasons is an essential human right on sheet provided. All sheets together will form class mosaic illustrating healthy food as a human right. Assessment 1. TSSBAT identify the UN and their role in the practice of human rights, the Millennium Development Goals, and whether or not they agree with their universal declaration of human rights 2. TSSBAT explain why healthy food in all seasons is an essential human right, citing specific examples we went over in class. Filler Activities If there is time left over, well continue our discussion of the Millennium Development Goals. Resources Computers, projector, handouts, large paper, markers, art materials for creative reflection

Prep Work 1. Print out handouts 2. Set up paper 3. Review UN Declaration of Human Rights, Millennium Development Goals, and UN's role 4. Set up video clips

_____________________________________________________________ ___________ Day _5_ Essential Question How do we define human rights? Objectives 1. TSWBAT better formulate their own opinions and their list of essential human rights 2. TSWBAT analyze gender equity as an essential human right and whether or not they agree, citing specific country examples Materials, Tools and Resources Large sheets of paper and markers Computer Projector Art materials Activities Introduction to gender equality (5 min) Video clips (15 min) Discussion/Debate (10 min) Creative reflection activity (15 min) Hook As the students walk in, I will have written on the board several statistics in regards to gender inequality around the world (maternal health, female genital mutilation, gender specific cultural/religious/societal expectations that some could perceive as infringing upon personal freedoms, etc). Procedure

1) Introduction to gender equality: As the students filter in, I will allow them time to look over all of the statistics on the board. I will also have the sources readily available to whomever asks, because I believe that it is of the utmost importance to be able to concretely support your facts. I will introduce the topic of gender equality by first asking, by a show of hands, who (in THEIR city/town/country-- not on a global scale) perceives this to be a relevant issue. I will then ask them to expand on their answer, explaining where they are from, and what gender roles are like there. This way, we can grasp a little bit more about where people are coming from. I like the moving from more micro-level political knowledge to discussions of the greater global scale, so this is a great way to start. I will then briefly introduce the topic, elaborating on the statistics listed on the board. I will then ask the students: do we define it as an essential human right? why/why not? (this will be followed by small and large group discussion, teacher will be observing and checking on groups and facilitating the large group discussion). We will re-evaluate our class definition of essential human rights if necessary. 2) Specific country case studies by way of video clips: After hearing the opinions of each group, I will delve a bit more into the topic by means of short video clips, showcasing specific country case studies illuminating gender equality as a universal human right. 3) Discussion/debate: After watching the videos, and learning more about the different cases of gender inequality in the world, I would like to begin the discussion by asking: Why would some define gender equity as a human right? Why would some disagree? How should a country/international aid organization address gender equity concerns? What about when religion or culture comes into play? Should an organization always respect cultural/religious differences, even if they contradict their viewpoint on gender equity? This is one of my favorite questions in the class thus far. Love it. What should the role of an international organization (such as the UN) ultimately be, in gender equality cases? (The format of this discussion will be small group first, and then large group discussion; teacher will be observing and checking in on groups, and facilitating large group discussion).

I think you have the right idea with the number of activities for this day. We really overestimate how long 70 minutes can be, and having a good filler activity waiting in the wings is always better than trying to cram too much in. Closing Creative reflection activity: I will ask students to write/draw/paint/sketch etc. their thoughts/reaction to why gender equity could be an essential human right on sheet provided. All sheets together will form class mosaic illustrating gender equity as a human right. Assessment 1. TSSBAT explain why gender equity is an essential human right, citing specific examples we went over in class. Filler Activities If there is time left over, well continue our discussion of gender equality as a human right. Resources Computer, projector, art materials for creative reflection Prep Work 1. Set up video clips 2. Write statistics on the board 3. Review statistics on maternal health and gender equality

_____________________________________________________________ ___________ Day _6_ Essential Question How do we define human rights? Objectives 1. TSWBAT better formulate their own opinions and their list of essential human rights 2. TSWBAT analyze personal freedom as an essential human right and whether or not they agree, citing specific country examples

Materials, Tools and Resources Large sheets of paper and markers Chalkboard/Chalk Computer (with speakers) Projector Art materials Activities Hook Discussion (5 min) Discussion/Debate (15 min) Video Clip Examples (10 min) Introduction to Personal Freedoms (15 min) Creative Reflection Activity (15 min) Hook As the students walk in, I will have written on the board 'Personal Freedom'. Once all the students are settled, I will ask them what this term means to them, asking them to define it. I will write all the answers on the board, and then (if there are enough responses), ask the students to lump them into categories (political, economical, civil liberties, etc.). You might think about assigning a student to lead these opening discussions as the class progresses (or at least to be at the board with you to help write and do some of the legwork). Any chance to give students a leadership role in class is one you should consider taking. Procedure 1) Discussion/debate: After the hook discussion (above), I will have students reflect on the following questions, dotting down responses so they can refer to them in small and large group discussion: Why would some define personal freedom as a human right? Why would some disagree? How should a country/international aid organization address personal freedom concerns? What should be the role of government be? Teacher will be walking around the room, answering any questions and listening to responses. Then, as a large group I will call on groups to share their responses. I am hoping (since I have not formally introduced case studies) that students can come up with their own examples, drawing on their own personal knowledge.

You also should consider having some of these discussions as individual reflective activities. Either students could free write and then pick one of their more powerful comments or thoughts to share, or you could modify the post-it activity and they can write a couple to put up on the board. Think about ways to shake things up with these activities a bit. 2) Specific country case studies by way of video clips: After hearing the opinions of each group, I will delve a bit more into the topic by means of short video clips, showcasing specific country case studies illuminating personal freedoms as a universal human right. I am hoping that these will get students thinking about human rights and access freedoms in their own country as compared to others. 3) Introduction to personal freedom: After watching the video clips, and introducing students to various case studies of personal freedom cases from around the world, I will ask the students to first reflect on the following questions, then I will ask students to share in large group: do we define personal freedom as an essential human right- why/why not? Have any of our opinions changed from our first discussion? (I will go over the questions for from the first discussion, and ask if anyone has any new insights based on the videos we watched/case studies we observed). What sort of case studies? Id like to see a good deal more extrapolation here for the next set of LPs, particularly in how youll be having students approach the case studies in class. Closing Creative reflection activity: I will ask students to write/draw/paint/sketch etc. their thoughts/reaction to why personal freedoms could be an essential human right on sheet provided. All sheets together will form class mosaic illustrating personal freedoms as a human right. This is actually a great non-filler activity, too, and you should integrate it more into the expected activities for your class! Assessment 1. TSSBAT explain why personal freedom is an essential human right, citing specific examples we went over in class. Filler Activities

If there is time left over, well continue our discussion of differing types of personal freedoms as a human right. Resources Computer, projector, art materials for creative reflection Prep Work 1. Set up video clips 2. Write hook on the board 3. Review case studies of personal freedom human rights cases

_____________________________________________________________ ___________ Day _7_ Essential Question How do we define human rights? Objectives 1. TSWBAT better formulate their own opinions and their list of essential human rights 2. TSWBAT analyze education as an essential human right and whether or not they agree, citing specific country examples Materials, Tools and Resources Large sheets of paper and markers Computer (with speakers) Projector Art materials Sidewalk Chalk Handouts on statistics Activities Introduction to education (20 min) Video clips (10 min) Discussion/Debate (10 min) Student Chalk Activity (20 min) Creative reflection activity (15 min)

Hook On the board I will have written average cost per student for education in different countries. For example, in Nicaragua it costs $35 per year to send a child to primary school (for school uniforms, shoes, fees, materials, etc). I will include statistics on universities, for various countries, and then ask the students if they can guess the average cost for a four year college education in the United States. I will put all of these on the board to illustrate the discrepancies between countries and access to education, by then highlighting the literacy rates of the same countries (by first asking the students "okay, so we know that in this country it costs $40 per year to send a child to school. What would you guess the literacy rate of this country is?"). I will use this to start the discussion and presentation on education. Great hook. I like it a lot. Procedure 1) Introduction to education: I will start this discussion with the Hook (above), and hope that we can get the ball rolling with some discussion that way. After this brief large group introduction to the topic, with statistics, I would like students to reflect on the following questions: Do we define education as an essential human right- why/why not? What is education like in your home state/country? What do you think works? What doesn't? What are some deterrents to sending children to school in poorer countries (other than the school fees)? I am hoping students will touch on family income, and children being contributors to the family income, thus making it a a hard decision: essentially deciding between the children's education and putting food on the table. Also, I am hoping someone will bring up gender being an issue, that in many countries it is a common practice to only educate the young boys in a family. Remember, though, especially during this discussion that almost all of your students will be coming from incredibly privileged educational backgrounds. You may consider even including a follow-up question about Explo and privilege since theyre talking about the intersection of wealth and education. After reflecting on these questions (I will write them on the board, so that its easier for them to remember), I will ask the students to break up into small groups and discuss their responses (I am hoping by this week that students are forming groups with different people and branching out to other students, if this is not the case, I will urge them to do so). You should

probably be assigning groups at least half the time, if not more often than that. Students wont branch out on their own, theyll almost always form the same group of 4 if given the chance. Rather than start an argument with them in class, it is probably much easier just to assign them. I will be circulating around the room, answering any questions and sitting in on conversations, posing counter-questions where appropriate. I want to urge the students to go further and challenge their own thoughts, and will often play "devil's advocate" in order to get students to have a more well rounded perspective of the complexity of these issues. (For example, many students may find it abhorrent that a parent in a developing nation with limited means may pull their child out of school at 3rd grade in order to sell gum or cigarettes on the street or in the market. But, in order to show that the issue is not black and white, I urge them to think about the family economics, and what they should do to supplement that lost family income in order to put food on the table). After small group discussion, we will share our responses in large group, and in order to get people to talk I will ask the students to pick one student in their group as the "reporter", one who will share the group's responses to the rest of the class. I will pause after each group answers, and ask the rest of the class "Does anyone have any responses? Any clarifying questions?" If not, we will move on to the next group. I am hoping students will become more comfortable with sharing, but in this setting, don't necessarily want to force it when not essential. After each group has shared, this will conclude our preliminary discussion about education as a human right. This is a good place where students are probably most adept at coming up with solutions to the problem your discussing, and you might want to give them free reign to develop policy options for both developed and developing nations, rather than just discussing solutions toward the end of the class. 2) Specific country case studies by way of video clips Next we will move on to video clips illustrating specific examples of country case studies with relation to access to education. These will hopefully highlight the situation in other nations when it comes to education, and perhaps even juxtapose their own personal educational experience, thereby introducing them to the realities of education in other countries and how lucky we are to have been blessed with an education that goes beyond primary school. I will also tell the students what percentage of the population of the earth has graduated primary school, what percentage of the world has graduated high school, and what percentage of the world has

graduate college. I will ask them to reflect on this for their creative reflection activity. 3) Discussion/debate: After watching the videos, I will ask the students to get into their groups again and now, after our discussion and watching the videos, answer the questions: Why would some define education as a human right? Why would some disagree? How should a country/international aid organization address education concerns? If you were the leader of a country where there was little access to education or a low literacy rate, what would your solution be? Or, if you think that it is not the government's role, how would you hope that the issue would be addressed? I worry a bit that these questions are somewhat repetitive, since youre asking a version of the same 5-6 questions each time. You should try and make a few more topical (and perhaps, even more specific) questions rather than ask the same ones each time. Again, after small group discussion, we will share our responses in large group, and in order to get people to talk I will ask the students to pick one student in their group as the "reporter", one who will share the group's responses to the rest of the class. I will pause after each group answers, and ask the rest of the class "Does anyone have any responses? Any clarifying questions?" 4) Student Chalk activity: After the discussion has ended, and everyone has shared, the teacher will hand out sheets to each group with various statistics on it. I will introduce the student chalk activity: If we are to support education as something valuable, lets use these statistics to EDUCATE our fellow Explo peers on this issue. I will hand out sidewalk chalk to each group. Students can refer to the list of statistics to write them in chalk slogans or information on the old campus groups for fellow Explo-ers to see. The aim of this is to get them outside, let them get them creative, and encourage them to critically think about educating others (making it a topic less about "the other" and more about THEM, concretely what they can do every day: educate others about issues). I will allow them to leave the classroom for 15 to 20 minutes MAX, and give them a time that they have to be back. I will ask that one student be the time keeper (whoever has a watch/cell phone to keep time) to assure that they get back on time.

Terrific activity. Make sure you tell that they need to stay on Old Campus, and you might even want to assign them locations (Phelps Gate, Vanderbilt Arch, etcall places youll be quite familiar with at this point). Closing Creative reflection activity: I will ask students to write/draw/paint/sketch etc. their thoughts/reaction to why education could be an essential human right on sheet provided. I will especially ask them to reflect on the statistics that are still on the board, and the ones on their handout. All sheets together will form class mosaic illustrating education as a human right. Assessment 1. TSSBAT explain why education is an essential human right, citing specific examples we went over in class. Filler Activities If there is time left over, well continue our discussion of education as a human right. If there is rain, we will skip the chalk activity and use it for a filler activity another day. Resources Computer, projector, art materials for creative reflection Prep Work 1. Set up video clips 2. Review list of statistics, have it written out, and write it on the board prior to class 3. Print off handouts of statistics on education for the chalk activity

_____________________________________________________________ ___________ Day _8_ Essential Question How do we define human rights? Objectives 1. TSWBAT better formulate their own opinions and their list of essential human rights

2. TSWBAT analyze employment opportunities as an essential human right and whether or not they agree, citing specific country examples Materials, Tools and Resources Large sheets of paper and markers Computer (with speakers) Projector Art materials Looseleaf paper Pencils/Pens Activities Hook conversation (5 min) Introduction to employment opportunities (10 min) Video clips (10 min) Discussion/Debate (10 min) Interview Skit Activity (20 min) Creative reflection activity (15 min) Hook I will have the students sit in a circle in the beginning of class. I will then ask them to share how their experience at Explo and in this class is going so far. I would like to get to know them on a personal level, as well as academic, so I will encourage them to share their favorite thing about Explo so far, and something that is a challenge. I want them to know that I am here for them in and outside of class if they encountering a particular difficulty or joy. I also will tell them that I want them to share in a large group, because I am sure that when it comes to favorite things or difficulties with Explo or being away from home, that they are not alone. I like the timing of this activity, since its right after you had a day with no class (Workshop Wednesday). Students will probably be a bit reticent, but sharing in a structured way could help tooHigh of the week, low of the week, what theyd like to change before they leave Explo (that is if they arent spilling when the activity starts, which some groups do!) Procedure 1) Introduction to employment opportunities: I will then ask the students "So, so far we have talked about a few potential human rights: clean water, healthy food, gender equality, personal freedom, and education. What about opportunities for employment? What do we think about that? Would we define it as an essential human right- why/why

not? Would we put it in the same category as the rest of these? Why/why not? I would like to get the students' initial reaction before introducing the topic or video clips, to get their thoughts about it. I will ask the students to think about these individually, writing notes or responses on scratch paper, if they like. So, I dont know if this would help (or if youd be interested), but I came back to Explo last year immediately after being fired from a job because I was gay. I have a couple of posts/stories about it I could send, if you want students to see that these issues affect everyone, even those that work at Explo. Let me know Then I will ask that the students share their responses in a large group setting. The reasons for not having a small group discussion are two-fold: to break up the potential monotony of the routine of class discussions, and to encourage students who are comfortable sharing in small group, to share in a large group setting. I start the discussion in a non-direct manner, to get everyone comfortable by asking students to raise their hands if they agree that employment opportunities should be an essential human right. Then I will ask students to raise their hands if they disagree. I will call on students form both sides who have raised their hands and ask them to elaborate on their thoughts/responses. I will then ask the class if we think that we should put employment opportunities in the same category as the rest of the potential human rights we went over in class, or if we should add it to our class list of essential human rights. 2) Specific country case studies by way of video clips After our introductory discussion, I will show some video clips illustrating case studies of struggles of access to employment opportunities, and how different countries dealt (or did not deal with) the issue. This will hopefully help students start thinking about the role of government and international organizations. How involved should they be? Are there any alternative ways to address this issue? 3) Discussion/debate: Since this is not a 'cut and dry' human right, that is to say, there is generally a bit more room for debate, I would like to highlight our discussion on that fact and really tackle these three questions: Why would some define employment opportunities as a human right? Why would some disagree? How should a country/international aid organization address employment opportunities concerns? I will ask the students to get into pairs and discuss the three questions, coming up with a few different

thoughts/examples for each and WRITING THEM DOWN. Each student should take notes on their responses and responses of others because the students will use these responses to do the Interview Skit Activity. We will have each pair share the responses to the questions and I will have one student for each question writing responses on the board. I will pause after each group answers, and ask the rest of the class "Does anyone have any responses? Any clarifying questions?" I am anticipating, and hoping for a difference of opinions, so as to illustrate the complexity of the issue. Like I said after day 5 or so, Id like to see you change up the types and order of activities a bit more. Classes that languish while at Explo tend to be those with a common routine, and I wouldnt want to have students checkout a bit because this is all really interesting stuff! 4) Interview Activity: Student will then be asked to get back into their pairs for the Interview Skit Activity. Students will be performing a short (no more than 3 minutes) oneon-one interview skit (one interviewer and one interviewee), with half of the groups interviewing someone who believes that employment opportunities IS an essential human right (could be a person who is without said human right) and the other half of the groups interviewing someone who does NOT believe it is an essential human right. Students will come up with their own list of interview questions and responses, but they must touch on reasons why that person believes what they do (i.e. concrete examples). Students will perform their interview skits to the class. Again, remember how long and time-intensive skits can be. You may even want to have them start working on them today, meet that evening with their partners and then present to the class the next day. Closing Creative reflection activity: I will ask students to write/draw/paint/sketch etc. their thoughts/reaction to why employment opportunities could be perceived as an essential human right on sheet provided. All sheets together will form class mosaic illustrating employment opportunities as a human right. Assessment 1. TSSBAT explain why employment opportunities is an essential human right, citing specific examples we went over in class.

Filler Activities If there is time left over, well continue our discussion of employment opportunities as a human right. Resources Computer, projector, art materials for creative reflection, scratch paper and pencils Prep Work 1. Set up video clips 2. Review case studies of employment opportunity human rights cases 3. Set up chairs in a circle

_____________________________________________________________ ___________ Day _9_ Essential Question How do we define human rights? Objectives 1. TSWBAT better formulate their own opinions and their list of essential human rights 2. TSWBAT analyze medical care as an essential human right and whether or not they agree, citing specific country examples Materials, Tools and Resources Large sheets of paper and markers Computer (with speakers) Projector Art materials Activities Hook (10 min) Discussion/Debate (15 min) Video clips (15 min) Introduction to Medical Care (15 min) Creative reflection activity (15 min)

Hook As students walk in, I will have various statistics written on the board with regards to medical care in different countries, such as how much it would cost to get a heart transplant in the US as compared to Costa Rica, India, and Sweden. I will then pass out post-it notes, and ask students to write down where they are from, and what they know about the health care system of their country/state. When they are done, I will ask them to come up to the board where I have placed the large white sheets of paper and post it up on the paper. As they go up one by one to post it on the board, I will ask them to share what they wrote with the class. If you get a larger classroom, you may think about having a series of posterboards set up around the classroom with stats, and having students take some time wandering between them. You could also integrate this with an individual reflection later in the class day. Procedure 1) Discussion/debate: I will start the discussion with the Hook (above), gathering information of where the students are from, and what they health care systems are like there. I am assuming that some of the students from the United States will talk about the health care reform that recently passed, but I also want to encourage them to talk about their home state, as there are many differences in health care between states. I will ask the students to raise their hand if they are happy with their home country/state's health care system. For those who didn't raise their hand, I will ask them to elaborate and talk about what exactly they think needs to change. Be very careful this conversation doesnt steer into diatribesas is often the case at programs like Explo, many students will come in with specific beliefs and little information to back them up. Should be a good opportunity for you to show them how to have a thoughtful debate about issues, rather than just exchange talking points. We will then use the think-pair-share method and reflect upon three questions: Why would some define medical care as a human right? Why would some disagree? How should a country/international aid organization address health care concerns? Students will first reflect on it individually, and then pair up and share their responses. During the discussion, I will be floating around the room, answering any questions and sitting in on conversations. Each time I sit in, however, I still want the discussion to be student-led, and student-based. I will ask clarifying questions and challenge

them to think about cases in a different way perhaps, but I want the students to dominate their own conversations. We will then reunite in large group to share responses to the three questions above. I will call on each group, and each group will again have a reporter to share the group's responses. Make sure different students are getting the opportunity to do this. After each group has shared their responses, I will ask the rest of the class "Does anyone have any responses? Any clarifying questions?" 2) Specific country case studies by way of video clips: Next we will move on to video clips illustrating specific examples of country case studies with relation to access to medical care. These will hopefully highlight the situation in other nations when it comes to health care, and perhaps even juxtapose their own personal experiences. I am hoping are comparing/contrasting their experiences with those that are shown in the videos, and that it gets them thinking about what could/should be done to help this issue. 3) Introduction to medical care: Now that we have had our introductory conversation, shared what we know from our own countries, and saw a couple video case studies highlighting the issue, I will ask the large group, by a show of hands, do we define it as an essential human right? I will then ask each group of responders to elaborate: why/why not? Next, I want students to respond to: What should the role of government or international organizations be? Should universal health care be a basic right in each country? Is this feasible for every country? Or, should health care be privatized, with no government intervention whatsoever? I think a conversation here about all of the possible solutions would be wellplaced. You could brainstorm as many solutions (or partial solutions) to global health problems on the board, and then have students match them to particular countries. Closing Creative reflection activity: I will ask students to write/draw/paint/sketch etc. their thoughts/reaction to why access to medical care could be an essential human right on sheet

provided. All sheets together will form class mosaic illustrating medical care as a human right. Assessment 1. TSSBAT explain why medical care is an essential human right, citing specific examples we went over in class. Filler Activities If there is time left over, well continue our discussion of medical care as a human right, drawing on more of our own experiences, and comparing that to those in the videos we watched. Resources Computer, projector, art materials for creative reflection Prep Work 1. Set up video clips 2. Review statistics and case studies, as well as new health care reform in US 3. Write statistics on the board

_____________________________________________________________ ___________ Day _10_ Essential Question What can/should be done after violations of human rights have occurred? Objectives 1. TSWBAT understand what is expected of them for their final group project 2. TSWBAT use the concepts they have learned thus far to brainstorm the concept of their final creative group project Materials, Tools and Resources Large sheets of paper and markers Computers (at least 9) (with speakers) Projector Invisible Children DVD

Activities Introduction to final creative project concept (10 min) Case Studies: LASED and Invisible Children (30 min) Group work time (30 min) Hook I will have "Time to Get Creative!!!" written on the board when students walk in, and ask the students to think about this question: When faced with such complex and immense human rights issues around the world today, what can we as young people do about it? We don't work at the UN, we're not in political office; what can we do about these issues? I will then say that this is what we are going to explore today. A very good question with which to start. Procedure 1) Introduction to final creative project concept: Teacher will pass out handout outlining the final creative project. I will then introduce the topic with this question: When faced with such complex and immense human rights issues around the world today, what can we as young people do about it using creative media? Students will be split into groups for a project like this, it is crucial that you choose the groups. and are able to choose whatever human right issues they like (whether we covered it or not). They then can choose any medium they like (creative writing, article, painting, drawing, blogging, theatrical performance, poetry, songwriting, etc) and work together to use all the concepts they have learned in the course to create a final creative piece (possibly to be showcased in the student art gallery). I would ask your CA on Day 1 whether you can be included, I think itd be a great showcase! I will present this to the large group, explaining the immense power of social and creative media in our world today, and the potential effect of harnessing that power to address human rights issues. This will introduce the case studies to follow, examples of where young people saw a need and used their own passions to do something about it. 2) Case studies: Teacher will lead a powerpoint presentation of two case studies of young people who saw a need/issue and got together to do something about it. The first of the two case studies that we will use is LA SED (Latin American Sustainability Education and Development)- an organization that

was founded by young people (myself being one of them) who studied abroad in Nicaragua and saw a need (powerpoint presentation). The second case study will be Invisible Children and the Global Night Commute- an organization started by college kids who made a movie about child soldiers in Uganda that turned into a international movement. I will show a clip from their movie "Invisible Children" as well as a clip from the Global Night Commute to illustrate their work. We normally say no to powerpoint (just because its not really a part of the Explo culture), but a short one should be fine. Invisible Children is excellent and haunting. Which clip will you be showing? I want to give concrete accessible examples of how young people used their passions and talents to make a real change in the world. So often, people become so jaded and believe that these problems are so big that nothing they do could possibly matter. I want to emphasize that change, however small, is meaningful and powerful, and that we as young people, have more power to affect change and address these issues than we ever realize. I will use the starfish analogy: "A small boy was running up and down the beach, feverishly hurling starfish back into the water before they died. An old man approached him, "Do you honestly think your work will make a difference?" he asked him skeptically. The boy looked at him with sparkling eyes, held up a starfish and said, "It makes a difference to this one!" and threw the starfish back into the sea." I want to mobilize the students to, if they feel passionate about something, to do something about it! And more importantly, that they CAN do something about it. Actions, however small, have ripple effects of good. Writing government officials, starting clubs at school, raising money, presenting to classes at school (educating others about issues), these things are accessible and are hugely beneficial. Art and the media, two of the most prolific outlets in today's western society and culture, has the power to do amazing things. 3) Group work time: I will break students into groups and allow them time to choose their topic, and brainstorm their concept. During this time, the teacher will first introduce the project in large group, then while the students are in small group, be observing and checking in on groups to check their progresss. Students will be allowed to research on computers to find a topic/issue that they feel passionate about, or they can use one of the topics we have gone over in class already. I want, by the end of class, for each group to have an issue that they want to address, and a medium for

addressing it. I will also say that, while I don't assign homework, if students wanted to get together outside of class to talk to me or each other about their projects, that it would be hugely beneficial. I would explicitly encourage them to work outside of class. A project like this, to be done well, needs a good deal of time and effort. I would also have check-ins that are quasi-mandatory. Today is great; they need an issue and a medium. Periodic scheduling by you will help them keep on task! Closing Closing Post it note Activity: In order to leave, students must write down their group members name on a post it, their topic/issue they decided on, and their medium. Assessment 1. TSSBAT understand what is expected of them for their final project by way of a teacher-led presentation, case study and discussion 2. TSSBAT implement concepts we have covered in the course to brainstorm their vision for their final project in their groups Filler Activities If there is time left over, well continue our group work time. Resources Computers for all If you want all of your students to have computer access, youll have to ask for time in the Computer Lab. This is hard to come by (there are only two, and some classes are taught there), but requesting it quickly is bestyou can do that in your AV requests. Otherwise, youll have to ask them to use the computer lab outside of class. Most students dont bring computers to the program, and Explo doesnt put computers in the classroom, apart from our computer labs we set up. , projector, art materials for creative reflection Prep Work 1. Set up video clips for Global Night Commute 2. Cue up DVD 3. Set up powerpoint presentation _____________________________________________________________ ___________

Day _11_ Essential Question What can/should be done after violations of human rights have occurred? Objectives 1. TSWBAT understand what is expected of them for their final group project 2. TSWBAT use the concepts they have learned thus far to work on completing their final creative group project Materials, Tools and Resources Chalk/Chalkboard Computers (at least 9) (with speakers) Projector Art materials Activities Group work time (60 min) Clean up (10 min) Hook I will have all the art materials laid out for them that they may need as they walk in the door (sketching paper, pencils, paints, canvas, computers, etc.) for the students to use at their disposal. I have a feeling that today will be a primarily research day for most (on the computers), but some may be ready to dive in to their creations. Procedure 1) Group working time: Today will be a day devoted to students working on their final projects. Teacher will be in class observing groups and checking in on them offering help when needed. If the students want, I will put music on (on the computer w/ speakers) as they are working. Will students be able to leave the classroom? Thatll be fine, just make sure they have to check in with you toward the end of the period, and that you let the CAs and RDs know that your class will be wandering around. Closing Clean up:

Students will be asked to put all materials away and clean their spaces before leaving the room. Assessment 1. TSSBAT understand what is expected of them for their final project by way of a prior teacher-led presentation, case study and discussion 2. TSSBAT implement concepts from the course into their final creative project Filler Activities There should not be any time left over, we will be continuing working on final projects. Resources Computers for all, projector, art materials for final projects. Prep Work 1. Set up art materials _____________________________________________________________ ___________ Day _12_ Essential Question What can/should be done after violations of human rights have occurred? Objectives 1. TSWBAT understand what is expected of them for their final group project 2. TSWBAT use the concepts they have learned thus far to work on completing their final creative group project Materials, Tools and Resources Chalk/Chalkboard Computers (at least 9) (with speakers) Projector Art materials Activities Group work time (60 min) Clean up (10 min)

Hook I will have all the art materials laid out for them that they may need as they walk in the door (sketching paper, pencils, paints, canvas, computers, etc.) for the students to use at their disposal. Today, some may still be researching their projects, but I am hoping that all groups will have gotten a solid start into the creation of their project, because we only will have one more work day. Procedure 1) Group working time: Today will be a day devoted to students working on their final projects. Teacher will be in class observing groups and checking in on them offering help when needed. If the students want, I will put music on (on the computer w/ speakers) as they are working. How are you going to discuss (this goes back a couple days) your expectations about the projects? I think that students are going to have a lot of creativity, and your job will be to make sure theyre tackling something that is both challenging but also possible. Working through how youll frame that to your students could save you a lot of explanation time and overburdened/underchallenged student groups come Day 13 and during the presentations. Closing Clean up: Students will be asked to put all materials away and clean their spaces before leaving the room. Assessment 1. TSSBAT understand what is expected of them for their final project by way of a prior teacher-led presentation, case study and discussion 2. TSSBAT implement concepts from the course into their final creative project Filler Activities There should not be any time left over, we will be continuing working on final projects. Resources Computers for all, projector, art materials for final projects. Prep Work

1. Set up art materials _____________________________________________________________ ___________ Day _13_ Essential Question What can/should be done after violations of human rights have occurred? Objectives 1. TSWBAT understand what is expected of them for their final group project 2. TSWBAT use the concepts they have learned thus far to work on completing their final creative group project Materials, Tools and Resources Chalk/Chalkboard Computers (at least 9) (with speakers) Projector Art materials Activities Group work time (60 min) Clean up (10 min) Hook I will have all the art materials laid out for them that they may need as they walk in the door (sketching paper, pencils, paints, canvas, computers, etc.) for the students to use at their disposal. Today, I am hoping that all groups will be able to finish their final creative piece, and will remind them of the fact at the beginning of class. Procedure 1) Group working time: Today will be a day devoted to students working on their final projects. Teacher will be in class observing groups and checking in on them offering help when needed. If the students want, I will put music on (on the computer w/ speakers) as they are working. I believe, if I remember correctly, that the Art Show/Performance space is on the afternoon of Day 13, so your students will have to be done with their projects in order to be a part of that event. The Peace Fair, if youre still

considering having your students get involved there (obviously with a smaller project than these) is Day 10, the third Monday, to give some context for your scheduling. Closing Clean up: Students will be asked to put all materials away and clean their spaces before leaving the room. Assessment 1. TSSBAT understand what is expected of them for their final project by way of a prior teacher-led presentation, case study and discussion 2. TSSBAT implement concepts from the course into their final creative project Filler Activities There should not be any time left over, we will be continuing working on final projects. Resources Computers for all, projector, art materials for final projects. Prep Work 1. Set up art materials _____________________________________________________________ ___________ Day _14_ Essential Question How do we define human rights? What can/should be done after violations of human rights have occurred? Objectives 1. TSWBAT use the concepts they have learned in the course to formulate their ideas of how we define human rights, what should be done after violations of human rights have occurred, and also the power of the individual to create change. Materials, Tools and Resources Chalk/Chalkboard

Computers (at least 9) (with speakers) Honestly, this wont be possible, unless you take the day in the computer lab. Projector Activities Student presentations of final projects (45 min) Concluding discussion (15 min) Clean up and Evaluation forms (10 min) Hook I will have the chairs set up auditorium-like, and ask that everyone be seated quickly so that we can begin, and give everyone a chance to present. I will then introduce what we will be doing for the day, and introduce the final project presentation by re-stating the initial question of which they based their project off of "How can one person make a difference using their own passion and creativity?" Procedure 1) Final project presentation day: The student groups will one by one go up to the front and exhibit their final art piece to the class, explaining their conceptual process, while the teacher facilitates, addressing these questions: why did they choose that issue? Why did they choose that medium to express it? What really spoke to them about this issue? What concepts does this piece touch on that we have gone over in class? Can you cite specific country examples/case studies? I will write some of these questions on the board so that the students can refer to it when introducing their piece. How long will each group have to present? How long will the class/you have for questions? Think a little more clearly about the logistics inherent in the presentation day. 2) Concluding discussion: I will then ask that the students get in a circle with their chairs. I will a couple students to pass around treats while we have a final group conversation. As the students pass the treats out, I will write our final discussion questions on the board: what have we learned in this course? Has this course changed or reinforced our beliefs and opinions about human rights? How do we define human rights- has that definition changed since the beginning of the course? What can/should be done after violations of human rights have occurred? I want everyone to get a chance

to share, with us going around the circle, responding to the questions on the board. These are good, broad closing discussion topics. Closing Clean up and filling out evaluation forms: After our discussion, I will thank everyone for taking the course, and ask that the students take 5 minutes or so to fill out an evaluation form of the course: basically, what worked? what can be improved upon? After turning in the forms, I will ask that the students clean up their spaces and put the chairs back before being dismissed. Assessment 1. TSSBAT think critically about human rights and its concepts by way of class discussions, presentations, case studies, and creative projects used to illustrate points. 2. TSSBAT come away from the course knowing not only how others define human rights, but how they themselves would define it, citing specific country examples/case studies 3. TSSBAT explain the power of the creative and social media today, with an increased awareness at it's ability to be harnessed and channeled to create change, however small, in human rights issues Filler Activities If there is time left over, well continue our concluding discussion. Resources Computers for all, projector Prep Work 1. Write presentation questions on the board 2. Bring treats! 3. Print out evaluation forms