TGC Fellow Unit Template *

Prepared by:

Wendi Pillars

Subject:
World History
Needed: 3 weeks

School/Location: Jordan-Matthews Highschool

Grade: 9

Unit Title:

Universal Human Rights

Time

Unit Summary: Students will explore the concept of human rights through the lens of current events, particularly
migration and forms of child labor. They will be introduced to vocabulary used to express thinking through multiple
perspectives. Students will practice discussing ideas from more than one perspective on a global event orally and in
writing, in order to share and deepen thinking with other students.
This is a completely new unit--never been done before. This will also be conducted in a mixed class, with students
ranging from Beginning to Expanding based on WIDA proficiency levels.

Stage 1 Desired Results

ESTABLISHED GOALS:

RH.9-10.9 Compare and contrast

treatments of the same topic in
several primary and secondary
sources
RH.9-10.2 Determine the central
ideas / information of primary /
secondary sources; provide
accurate summaries of key events
or ideas
CCRA.R9 Analyze two or more
texts to build knowledge and
compare approaches
WHST.9-10.5 Develop and

Transfer
Students will be able to independently use their learning to(real world purpose)
T1. Explain the impact of cultural or global interaction on people, societies, events, or the
development
of knowledge.
T2. Understand the concept of, and impact of human rights
T3. Connect other implicit causes and effects based on understanding
T4. Communicate their ideas effectively with diverse audiences.

strengthen writing through a

process of socratic seminars,
revision, and rewriting

GLOBAL COMPETENCE:

Meaning

Recognize Perspectives

Investigate the Worlds

Communicate Ideas

RESOURCES:

UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that

How much responsibility should

individual people or nations take for
ensuring human rights from other
countries?

Different perspectives exist, based in opinion and

fact.
Different reasons exist for interaction among
people.
There are many impacts of Interaction and
migration on human rights
Universal childhood education is not universal in
practice
Child labor still impacts the world economy
Human rights are impacted by many variables

HUMAN RIGHTS:

Which variables have a greater

impact on human rights?

Who benefits when human rights are

violated?

UN Declaration:
What are contrasting views on
migrants, human rights, and child
labor?

UN Universal Declaration of Human

Rights

Excerpt:
A World Made New, Eleanor
Roosevelt and the Universal
Declaration of Human Rights, by
Mary Ann Glendon
Roosevelts Human Rights quote
Video: What is Human Rights
United music video
Declaration of human rights
infographic
Immigrant Bill of Rights from
November 2015!
Ted-Ed:
What are the Universal

How do each of these topics impact

human rights? Education?

What should and could be done to

strengthen international protection of
basic rights and freedoms?

Acquisition
Students will know (Content)

Students will be able to (Skills)

Human Rights?
Create piktochart with each
of the human rights (canva?)
Violations of human rights
define and illustrateuse art
to represent a violation
(collage, painting, tiles)
create video for awareness?
History of human rights
major documents/ resources

Know the concept of human rights.

Know the basis of contemporary international
human rights, their limitations, and who protects
them.
Make connections between human rights and
obstacles to implementing them consistently.
Begin to realize the impact of these topics on
education and other areas.
Explain why human rights matter.

MIGRATION:
Newsela:
Text Set: Migration series
UK Daily Mail:
Migrants/ perspective
NY Times:
Border Challenges: Responding to
the Global Migration Crisis
National Geographic: The Lost Boys
of Sudan
Listen Current: Lost Boys of Sudan
listening practice, note-taking

CHILD LABOR:

Draw reasonable conclusions in

response to a global question, based
on evidence.
Base conclusions on multiple sources
of evidence.
Explain how this evidence
demonstrates a specific
understanding of global
interdependence, orally and in
writing, with support.
Use maps to determine patterns,
areas of concern, become more
geographically aware

Child soldiers
Human trafficking
AlJazeera QatarMalawis tobacco
children
Unicefchild labor laws
Christian Science Monitorchild
tobacco workers (perspectives)
Brazils ban on child tobacco
workers
UpfrontWhat they did this
summer. (child tobacco workers)
(pdf)
Interactive map showing where and
what products are made using child
labor/ forced labor ; Products of
Slavery.org
Slavery Footprint.orghelps bring
to light how much we benefit from
others work

Skype with UNHCR outreach

person?
UNICEF introduction demonstrates
the enormous range of tasks, their
mission, history

Stage 2 Assessment Evidence

Assessment

Evaluation Criteria (Learning Target or Student Will Be Able To)

Assessments FOR Learning: (ex:

kwl chart, exit ticket, observation,
draft, rehearsal)

Performance Task: Tasks in all modes of communication performed / assessed in English.

Human rights are/ human

rights are not using tricider for
back-and-forth initial commenting
warm-u
Human rights are____________
Human rights are not
_________

1.
2.
3.
4.
5.
6.
7.
8.
9.

Students will analyze 2-3 photos of

migrants and child laborers;
brainstorm vocabulary about it
(Picture Word Induction Model)
Sketch the world THEN sketch
migration patterns on blank world
map as pre-assessment (then,
briefly analyze map from NatGeo
with patterns annotated, compare)
Talk to UNHCR Rep/ Lost Boys/
REFUGEE school if possible
response notes via padlet

Drafts and reflections from readings

and video clips about Lost Boys
(NatGeo)
Think/ Puzzle/ Explore using images
from NYTimes Learning Blog
Current bill regarding ban on
tobacco harvesting
WRAL video on NC human

Synthesize and present main ideas/ details orally during a class discussion
Write an informative paragraph, based on readings, viewings, and discussions
Respond, in writing, to other students ideas, opinions, and thoughts
Use technology to create presentations
Use technology to learn what others know/ understand
Prioritize human rights on a continuum
Create an artistic representation of frequently violated human rights
Explain brief history of human rights and their impact on society
Understand anothers perspective and be able to write from/ have conversation from
another point of view

trafficking
Newsela article on child labor with
tobacco
Thinglinkmap/ color where child
labor is happeningannotate types
of labor, facts
Correspond with students in
REFUGEE School
Breaking New EnglishUN/
population
IRC link with info about refugee
crises
Assessment OF Learning: (ex:
performance task, project, final
paper)

A Childs World: Photo essay? Have

students take photos of children in
their lives, doing what they do best

compile 5-10 images each

reflect in writing (captions on
voicethread?) how the photos do
/

do not represent human rights;

collect 5 cited images from the

web/ social media that also do/ do

not represent human rights and

reflect on why in writing. What is

going on in their part of the world?
How does that impact their lives
and human rights as children?
MTV Against Our Will site with

survivor poetry, teen-friendly

interactive videos about survivors

Student-generated questions at

PWIM from images of children and migrants; cloze activity using vocabulary; listening
activityuse appropriate academic and content vocabulary within context
Discussion: InferenceChildren not in school, what should they be doing? What are they
doing?
Describe, observe, analyze, infer, predict; understand scope of human rights
Create survey for other students about what human rights are/ are notsend outmine
the data!
Interpersonal communication: Formal class discussion (Socratic Seminar) about pros
and cons of migration/ child labor. Focus on Syria, Sudan, Malawi, Brazil, US.
Create own photo essay
Use new vocabulary to write an informative text defining human rights and introducing
idea of access to human rights through the lens of child labor/ trafficking/ migration.
Create a Thinglink annotated with locations, issues, and patterns of labor and migration
based on readings, videos, discussions and other resources
Create one artistic reflection on violations of human rights using poetry/ rap/ music/
drama/ art, or otherwise visual representation of one of these issues. Use MTV Against Our
Will Site as example.
Conduct follow-up Socratic Seminar to discuss, compare, and contrast human rights in
areas like Syria, Sudan, Malawi, and the US. (or an additional place, if student chooses to
conduct deeper research). Also place for students to pose more questions.
Based on Socratic Seminar and readings/ videos/ infographics/ resources, students will
write a variety of different levels of questions on 2 of the topics. (Revised Blooms,
Costas levels of questioning) (Ideally, we would have more than one Socratic Seminar as
we learn more information, and discuss each of the topics) (possibly sending questions to
different people)
Students will create a poster campaign to inform others in the school about a human rights

different levels of complexity

before, during, and after reading;
using Costas or revised Blooms
taxonomy

issue of their choice: migration, child trafficking, child labor, or childhood education. Use
data from students survey to help inform angle/ perspective/ focus of information.
Share findings with a partner school, either via Voicethread (compilation of posters),
Edmodo?, or padlet.
Rank / prioritize human rights with own class, compare with at least one other group

Socratic Seminar expressing ideas

orally in response to the reading,
taking notes of others ideas, then
weaving others ideas into their own
writing

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will
be separate)

Rough outline:
Week One (3-4 days): Human Rights, What are they? History? What do they look like in our country? Other countries? Examine
viewpoints, violations
Assessment: a Childs World (photo essay?) OR 2 WWWs?
Vocab: based on PWIM and 10-20 words from readings, too

(Would like to work with resources from weeks 2 &3 side by side, comparing/ contrasting both at the same time to help deepen
students understanding)
Week Two: Child labor focus, NC Tobacco, NC child trafficking, child soldiers
Week Three: Migrationcauses of, population shifts and impactsGerman news, Syrian news, US news, BBC, Time special

Exodus

Week Four: Drawing from what we have learned about child labor, migration, and human rights, what other areas can we infer
are impacted by both human rights and their violations? (Childhood educationaccess to, gender, expectations, normstwitter-@Malala account,) What is it important for other students your age to know? Choose one area to research, contact one person in
the area of your concern, use the questions you developed as a guide, and develop an action plan with a thoughtful, creative,
and understanding voice.

Misc. notes:
Create a graph kid-friendly ways to create graphs of different types
Jigsaw materials
Contact one person in an organization related to your global concern
Analyze causescreate cause and effect chart (Canva?) Voicethread?
Blog? Final paper? (some type of written artifact)
Cooperative google slides presentation with another school?

Examples of photos for posting around the room in lesson one, and for PWIM to generate vocabulary are attached below. I also
have several from news magazines that are hardcopy only:
Photo 1: Migrants reach for water from an aid worker on a boat to Greece. June, 2014. Time.
Photo 2: Italian navy rescues asylum seekers traveling by boat off the coast of Africa on the Mediterranean, June 7, 2014. Time.
Photo 3: Malawi child tobacco workers. BBC News
Photo 4: Migrants sleep on a highway in front of a barrier at the border with Hungary near the village of Horgos, Serbia, on Sept.
16, 2015. Time
Photo 5: Afghan migrants trek their way to the Serbian border with Hungary close to Hajdukovo, 90 miles north of Belgrade,

Serbia on Feb. 17, 2015. Time, Migrants Find Safer Route into Europe via the Balkans.

TGC FELLOWS UBD Lesson Template

Lesson Title: What are Human Rights?

Subject:

Social Studies

Prepared by: Wendi Pillars

Materials Needed: pictures of migrants/ child laborers, sticky notes, index cards, quote from Mrs. Roosevelt, chart paper,
declaration of human rights infographic, computers for global classroom online discussion
Global Competency: investigate the world, communicate ideas, recognize perspectives
Where is the lesson going?
(Learning Target or SWBAT)

I can define and explain the concept of human rights. I can also begin to understand how human
interaction can create discrepancies in human rights.

Hook:
Ss will find photos of migrants, child laborers, children playing and
happily housed families posted around the room, and sticky notes. The
words Human Rights will be on a piece of chart paper, and their task
is to write one question and one thing they know about Human
Rights on the sticky notes (diff color for question and fact) to place
on the chart paper. (8-10 min)

Tailored Differentiation:

Could use question stems for the hook, but

Id really like to use the responses as a
baseline for language and content
Instead of a quickwrite, maybe have ss
define 5 words they know, or provide a
translation, or synonym

Equip:

Ss will write an 8-10 minute quickwrite about human rights, using 5 of

these 10 words: universal, individual, equal, dignity, justice,
opportunity, discrimination, rights, citizen, progress (gauge what they
know)
Share student responses from quickwrite (5 min)
Provide each Ss with Roosevelts Human Rights quote

Share student responses with partners, or

small groups
Chunk the quote into 3-4 parts, have
students choose 10 words they feel are most
important to the text

Give them time to underline the 10 words above within

Roosevelts quote, then
Read through the text on their own (10 min)
With a partner, summarize the text in 1-2 sentences (8-10min),
using at least 5 of the underlined words

Rethink and revise:

How does the issue of human rights impact young adults? Why do
human rights matter to us?
Go to google classroom, click on the link provided, watch the music
video United, and read the text underneath the video. (10 min)
Evaluate:
Respond in writing via google classroom:

What was the main idea of this video?

What did you notice?
Explain why the word United is so important to this video.
Use at least 3-5 words from your quickwrite list to describe something you
noticed in the video. (i.e., The older boys discriminated against the younger boy
because he was smaller. The younger boy didnt have an opportunity for equal
rights on the basketball court, yet he demonstrated how individuals can promote
human rights peacefully.)

For written responses, ask students to talk

through their thinking first and share ideas
with you or in a Think-Pair-Share format; the
oral expression will help with their writing
Depending on language proficiency, provide
sentence frames/ starters:
The main idea of the video is______.
I know this because _____.
I also noticed ____.
The word United is important to this video
because ___.
Provide modeling as needed.
Be present online during the student
commenting session to help clarify, push, or
encourage thinking.

*Respond to at least two of your peers comments. (15 min)

Final task/ exit ticket: Write one paragraph about your understanding
of human rights. Underline words from the quickwrite, and use
evidence from the video and/or Mrs. Roosevelts quote to support your
thinking. Include one new thing you wonder about human rights. (15
min)
Notes:
Organization:
Chart paper with Human Rights posted, photos
posted
Sticky notes provided2 colors
Index cards for exit ticket
Google classroom link for viewing and
commentsI