Assignment+5

= ﻿Part A = =**For the ubd template in word click below:**= = = = Title of Unit: Everyone Has the Right =

= Topic: Human Rights =

**Subject:** Grade 12, Social Studies

= Designer: Thomas Brown =

Stage 1- Desired Results
**Goals:** Social Studies core curriculum unit 7-B role of the United Nations. Information literacy skills access, evaluate and use information ethically. 21st Century skills 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

** Enduring Understandings: **
 * 1) Certain rights are inalienable for every human being.
 * 2) Human rights abuses occur around the world today.
 * 3) We have a responsibility to promote and defend human rights around the world and at home.

** Essential Questions: **
 * 1) What are the minimum requirements to live a happy and free life?
 * 2) What human rights abuses occur today?
 * 3) What does this have to do with you?
 * 4) How is the Declaration of Human Rights similar to the US Bill of Rights?

** Students will know: **
 * 1) The articles of the Universal Declaration of Human Rights.
 * 2) About human rights in the world today.
 * 3) The research process.
 * 4) Steps in creating a multimedia presentation.

** Students will be able to…. **
 * 1) Recognize abuse of rights.
 * 2) Speak confidently about human rights issues facing the world today.
 * 3) Investigate, analyze, synthesize and present information.
 * 4) Use technology for visual and creative expression.

**Stage 2- Assessment Evidence**

** Performance Tasks: ** Scenario: The United Nations is holding a Ceremony on Human Rights Day, Dec. 10. They would like your group to put together a number of exhibits and presentations.

Task: Students will research a specific conflict, right, leader or explore an idea related to human rights. They will perform **one** of the responsibilities to draw awareness to a current problem, praise a hero or otherwise speak about human rights. 1. Create a bulletin board exhibit or poster for display in the “lobby.” 2. Feature events will be Speeches, power point/ prezi presentations, videos (masher), or slideshows. 3. Create an advertisement for the event, and a program that has an introduction to the event and synopsis of each project. 4. Present an original research paper on your findings.

** Other evidence: **
 * 1) Graphic organizer
 * 2) Summary of journal articles.
 * 3) Articles of human rights activity.
 * 4) Participation in discussions.
 * 5) Reflections.

Stage 3- Learning Plan
** Learning Activities: **
 * 1) Classroom: Introduction to human rights. Short video (appendix 1). Examine preamble and articles of declaration of human rights (appendix 2). Moral quandaries, limitations, ambiguous and borderline cases are presented for groups to think about the topic.
 * 2) Homework: Students will summarize two relevant journal articles.
 * 3) Library center: Student topics will be focused by use of graphic organizers. Synthesis of ideas will be explored in symbolism. Searching for images and their responsible use.
 * 4) Computer lab: Students may use masher, prezi, power point or other technology tools to complete their presentations.
 * 5) Students work on presentations throughout the unit with assignments scaffolding the project. 1. Select topic and become familiar with it. 2. Gather and organize deeper information. 3. Present and articulate own ideas.
 * 6) Hold the UN exhibit on December 10, International Human Rights Day. Still exhibits will be on display around the classroom, there will be speakers and videos to watch. Collect and assess evidence.

**Appendix**

media type="youtube" key="hTlrSYbCbHE?fs=1" height="385" width="640"

1. Video Seth Brau, Produced by Amy Poncher, The Universal Declaration of Human Rights, ** HumanRightsActionCtr **

2. The Universal Declaration of Human Rights, UN 1968.


 * Part B: **

o Fixed Flexible Combination Individualized Instruction Stand-alone lesson Lesson in a unit **Multiple lessons in a unit** oNone oLimited o**Moderate** oIntensive **Lesson Goal:** The importance of human rights and our responsibility to preserve them. = Connection to local or state standards = (List here relevant content, information literacy, and technology **standards** ) Social Studies core curriculum unit 7-B role of the United Nations. Information literacy skills access, evaluate and use information ethically.
 * Action Example Template **
 * Created by: Thomas Brown**
 * School/Location:** Long Island University
 * Grade:** 12
 * Library Context:**
 * Collaboration Continuum:**
 * Content Topic:** Human Rights
 * Estimated Lesson time:** 5x 45min
 * // Standards for the 21st-Century Learner // Goals**
 * Standard:** 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * Skills Indicator(s):** Multimedia performance tasks requiring visual literacy, technology skills and writing.
 * Benchmark(s):** Summary of articles, graphic organizer.
 * Dispositions Indicator(s):** Choice of topic, choice of presentation format.
 * Responsibilities Indicator(s):** Students responsible for own work.
 * Self-Assessment Strategies Indicator(s):** Editing, peer review.
 * Scenario:** The United Nations is holding a Ceremony on Human Rights Day, Dec. 10. They would like your group to put together a number of exhibits and presentations.

**Overview:**
 * 1) Classroom: Introduction to human rights. Short video (appendix 1). Examine preamble and articles of declaration of human rights (appendix 2). Moral quandaries, limitations, ambiguous and borderline cases are presented for groups to think about the topic.
 * 2) Homework: Students will summarize two relevant journal articles.
 * 3) Library center: Student topics will be focused by use of graphic organizers. Synthesis of ideas will be explored in symbolism. Searching for images and their responsible use.
 * 4) Computer lab: Students may use masher, prezi, power point or other technology tools to complete their presentations.
 * 5) Students work on presentations throughout the unit with assignments scaffolding the project. 1. Select topic and become familiar with it. 2. Gather and organize deeper information. 3. Present and articulate own ideas.
 * 6) Hold the UN exhibit on December 10, International Human Rights Day. Still exhibits will be on display around the classroom, there will be speakers and videos to watch. Collect and assess evidence.

**Final Product:** Students will research a specific conflict, right, leader or explore an idea related to human rights. They will perform **one** of the responsibilities to draw awareness to a current problem, praise a hero or otherwise speak about human rights. 1. Create a bulletin board exhibit or poster for display in the “lobby.” 2. Feature events will be Speeches, power point/ prezi presentations, videos (masher), or slideshows. 3. Advertisement for the event, and a program that has an introduction to the event and synopsis of each project. 4. Present an original research paper on your findings.

**Library lesson(s):** Student topics will be focused by use of graphic organizers. Synthesis of ideas will be explored in symbolism. Searching for images and their responsible use.

**Assessment** = Instructional plan = Online subscription database(s) **Web sites** **Books** oReference oNonprint o**Periodicals/newspapers** o Other (list): Introduction and history of human rights. Symbolism and visual literacy Use of technology tools Video Graphic organizers Examination of case studies Journal Articles Projects Presentations Student reflections
 * **Product** –Assess presentations at mock conference. 25 pts
 * **Process**
 * 1) Graphic organizer. 5pts
 * 2) Summary of journal articles. 5pts
 * 3) Articles of human rights activity. 5pts
 * 4) Participation in discussions. 5pts
 * **Student self-questioning** - Reflections. 5 pts
 * **Resources students will use:**
 * **Instruction/activities**
 * **Direct instruction:**
 * **Modeling and guided practice:**
 * **Independent practice:**
 * **Sharing and reflecting:**

One of the hardest things about this project was keeping the wording concise in the ubd. Once I decided on the enduring understandings and goals everything else did fall into place. The essential questions mirrored the understandings and then I had an idea about what evidence I would want from the students to show these particular things. I learned about the Universal Declaration of Human Rights and much of the controversy surrounding this years nobel prize ceremony. As far as what I learned about education and information literacy, I learned about understanding by design, creating lessons/ units, collaboration and, curriculum standards for technology and social studies.
 * Part C:**
 * []**
 * Part D:**
 * What was difficult about this project?**
 * What was easy?**
 * What did you learn?**