Primary Source Exemplar: Universal Declaration of Human Rights Social Science Unit
Essential Questions
- To what extent are human rights abuses occurring today?
- In what environment are they occurring?
- Are all abuses of human rights equal?
Text Set
Human Rights Watch World Report 2013
Guardian: 5 Interviews with Survivors
Supplementary Teacher Resources
Country Report Template Option 1 (PDF)
Country Report Template Option 2 (HTML)
Journaling (For athletic programs, but generally applicable)
Tasks
Task 1: Country Reports
This task is designed to be an ongoing task - students begin Task 1 and conduct the research while being guided through tasks 2 & 3. Tasks 1, 2, and 3 will culminate in a summative presentation of all the material in the tasks.
Task 2: Journaling
This task may or may not be preceded by (or at the same time as) Lesson 2A for advanced and proficient students.
Task 3: Essay
"Survivors in America"
Task 4: Cumulative Performance Assessment
Presentations
Task 1 Country Reports
Preparation
Ensure students have internet access along with the ability to view PDF documents
Conduct ‘reality check’ for all internet links provided
Review the links provided to be able to narrate a brief overview when showing them to students (and to answer questions as they arise)
Provide a world map to enable students to better visualize the countries they are researching
Identify problematic vocabulary/academic language in Human Rights Watch 2013 Annual Report. Prepare vocabulary list for students if required (coordinate with ELA teacher)
Method
- Discuss specific academic language.
- Alternative 1: Check for understanding by verbally quizzing random non-volunteers. Judge student readiness for this text
- Alternative 2: Provide students the vocabulary list. Have them work in pairs to complete a Frayer Model of one of the words on the list. Circulate and correct misconceptions. Have students report out their findings, then collect documents. Prepare documents as a ‘graphic organizer dictionary’
- Alternative 3: Teachers conduct a ‘scavenger hunt’ where teams of students compete to create lists of words in the Human Rights Watch report that need further defining, which becomes the basis for an academic vocabulary list
- Provide students with links for the Human Rights Watch 2013 Annual Report (PDF), the CIA World Factbook, and the CIA Map Center Online
- Provide an overview of each website in the form of a brief tour of major features
- Students choose individual countries from the 2013 Human Rights Watch Annual Report
- NOTE: Do NOT let students choose the USA or Canada
- For each country, students must fill out the County Report Template (Appendix A)
- Check each students’ work to ensure that they are on task
- After the Country Report Template is complete, students prepare brief (3-5 minute) presentations of their findings, focussing on the allegations of human rights abuses and the characteristics of the country that make sure alleged abuses possible
Standards
- CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Rationale
Students are familiarizing themselves with current events, political geography, and country-specific information by analyzing instances of alleged human rights abuses documented by Human Rights Watch. They are also familiarizing themselves with Social Science investigative techniques by examining the findings of Human Rights Watch.
Task 2 Journaling: Stories of Survivors
NOTE: The journals in step 8 should not be assigned all at the same time. It is anticipated that this task will be at the same time as tasks 1 and 3 (although they are introduced in order).
Preparation
Conduct ‘reality check’ of all links provided
Discuss the coverage of sensitive topics with your students, as incidents of rape and torture are essential elements of the interviews you will be sharing with students*
Method
- Give each student a number between 1 and 5 inclusive
- Share the website to the Guardian article linked above
- All the ‘1’ students read the first interview, ‘2’ students read the second, etc. Students are to take notes about the specific human rights abuses discussed, as well as all other relevant information. Give 8 minutes
- Have each student review the Articles of the UDHR and assign the abuses listed for their interview to one or more of the articles
- Have each ‘number group’ get together and share their findings
- Groups then report out their findings, including the alleged violations, the article each allegation violates, and other relevant information found. (It is best to choose random non-volunteers from each group to state one violation and article violated. Take notes on the board of the violation and article violated for each group)
- Lead the whole class in a discussion of the findings, drawing parallels where possible
- Instruct each student to individually write a series of 6 journal entries based on the person interviewed in the article and the information gathered:
One entry is from the point of view of the interviewee and is from the time of the alleged violation(s)
One entry is from the same point of view but from the time of the interview
One entry is from the point of view of a fictional person from the same country who faced a situation similar to (but distinct from) that of the interviewee, at the time of the alleged violation
One is from the point of view of those who carried out the abuse(s) alleged in the interview from the article, at the time of the alleged violation
One is from the point of view of the same person who carried out the abuse(s) alleged in the interview, but from the time of the interview
One is from a fictional interviewer, if they had interviewed the person right after the alleged abuse occurred
Standards
- CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
- CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
- CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Rationale
Students engage the material more personally by reading victims of alleged human rights abuses explain what happened to them informally in interviews. Students then link their nascent human emotions to the likely emotions of others related to an alleged human rights violation by creating fictional journal entries from a series of viewpoints to the same event.
* You may wish to discuss this lesson with your site principal beforehand
Task 3 Essay: Survivors in America
Method
Remind students of the stories of survivors that they have read
Point out that some of these survivors are living in different countries
Lead a whole class discussion on how life is different for those who are no longer in teh country where their alleged abuses took place
Ask students to write a basic expository essay in 5 paragraph format on the following topic: If one of these survivors were living in our town, how would her/his life be different? What differences would they notice right away, and what would take them some time to notice?
Students need to explain 3 discrete differences and judge how long it would take the survivors to notice
Standards
- CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
- CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
- CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
- CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.
- CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
- CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
- CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
- CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
- CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
- CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Rationale
Students personalize the narratives of survivors and explore the differences between societies by imagining how survivors of alleged human rights abuses might react and respond in a familiar (to the student) setting, and what they might notice as ‘different’.
CUMULATIVE PERFORMANCE ASSESSMENT
Students integrate the three tasks of this lesson into a presentation before the whole class. Give students 2-5 days to pull everything together and prepare, depending on how you have presented the tasks thus far.
Presentation Tasks
Present information from Country Reports from Task 1 to create a narrative of human rights abuses with some measure of geopolitical embedding
Present key Journal Entries from Task 2 to explore the range of human rights abuses and differing viewpoints thereupon, and
Present the Survivors in America essay from Task 3 to explain the differences between the way people are treated in the USA and some other countries
Appendix A: Sample Country Report Template
Country Report
Region:
Area (square mi.):
Climate:
Arable Land:
Capital City:
Top 3 Cities:
1.
2.
3.
Population
Population:
Density:
Migration Rate:
Growth Rate:
CBR:
TFR:
IMR:
CDR:
% Urbanized:
Life Expectancy: Rank:
AIDS rate: Rank:
Literacy Rate: (adults over 15)
Health Issues:
Language
Languages spoken:
Culture
Historical Influences:
Greeting:
Customs/Traditions:
Food:
Family:
Clothing:
Housing:
Recreation:
Religions:
Music:
Ethnicity
Ethnicities
Economy
Currency:
GDP (ppp): World Rank:
GDP (ppp) per capita: World Rank:
HDI Status:
HDI World Rank:
Labor %: Agric.: Indust.: Services:
Unempl:
% Below Poverty:
Happy Planet Index:
HPI World Rank:
Politics
Type of govt.:
Legal System:
Freedom House Pol. Rights Score:
Civil Rights Score:
Freedom Index:
Press Freedom:
Corruption Perception Index: World Rank:
Domestic/Regional Pol. Conflicts:
Current Issues
Human Rights Reports
Appendix B: Rubric for Cumulative Performance Presentation
Source: Rubistar Rubric for Cumulative Performance: Presentation
CATEGORY | 4 | 3 | 2 | 1 |
Presentation 10% | Well-rehearsed with smooth delivery that holds audience attention. | Rehearsed with fairly smooth delivery that holds audience attention most of the time. | Delivery not smooth, but able to maintain interest of the audience most of the time. | Delivery not smooth and audience attention often lost. |
Organization 10% | Content is well organized using headings or bulleted lists to group related material. | Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. | Content is logically organized for the most part. | There was no clear or logical organizational structure, just lots of facts. |
Requirements 10% | All requirements are met and exceeded. | All requirements are met. | One requirement was not completely met. | More than one requirement was not completely met. |
Work Ethic 10% | The workload is divided and shared equally by all team members. | The workload is divided and shared fairly by all team members, though workloads may vary from person to person. | The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. | The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. |
Use of Technology 10% | Technology used appropriately and creatively. Technical difficulties are absent, or due to Force Majeuer | Technology used appropriately. Minor technical difficulties present and solved expeditiously. | Technology was used in this presentation, but not judiciously. There were minor technical difficulties that were not solved, or a major technical difficulty. | Use of technology absent or riddled with major technical difficulties, possibly including violations of internet use policies. |
Content Area Knowledge 50% | Covers topic in-depth with details and examples. Subject knowledge is excellent. Country Basic Details Exemplary Selected Journal Entries display deep understanding Essay on Survivors in America conveys profound insights Content displays mastery of: UDHR and country specifics | Includes essential knowledge about the topic. Subject knowledge appears to be good. Country Basic Details Mostly Provided and Explained Selected Journal Entries display understanding Survivors in America Essay displays insight and understanding Content displays understanding of: UDHR and country specifics | Includes essential information about the topic but there are 1-2 factual errors. Country Basic Details Present Selected Journal Entries display some level of understanding, but some misunderstanding Survivors in America essay contains minor inconsistencies or conveys no insights Content displays understanding of the main points of: UDHR and country specifics | Content is minimal OR there are several factual errors. Country Basic Details incorrect or omitted Selected Journal Entries display cursory treatment with major inconsistencies Survivors in America Essay contains major inconsistencies or extremely cursory Content shows severe misunderstanding of: UDHR and/or country specifics |
Superlative Performance (extra credit up to 10 points total) | 4 points of extra credit because: | 3 points of extra credit because: | 2 points of extra credit because: | 1 points of extra credit because: |