Primary Source Exemplar: Universal Declaration of Human Rights Social Science Unit (view)
Units included with this Open Author resource:
- UDHR - Unit Outline
-
- Keywords:
- Text-Based Discussion, Global Policy, Common Core Aligned, World History, Human Rights, Primary Source Exemplar, CCSS Assessments, International Affairs, US History, Text Based Resources
- Alignment:
- CCSS.ELA-Literacy.RH.9-10.1, CCSS.ELA-Literacy.RH.9-10.2, CCSS.ELA-Literacy.RH.9-10.3, CCSS.ELA-Literacy.RH.9-10.4, CCSS.ELA-Literacy.RH.9-10.5, CCSS.ELA-Literacy.RH.9-10.6, CCSS.ELA-Literacy.RH.9-10.7, CCSS.ELA-Literacy.RH.9-10.8, CCSS.ELA-Literacy.RH.9-10.9, CCSS.ELA-Literacy.RH.9-10.10, CCSS.ELA-Literacy.WHST.9-10.1a, CCSS.ELA-Literacy.WHST.9-10.1, CCSS.ELA-Literacy.WHST.9-10.1c, CCSS.ELA-Literacy.WHST.9-10.1b, CCSS.ELA-Literacy.WHST.9-10.2d, CCSS.ELA-Literacy.WHST.9-10.2e, CCSS.ELA-Literacy.WHST.9-10.2f, CCSS.ELA-Literacy.WHST.9-10.4, CCSS.ELA-Literacy.WHST.9-10.5, CCSS.ELA-Literacy.WHST.9-10.6, CCSS.ELA-Literacy.WHST.9-10.7, CCSS.ELA-Literacy.WHST.9-10.8, CCSS.ELA-Literacy.WHST.9-10.9, CCSS.ELA-Literacy.WHST.9-10.10
- UDHR Lesson 1 - Deconstructing the UN UDHR
- UDHR Lesson 2A - Chronicling Human Rights Abuses Approaches
- UDHR Lesson 2 - Chronicling Human Rights Abuses
- UDHR Lesson 3 - Is A Universal Rubric Possible
- UDHR Lesson 4 - Eleanor Roosevelt Speech Support
- UDHR Lesson 5 - Mandela Speech Support
- Appendix - Intro to Reading Strategies in the Social Sciences
Summary
This document describes a series of lessons in the Social Sciences, all of which are tied to the exploration of the United Nations Universal Declaration of Human Rights (UDHR) as a Primary Source Document. They are designed to be given to 9th or 10th grade students in a World History, Cultural Geography, or similar social science class. They are specifically designed to teach the Common Core Standards for Literacy in the Social Sciences, and to engage higher order thinking skills.
- Subject:
- Arts and Humanities, Social Science
- Level:
- High School
- Material Type:
- Assessment, Lesson Plan, Primary Source, Reading, Unit of Study
Standards
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Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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).
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Assess the extent to which the reasoning and evidence in a text support the author's claims.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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).
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Degree of Alignment: Not Rated (0 users)
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Write arguments focused on discipline-specific content.
Degree of Alignment: Not Rated (0 users)
Cluster: Range of Writing.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: 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).
Degree of Alignment: Not Rated (0 users)
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Degree of Alignment: Not Rated (0 users)
Cluster: Production and Distribution of Writing.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Production and Distribution of Writing.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Degree of Alignment: Not Rated (0 users)
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Degree of Alignment: Not Rated (0 users)
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)