James Dalrymple
Social Science
Material Type:
Unit of Study
High School
  • NE Blended
  • Nebraska Department of Education
    Creative Commons Attribution Non-Commercial Share Alike

    Education Standards

    BlendEd Best Practices: Global Human Rights


    This resource was created by Kathy Steinkamp in collaboration with James Dalrymple as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 9-12 Social Studies.

    Unit Plan


    BlendEd Learning Best Practices

    Unit Template


    Unit Title: Global Human Rights


    Content Area Skills:

    Collecting information via research

    Determining major causes and effects

    Communication of facts

    Developing persuasive arguments


    Digital Age Skills:

    Empowered Learner

    Knowledge Constructor

    Creative Communicator


    Duration of Unit: 13 days


    Unit Author: Katherine Steinkamp


    BlendEd Coach: JD Dalrymple


     Overview of Unit: In this unit, students will investigate a global human rights issue, communicate the facts associated with the issue, and provide persuasive arguments or visual representations to help others become informed and involved.  This will be done via on-line research and the creation of a digital or physical product of the student’s choice.


    Students will be able to:

    • Utilize and evaluate on-line research resources
    • Communicate via creative project
    • Provide persuasive arguments or visual representations
    • Evaluate the persuasive and creative work of others







    Empower Learners

    Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning.




    Learning Objectives
    Content Area Skills: For Standards, please include # and description (add or delete rows as needed)Student Friendly Learning Objectives:
    SS HS.3.4.b Examine the spread of cultural traits and the potential benefits and challenges of cultural diffusion, economicdevelopment, and globalization.
    • I can name 3 economic causes of human rights abuses.
    • I can name 3  moral causes of human rights abuses.
    • I can explain why different nations deal with these abuses in different ways.
    • I can explain how the Universal Declaration of Human Rights came about.
    SS HS.3.4.c Analyze the relationships of sovereign nations and therole of multinational organizations on conflict and cooperation bothbetween and within countries.
    • I can explain how things like supply and demand can lead to human rights abuses.
    • I can name at least 3 ways that citizens of developed nations can help to reduce the effect of human rights abuses.
    • I can describe the ways non-profit organizations can help to reduce human rights abuses
    • I  can determine whether the Universal Declaration of Human Rights has been good for reducing human rights violations around the world.  









    Empower Learner Activity
    Detailed Description (self-assessment, goal sheet, action plan)Before and after watching the video documentaries History of Human Rights and Invisible Children, students will do a “brain dump” activity to sort both knowledge and emotional response to the topic.
    Brain Dump:



    Knowledge Application

    The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know.



    Artifact Profile
    Title of the Artifact: Student Choice Project
    Detailed Description: The student will choose a human rights issue to research using on-line sources.  The student will produce a product that
    1. Gives background about the problem
    2. Provides a persuasive message for their audience (high school students)
    3. Gives concrete avenues for the audience to help (short-term and long-term)
    Content Area Skills Addressed:
    • Collecting information via research
    • Determining major causes and effects
    • Communication of facts
    • Developing persuasive arguments
    Digital Age Skills Addressed:Empowered LearnerKnowledge ConstructorCreative CommunicatorLink to Rubric: In progressLink to Choice Board: [a]



    Knowledge Deepening

    During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills.



    Task 1: Choose Topic & Project Design
    Description:  The teacher will refer back to the movie, Invisible Children, and explain that it had 3 components:  Discovery of a violation, information about that violation, and what individuals could do about that violation.The teacher will introduce the project and show sample projects to stimulate thought.  Students will evaluate the examples to identify components that are similar to those in the movie.Teacher will provide websites where students will investigate various human rights and choose one for themselves.  Students will sign up for a human right to investigate.  Teacher will assist by managing topics so there is no duplication.  Some topics like “Slavery” or “Human Trafficking” can actually be broken down into smaller portions.  Teacher will assist students by recommending those smaller parts.Students will then investigate and choose a project design.  Teacher will provide choice board, but students have the option to develop a project on their own and submit that for approval.
    Must Do’s:Choose a topicChoose a project designMay Do’s:Develop a project designResources: Choice Board:



    Task 2: Gather Information
    Description:  Students will enter the investigation phase of the project. Teacher will guide with daily goals.Recommended daily goals:Day 1:  Establish topic and project typeDay 2-3:  Research  and information gatheringDay 4-5:  Composing project, adding extras like pictures, video, music; promote projectDay 6:  Peer critique and submit project
    Must Do’s:Evaluate websites for validityGather information required on rubricMay Do’s:Student choice on case studies, stories, video, etc. to be used in project.Resources: Checklist is included on each rubric




    Task 3:  Design Project
    Description:  Student will use information from Task 2 to compose a project.  Teacher will provide some presentation resources, but students will choose one that they can manage.Recommended daily goals:Day 1:  Establish topic and project typeDay 2-3:  Research  and information gatheringDay 4-5:  Composing project, adding extras like pictures, video, music; promote projectDay 6:  Peer critique and submit project
    Must Do’s:Indicated on rubrics linked to choice boardMay Do’s:Add inspiring musicAdd inspiring videoResources: Note to self:  Make choice board for various types of presentation resources







    Task 4:  Peer Critique
    Description:  Student will seek peer critique and will critique other projects.  Teacher will provide format for critique.Recommended daily goals:Day 1:  Establish topic and project typeDay 2-3:  Research  and information gatheringDay 4-5:  Composing project, adding extras like pictures, video, music; promote projectDay 6:  Peer critique and submit project
    Must Do’s:Critique 5 projectsMay Do’s:Critique more than 5 projectsChoice of projects to critiqueResources:Peer Critique Form



    Task 5:  Personal Critique
    Description:  Student will critique own project and provide information to teacher.  Teacher will provide recommended topics.  Students may include other information about project.Recommended daily goals:Day 1:  Establish topic and project typeDay 2-3:  Research  and information gatheringDay 4-5:  Composing project, adding extras like pictures, video, music; promote projectDay 6:  Peer critique and submit projectDay 7:  Personal CritiqueStudent personal critique will include the following:
    1. Why did I choose this topic?
    2. Why do I feel something needs to be done about this issue?
    3. How did I gather my information on the topic?
    4. What do I think my classmates could do about this if they chose to?
    5. Why is it important to feel strongly about this issue?
    6. What is the strongest part of my project?
    7. Based on the rubric, what grade do I think I have earned?  Why?
    Must Do’s:Prepare a Flip-Grid response to teacherMay Do’s:Choose to talk about topics beyond teacher recommendationResources: Flip Grid page; list of recommended information to include in Flip-Grid




    Direct Instruction

    Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning.



    Learning Path
    Day #DescriptionBlendEd ModelResources
    1Brain Dump:  Do the Brain Dump activity, left side.Consider Your Human Rights:  Students receive 12 cards with human rights on them.  They arrange the cards in two columns of 6 cards, ranking them from the two that are most important to them at the top of the columns down to the two that are least important at the bottom.  Teacher describes a scenario where government has changed and rights are threatened.  Students have just lost the two rights at the bottom and must turn over the bottom two cards (one in each column).  Discuss what was lost and significance of choices (For example, giving up the right to vote affects all other rights).  Continue two to three more rounds, discussing after each.  Then, ask whether anyone lost the “right to life” yet.  Ask what it would mean if someone gave up “right to life” (the right to be alive) first.  Are there millions of people who have their human rights violated and feel that life is not worth living?  Should that happen?  What can we do about it.Video:  The Story of Human RightsIndividualWhole classWhole ClassBrain Dump: unit materials, Brown University
    2Human Rights Case Studies:  Divide students into 5 small groups.  Assign each group one of the short case scenarios from the Choices unit on Human Rights (or find 5 scenarios on your own).  In their groups, students will decide a) Whether this case is a human rights violation, b) Why or why not, and c) If it is, how should this right be protected.  After they consider the information and answer the questions, move into full-class presentation and discussion.  Each group describes the situation and their answers.  Discuss the opposing possibilities.  For example, if students in the group determine something IS a human rights violation, discuss the alternative answer and why it may be difficult to determine whether something is a human right.Small group and whole classChoices unit materials, Brown University
    3Invisible Children:  This is a movie that was produced by college students.  Preface the movie with a call to action.  Explain to students that this unit is not about graduating from high school but about how they will interact with their fellow human beings.  They will make life decisions during this unit.  The young men who made this movie had to do the same thing when faced with a human rights violation.  Your upcoming project will require you to begin to take action.  This video will take 1 ½ class periods.  Brain Dump, part 2:  Give students ample time to do the Brain Dump activity, right side, when the video is over.  It is imperative that they be able to process emotions this video will tap into.Whole classIndividualVideo: Dump:
    4-11Project:  Mini-lessons, as needed.  Teacher is facilitator, helping students to review skills useful for what needs to be done.  This may include:
    • Bibliography format
    • Finding/evaluating resources
    • Copyright restrictions
    • Quality control
    • Proofreading
    • Collaborating with others
    • Peer critiques
    • Considering the audience
    • Flip-Grid
    Flex ModelTeacher choice of best sources.  For example, teacher’s school may teach MLA documentation; therefore, teacher may use those resources for bibliography instruction.




    [a]This is awesome