BlendEd Learning Best Practices
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:
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 is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning.
|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.
|SS HS.3.4.c Analyze the relationships of sovereign nations and therole of multinational organizations on conflict and cooperation bothbetween and within countries.
|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: https://docs.google.com/presentation/d/16qu2KwzYR-l44KI0fx8ItEmwcuzcsAKO4VBL_rB6w5I/edit?usp=sharing
|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.
|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
|Content Area Skills Addressed:
|Digital Age Skills Addressed:Empowered LearnerKnowledge ConstructorCreative Communicator
|Link to Rubric: In progressLink to Choice Board: [a]https://docs.google.com/presentation/d/1fo7dQaY_XOVGDA8-YM_Rxmdep-Rq5guTm65A3zB9gZw/edit#slide=id.p
|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 design
|May Do’s:Develop a project design
|Resources: Choice Board:https://docs.google.com/presentation/d/1fo7dQaY_XOVGDA8-YM_Rxmdep-Rq5guTm65A3zB9gZw/edit#slide=id.p
|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 rubric
|May 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 board
|May Do’s:Add inspiring musicAdd inspiring video
|Resources: 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 projects
|May Do’s:Critique more than 5 projectsChoice of projects to critique
|Resources:Peer Critique Form https://docs.google.com/forms/d/1B0JGalgdbR9pO_vicGOKqRdFslR5guf2wUw3c93Pj1M/edit
|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:
|Must Do’s:Prepare a Flip-Grid response to teacher
|May Do’s:Choose to talk about topics beyond teacher recommendation
|Resources: Flip Grid page; list of recommended information to include in Flip-Grid
|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.
|Brain 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 Rights
|IndividualWhole classWhole Class
|Brain Dump: https://docs.google.com/presentation/d/16qu2KwzYR-l44KI0fx8ItEmwcuzcsAKO4VBL_rB6w5I/edit?usp=sharingChoices unit materials, Brown Universityhttps://www.youtube.com/watch?v=nCQWwkERit4&list=PLAud-9waUR643Vyrn7m45CIeAjab5cIeU&index=3&t=0s
|Human 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 class
|Choices unit materials, Brown University
|Invisible 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.
|Video: https://www.youtube.com/watch?v=RUKsyA_z7n8&list=PLAud-9waUR643Vyrn7m45CIeAjab5cIeU&index=3Brain Dump: https://docs.google.com/presentation/d/16qu2KwzYR-l44KI0fx8ItEmwcuzcsAKO4VBL_rB6w5I/edit?usp=sharing
|Project: Mini-lessons, as needed. Teacher is facilitator, helping students to review skills useful for what needs to be done. This may include:
|Teacher 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