New Unit Plan Posted Every Month!
DEMOGRAPHICS
The school that I see myself teaching at would be a high school in Montreal, more specifically Park Extension. Park Extension is a neighbourhood in the city of Montreal, Quebec and it is located in the borough of Villeray–Saint-Michel–Parc-Extension and has a population of 35,000 and an area of 1,6 km². The name derives from the fact that it is situated at the north end of Parc Avenue and is literally an "extension" of the artery. The area is known by locals as "Park X." Today, most of the immigrant population is made up of South Asians from India, Pakistan, Bangladesh and Sri Lanka, as well as Latin American and Caribbean immigrants, and a dwindling population of Greeks. Accordingly, Park Extension can be seen as one of Canada's more ethnically diverse neighbourhoods. I would like to teach at a high school in this area because I am a very accepting person and I know that I would be an asset to the school because I would give the students education that would last a lifetime. Most of the students that I invision myself teaching will most likely be from immigrants families and visible minorities. I want to be able to break down barriers for these students and create bridges between them and myself. Hopefully the school that I will be teaching at will be fortunate enough to have access to multi-media devices such as televisions, DVD players, computers (with internet), radios, and educational movies. The school would have about 800 students from many different cultures and the average class size would be about 30 students to a teacher. The class that I would teach will be a class preparing students for college so it will focus on how to write a research paper, therefore the class will be taken by grade 11 students. In order to meet each student's needs, courses at the high school would be offered at varying levels of instruction: College Preparation (such as the course I would teach), Honors, and Advanced Placement. An English class for identified Gifted and Talented would be offered at each grade level. Contemporary career and technical education courses would prepare students for immediate employment or continuing education. A highly developed program for special education students would be available and special needs students would definitely be encouraged to take my class as well. The class I would teach would be 3 times a week and would go for about 55 minutes. The school would open at 9 o’clock and it would be great if my class was the first or second class of the day, so that the students would not yet be mentally fatigued. The school would not have a uniform; however it would have a dress code. The dress code would simply be not promiscuous clothing such as bathing suit tops or pants hanging of your butt, so that everyone would feel respected and respectful, which would ultimately create a better learning environment. Also I like the idea of no strict uniform rule, just so that the students would feel free to express themselves more openly. Food would also be very affordable at the school and the school would be located someone that is very accessible to everyone to promote maximum enlistments. The both halves of class will be approximately 25 minutes each.
RATIONALE
I am interested in teaching a class called Integrative Project. This class will not only prepare students for doing college research papers, it will also incorporate social justice into the curriculum by having human rights as the main theme for all the work in class. I am a people oriented person that is looking for a class to teach that could enable me to truly make a positive difference in the community and in the student’s minds. I am a determined person when it comes to the pursuit of excellence and I really believe that I would be an asset to the local High School in “Park X”. I also think that this class I teach could open career opportunity doors for many youngsters and enrich the knowledge of life of the students greatly.
I am a very accepting person in general and have an open-mind when it comes to people in society and human rights. I intend on passing this mind-set to my students. I have always been interested in social justice and helping others in anyway I could since I could remember. I am bilingual (English and French) which has helped me a lot thus far in my life. I have spent most of my life going to school in Montreal and South Florida, two very multicultural areas in the world. This traveling experiences has expanded my knowledge on different lifestyles and different social issues. Making a difference is surely not an easy task, however I am a very dedicated person that is devoted to increasing the quality of lives of others in order to make positive changes. Teaching and interacting with other people is important to me because it is a good way to gain and share knowledge. I feel that I am a good potential teacher for this class because I am interested in passing on information, I am an outgoing person, and I have a positive outlook on life. I believe that life is a beautiful thing that can only be made more beautiful by motivating people beyond their expectations. I want to give everyone in the community a chance to enjoy their life and their human rights, as well as teach them about technology that is helpful to network, communicate, and express oneself.
While teaching at the high school I want to help others in the local community by applying some of my knowledge that I will be teaching and also by getting involved in social projects like the Concordia Sustainable Project, efforts to raise awareness for human rights programs, and increasing the quality of after school programs by volunteering.
One of my goals would be to help encourage students to become professionally qualified to work for organizations involved in developing and bettering communities. I want to help better the lives of families and communities in underdeveloped areas. I wish to make life fair for all people especially those predisposed to less than perfect circumstances.
I truly believe that this human rights class that incorporates media will provide the skills and tools that students need in order to make positive changes in societies everywhere. Society is constantly evolving and I wish to be a part of this ongoing evolution in order to make sure it is on the right path. I really want the best for my students’ education in order to help the community and I strongly believe that teaching this class can help motivate students to care, accept, and help others.
Even though we have the Canadian Charter and the UDHR that helps protect our rights, human right issues continue to grow in our global society. Students need to know and understand the international laws and conventions that protect them and other students around the world from unfair, harmful, and cruel practices. As citizens of the twenty first century, students should be prepared to recognize and evaluate the conditions and situations under which approximately 180 million of their peers work and live each day. The ultimate goal of such learning experiences is for students to become motivated to act on behalf of all the children of the world in abolishing the violations of human rights found in the damaging and harmful practices associated with child labor and other forms of social injustice. Failure to abolish social injustices in general, in particular its "worst forms," has led to the suggestion that the issues are now of basic human rights which apply to all human beings. Levels of income, forms of democratic constitutionalism, and cultural regard for education are all determinants in the troubles of human rights issues. Human rights education can never be value neutral; instructors legitimately offer lessons intended to avert a recurrence of history’s worst violence.
In addition to content knowledge, cognitive skills, and normative reasoning, I want to teach students how to conduct scholarly research and to communicate effectively. I will design exercises that require students to complete research projects in a work group or individually, preparing arguments for an in class debate. I will have to use the UDHR more so then the Canadian Charter because I am more familiar with it and it is very similar to the Charter.
I definitely am going to use instructional technology to promote active learning that engages students with their classmates, with myself, and possibly in live internet conferences with students in other parts of the world such as Germany or France.
LESSON PLANS
Lesson Plan 1
The Right To Marry:
Romeo and Juliet
Materials-
Poster of article 16, Class set of computers to view Romeo and Juliet Notes
Objectives-
I will introduce the class to the Universal Declaration of Human Rights by highlighting the relevant parts of it. Then I will ask the students to look at the poster illustrating Article 16 of the UDHR, Everyone has the right to marry, and read out the information in the top left-hand corner of the poster which says:
“Men and women should have the right to marry whomever they choose and no one should be forced to marry someone against his or her will. Men and women are entitled to equal rights before marriage, during marriage and if the marriage ends.”
Timeline-
First half of class
Now I shall organize the class into small groups. Ask each group to complete a table to illustrate their ideas on men and women’s rights, before marriage, during marriage and if the marriage ends. Reinforcing the UDHR assertion that men and women should have equal rights at all stages of marriage. Remind students that Article 16 of the UDHR states that men and women “of full age” should “have the right to marry and have a family” and that “marriage shall be entered into only with the free and full consent of intending parties”.
I will make sure everyone has access to a Romeo and Juliet notes online. Now, working in pairs ask the students to complete a list, to help them consider the extent to which Romeo and Juliet have been given or denied their Article 16 rights throughout the play.
When they have completed their lists, ask individuals to give their views on:
-Overall, have Romeo and Juliet been mostly given or denied their Article 16 rights? Give evidence to support your answer.
-Have Romeo and Juliet been equally given or denied their Article 16 rights? If no, which character has been most denied these rights and why?
Second half of class
After the activity I will point out that that arranged marriages were common in the time of Romeo and Juliet and continue to be common in many different countries around the world today. The pros and cons of arranged marriage are often debated, however the human rights issue is not necessarily with arranged marriages themselves, where both the bride and groom are willing participants, but with forced and under age marriages, where people are denied the choice of who they are to marry or may be too young to make an informed decision.
Lesson Plan2
Everyone Has the Right to Religion
Materials-
-Article 18 poster
-Copies of the "Map of religious freedom, 2000", enough for one between two students
-Poster paper, enough for one between two students
-Glue sticks
-Access to the Internet.
-Make a handout about Religion providing a spiritual basis for human rights
Objectives-
I basically want to explore issues surrounding religious persecution, as well as examine ways in which religion can provide a spiritual basis for human rights. I will use the "UDHR" to teach the students about Human Rights. And I will ask students to look at the poster illustrating Article 18 of the UDHR. “Everyone has the right to freedom of religion”, and I read aloud the information in the top left-hand corner which states that : “People should be able to practice their religion wherever they live and have the right to change their religion if they want to. No one should be persecuted because of their religious beliefs.”
I will also do my best to get the point across to the students that conflict can occur when multiple religious groups live within one geographic area. I will get students to carry out in-depth research about the religious conflicts that have occurred in one or more of the following countries: Bosnia, China, India, Indonesia, Northern Ireland, Philippines, Tibet.
Then I will distribute the handout to students- (Religion can provide a spiritual basis for human rights) which I will make suitable for grade 11 students. Then I will have the students take turns reading quotes aloud and then have them discuss in small groups the different ways in which religion can provide a spiritual basis for human rights. The ultimate goal I have is to promote peace and my objective is to make students aware and enable them to make their own decisions.
Timeline-
First half of class
Now I will point out that perhaps the most well-known case of religious persecution was the extermination of the Jews during the Holocaust of World War 2. The Universal Declaration of Human Rights (UDHR) was created in 1948 to provide a clear and uniform definition of fundamental human rights in order to help prevent atrocities such as the Holocaust from ever happening again. However, despite the existence of the UDHR, religious persecution continues to be an issue in many different countries around the world today. Next I will divide students into pairs and distribute a copy of the map of religious freedom and poster paper to each pair. Have students study the map carefully. I will point out that religious persecution may take place anywhere around the world, even in those countries described on the map as religiously "Free" or "Partly Free."
Each pair will glue their map of religious freedom to the center of the poster paper. I will explain that they are to use the Internet to research instances of religious persecution in various countries around the world over the past fifty years.
They should detail the map with the findings of their research, using arrows to link the information to the relevant countries. They will then have an information source for display.
Second half of class
At the end of class I will display the completed resource maps. Then have the students examine the other students’maps to find instances of religious persecution around the world that they may not have included on their own maps. Then have students perform an active listening exercise. In pairs the students should take turns talking about ways in which harmony between the religious groups living in their neighborhoods can be ensured. Each person speaks for 2 minutes while the other person listens carefully without interrupting. The students will then reverse roles and the first person now listens while the second person talks. I will encourage each pair to share their ideas with the class.
Lesson Plan3
Discrimination in Sports
Materials-
Internet access
Notebooks
Pens
Objectives-
What's meant by discrimination? Have there been any instances of discrimination in sports history? Have you witnessed discrimination first hand? How did you react? I want students to be able to confidently answer all of these questions and more. Students will demonstrate their understanding of Article 2 of the Universal Declaration of Human Rights. Students will be able to define prejudice. Students will be able to discuss how prejudice can be a barrier and students will have to show me ways that they can create bridges instead of barriers. I want the students to be aware that discrimination is sometimes not visible on the surface however it still exists and it is not acceptable. Students should realize that if they are victims of discrimination that they can turn to me or other people that are qualified to help them or anyone for that matter. Students must not remain silent about issues such as this because it can lead to internal damage such as loss of self esteem or worse, such as depression. I will encourage students to do the right thing by motivating them to speak out. They will not only be helping themselves but they will help the entire world to a certain degree, especially those suffering in similar circumstances.
Timeline-
First half of class
-I will discuss the purpose of Article 2 of the Universal Declaration of Human Rights. Students will assemble in groups of four. I will ask students to discuss and record examples of prejudice. A student group respondent will briefly report group findings to the remainder of the class. I will show a five-minute video segment from Ken Burn's documentary, Baseball. The section discussing Jackie Robinson entering Major League Baseball will be shown. Students will be asked if they are aware of the Negro league that existed in the first half of the twentieth century United States.
Second half of class
Students will assemble in groups of twos. Students will be asked to search the World Wide Web for a sports star who might have encountered prejudice. Students will be monitored by the instructor and prompted the names of Tiger Woods, Althea Gibson, Jesse Owens, Hank Aaron, Billy Jean King, Mohammad Ali, and others. Then I will lead a group discussion asking students how a public figure, such as a sports car, can promote, and accelerate expanded human rights. Students will be asked if the popular NASCAR racing sport exhibits examples of prejudice based on race and/or gender. Homework assignment: Students will prepare a five minute presentation on the sports car chosen from their web search. The presentation may take any form of their choosing: a poster board display, a skit, song, poem, rap etc. Students will be instructed to write a one to two paragraph response about the day's lesson, possibly referring to prejudices that they have encountered or witnessed in their own life. Students will share with their classmates their World Wide Web search findings via their means of transmission. (Poster board display, a skit, song, poem, rap, Power-point presentation, etc.)
Lesson Plan4
Crissis in Iraq Class
Materials-
Computers with internet for all students, Projector for my computer if possible other wise students follow on their individual computers.
Objectives-
Student will be educated on facts like organizations urging the President to abide by the United Nations Charter and other international laws as the administration considers US military intervention in Iraq. The UN Charter requires that the UN Security Council may authorize the use of military force only as the last resort and after all peaceful means are exhausted. As the most powerful individual member of the Security Council, the US has a particular responsibility to uphold this obligation. Unilateral military action, in the absence of UN Security Council authorization, is contrary to international rule of law. In this time of global conflict, I find it important to take some class time to discuss what is going on in our world, and to discuss current events in a classroom setting. In focusing on Iraq and the potential conflict with the United States, the point is not to take one side or another. Rather, by presenting primary documents and discussion questions/techniques, the idea is to dig deep into one of the most critical situations today, and let students form and voice opinions based on this knowledge. Many of these topics are very controversial so a great wrap-up to these issues can be to hold mini class debates. Students will be able to discuss and debate issues amongst themselves while respecting the views of others.
Timeline-
First half of class
Students will view a documentary video on issues that exist between the US and Iraq, and complete related activity questions, for example in the movie it will show the letter written to the UN stating:
"Resort to military force is likely to lead to further devastating consequences for large numbers of the Iraqi population already crippled by severe violations by their government and the effect of economic sanctions. I urge the Security Council to carefully consider such consequences in its deliberations on any resort to force to ensure that every effort is made to resolve the situation through peaceful means."(Irene Khan, Secretary General of Amnesty International). Then students will have to decide what "further consequences" might Ms. Kahn be referring to in the first line of this quote?When I get some feed back from the students' knowledge of rights violations in Iraq, I will propose a very short research project focusing on the modern history of Iraq, dating from the Iran/Iraq War. Projects can focus on cultural and refugee rights of the Kurdish population, on systematic attacks on the Iraqi population, destruction of political and civil rights such as the right to vote and the right to free speech, etc. In continuation, students can ponder how war tends to affect a country (collateral damage, effects on families, basic and emergency services, economy, infrastructure, and further human rights violations, etc). Students can compare and contrast past violations with those that might be brought on by a military attack. Then we will carry out a discussion on the concept of sanctions and incorporate some of the information found in the some primary sources. Questions that can be asked are:
-Why are they in place in Iraq?
-Who enforces them?
-Are there positive and negative effects of sanctions? If so, what are they in general and how does this apply in the case of Iraq?
Primary source web sites that we will visit are:
http://www.un.org/
http://www.un.org/Docs/sc/
Second half of class
Finally before ending class just to gain a greater understanding of how the United Nations works as well as the significance of the Security Council, I will carry out a discussion where students can look up answers around these questions:
-What is the role of the Security Council?
-Why is it proving to be difficult to get the support of the Security Council for an attack against Iraq? Can you think of some reasons why there are differing opinions as to how to approach Iraq?
-In your opinion, what does Ms. Khan mean when she says that the Council should "ensure that every effort is made to resolve the situation through peaceful means"?
Lesson Plan5
The death penalty
Materials-
Power Point presentation on Death Penalty and projector
Objectives-
I want to get the students to open up their minds and express their own views on what they believe is right and what they believe is fair. I also want to get a sense of what the students feel about the cruelty of the death penalty. I will try to get their unbiased responses by showing a PPT on “Death Penalty” to the students. Then I will ask students to briefly write their impressions of the PPT, first by listing adjectives that describe their emotions and then by writing a paragraph or two on how they would feel if they were in the situation of getting the death penalty. Then I will ask students if they were going to die like that, is the right not to be subjected to cruel, inhuman, and degrading punishment (Article 5 of the Universal Declaration of Human Rights) being violated? I will try to find common ground in the discussion by asking things like,
-Does everyone agree that these death row inmates are experiencing mental anguish?
-Does this situation constitute torture?
-What is your own definition of torture?
-Who believes that being on death row is a form of physical torture, or even mental torture, why?
-Does being on death row strip that people of their human dignity and worth, and therefore violate their human rights?
I want the students to elaborate on their feelings and for them to form educated decisions on what they believe is fair and not.
Timeline-
First half of class
During class I will ask students to read my power point about the UN Committee against Torture, and then ask them to make a list of main points in the article and to offer their response or comments like,
-Why do you agree or disagree with these claims from the ppt?
-Then I will ask them to list which of the real life cases seems most like their own definition of torture and why. Also, I will ask students to use appropriate language to support their point.
Then I will collect the assignments and review them. I will only offer constructive criticism on how students could clarify points. When I review a comment, I will ask things like,
-What other issues does this touch upon?
-Can this comment be related to human rights documents or concepts?
-Are there any underlying issues?
-Can we identify cause and effect?
Second half of class
Students then submit assignment to me, their final drafts. For extra credit, students can write corrections or additions and resubmit it, and the I will again offer my own comments and perspectives. I will try to encourage an ongoing correspondence on the issues a student takes a particular interest in. I will build on the students particular interest because it is a good way to encourage and promote intrinsic motivation. If the students get intrinsically motivated they will enjoy the subject of human rights for the sake of learning rather then just for grades.
Lesson Plan6
Defenders of Human Rights
Materials-
Photographs, pictures from magazines or newspapers demonstrating various rights, poster paper, tape
Objectives-
I want students to be able to identify pictures that illustrate human rights contained in the Convention on the Rights of the Child. I want students to discuss what are human rights and who protects them. I will also display the story of Iqbal Masih and I want the students to understand the main points related to human rights in the story. Also I want students to be able to discuss how a child could speak out against human rights abuses. I want the students to be able to ask themselves questions like
-What might happen if people did not protect human rights?
2.-What happens when all people defend human rights?
3.-How could the participants take action to protect human rights?
And once they ask themselves these questions I want them to be able to thinks of some ways to get answers to these questions and more. I will also be introducing to the students a heart breaking story, most likely the one about Iqbal Masih who was four years old when his father sold him into slavery. He was forced to work more than twelve hours a day. He was constantly beaten, verbally abused, and chained to his loom by the carpet factory owner. He suffered greatly. On December 2, 1994, when Iqbal visited the United States, he looked much younger than his twelve years: his growth had been stunted by a lack of proper nutrition and years working in front of a loom. These kinds of stories are meant to stimulate the students’ minds and get them to realize that human rights is a real serious issue.
Timeline-
First half of class
Before the lesson I will decide how to illustrate human rights. I will probobbly do so by showing pictures from magazines, newspapers, the Internet, drawings by the students or photographs of staged situations. Some of the pictures should depict situations that are not addressed in the Convention on the Rights of the Child.
Possible rights/non-rights could be child/children:
-going to school
-in a refugee camp
-in front of home
-playing video games
-reading
-in school
-going to the movies
-gathered in a group
-practicing religion
-buying designer clothe
-buying CDs
-seeking medical help
-eating candy
-living in freedom and safety
-in an area of armed conflict
-near police officers
Second half of class
Then I will show pictures to students and solicit responses to whether the person illustrated is demonstrating a human right. Then I will display pictures on chart paper as participants identify those showing human rights. Then we will discuss whether human rights can ever be taken from a person. Then I will introduce term inalienable and emphasize that human rights cannot be taken away. After that we discuss that if all people have human rights then who defends those rights.Then we will discuss if all people are capable of defending human rights.Then I will discuss the responsibility to defend the rights of others.
Lesson Plan7
Discrimination in Literature
Materials-
UDHR PowerPoint presentation
Article 2 from the UDHR
Copies of poems with discrimination in them
Objectives-
I want students to explore the racial aspect of discrimination and oppression in some poems. I want to give the students the urge to explore other authors who write about forms of discrimination and oppression. I also want to encourage the students to read other poems by Hughes. I want to educate students on their rights, the UDHR is very similar to our Canadian Charter so it will give a sense of empowerment to the children and give them hope for the future. I want students to be able to form their own ideas about certain poems and be able to back up their ideas with concrete examples from the works. This lesson will also give students a little history about the renaissance time period so that they can relate this material to other subjects that they will be taking in school and hopefully do a transfer of learning.
Timeline-
First half of class
I will give a little introductory lesson on the UDHR to acquaint the students with the
Universal Declaration of Human Rights via PPT. Then I will ask the students to consider Article 2 of the UDHR- Freedom From Discrimination. I will encourage questions and comments related to the statement and definition of any words on the poster. Then I will briefly explain the Renaissance and surrounding time periods. Then I will explain how Hughes and other poets are significant authors who mostly write about freedom from discrimination and other life issues. Then I will describe a bit about Hughes’ personal life for example and show a picture of Hughes so students gain a sense of the reality of his presence, and so that they don’t think I’m just making all of this up.
Second half of class
Then I will organize the class into small groups. Hand out a poem to each group and allow them to read and discuss the piece. Then I will have the students share the poems with the entire class. They will then listen to me while I discuss poems with students and reinforce and explain relevance to freedom and expression towards discrimination. My activity will be to assign a journal entry. Students will respond to any one of the poems and connect it to Article 2 and freedom from discrimination.
Lesson Plan 8
Haitian History
Materials-
Chalkboard/ Chalk; A Haitian History movie
Objectives-
I basically want to raise student awareness about world history. I also want to foster a sense of global awareness. Another thing is that I wish to analyze historic events from around the world by examining accounts written from different perspectives and distinguish between the past, present, and future by creating timelines that display important events and developments from world history across time and place. I will ask students to share what they know currently about Haiti based on first-hand knowledge, the media or other sources. Students of Haitian descent may be an excellent resource for leading and contributing to the discussion. Then I project the Basic Country Profile Sheet onto the wall. We will review the general measures of the standard of living in Haiti compared to the standards in the United States and Canada. This will get the students cognitively making distinctions between lifestyles. Since the class will be made up of students from histories all over the world, my goal is also to get students to relate to lifestyles from their home countries as well. I want the students that have lived in Canada their whole life to really get a grasp for what life is like in other parts of the world. This will hopefully open their mind and get them to be aware of other places as well as appreciate North America.
Timeline-
First Half of class
Using the events in Haitian history that I will be showing on the projection via my computer, I will assign each student or two students an event. Then I will draw a line on the blackboard or in the classroom in an area where students can move around. One end of the line will be marked by the date 1492, and the other end marked with the date 2009.
I will get each student to arrange him or herself along the timeline estimating when in history his or her event took place. Students should negotiate with each other in determining their appropriate place along the timeline. Once the students have assembled themselves, have I will have each student read his or her event out loud and allow for students to discuss and decide whether the events are in chronological order or if certain adjustments need to be made to the order.
Second half of class
Then I will ask the students to return to their seats and display a movie about Haitian history. Then we shall discuss the activity and what students learned about Haitian history that they may not have previously known. For homework I might ask students to look for references in the media to Haiti (TV, newspapers, magazines, radio, etc…) and bring them in for the next class. I will also ask students to do internet or library research on Haitian history and bring in a one-page summary of what they find.
Lesson Plan9
Identifying Human Rights Issues in the News
Materials-
Newspaper pages, Large sheets of paper, Tape or glue, Scissors
Objectives-
I hope that his activity will be especially effective following an initial introduction to the Universal Declaration of Human Rights and maybe the Canadian Charter as well. It provides practice with the content and opens the question of how conflict in rights can be resolved. I want students to know in what ways are Human Rights present in our every-day lives? I want students to be able to clearly gather and interpret information received, drawing links between Human Rights and everyday life, also I want them to organize and present information in an organized manner. I want students to be able to provide a persuasive argument through the addition of relevant information (and the exclusion of unnecessary information). Students should also be able to draw on personal experience as examples and to clarify information, because human rights affects everyone. All of the students should be able to participate in a class discussion that involves personal experiences. I want students to have an open mind and be respectful and considerate to others point of view. Students should be prepared to hear things that they do not necessarily agree with but they must respect the opinions of others without interrupting the person. Students should be motivated to add on their own personal input to other peoples ideas and add on to it.
Timeline-
First half of class
I will divide the students into small groups. Each group receives a newspaper, or pages from a newspaper, and a sheet of poster paper. Each group constructs a poster using items from the newspaper grouped under these categories:
-Human rights practiced
-Human rights not achieved/human rights denied
-Human rights protected
-Human rights in conflict
I will encourage students to look not only for news stories but also for small features such as announcements and advertisements. Then the students have to identify the UDHR article related to their newspaper clippings and write the numbers on or next to the clippings. Then a spokesperson from each group explains the group’s selections. Then I want to have a little discussin with the groups about,
-What categories were easiest to find? Hardest? Why?
-Did some articles of the UDHR come up more often than others? Some not at all? Why?
Second half of class
Then I will ask the students to compare coverage of the same events in different newspapers and/or different media for example, radio, magazines, TV.
-What differences can they observe in importance given to the story?
-Are there different versions of a single event?
-Then I will ask the students to watch a news program on TV and write down the topics covered, and the amount of time given to each topic.
Then they will compare all of their results and answer this,
-what conclusions can you draw about priorities given various topics in television coverage?
Lesson Plan10
Final Paper Workshop
Materials-
Handouts of final paper outline
Objectives-
I want students to be able to take all the information they have learned over the unit and put it to work. Students must be able to recall significant learning achievements from the unit. Students should be able to identify the primary research methodology used in articles. They should apply this learning to a specific issue. Students should identify between ‘academic’ and ‘non-academic’ sources of information. Students should demonstrate appropriate research skills, including facility in conducting online searches and retrieving information from electronic databases also they shall analyze samples of published research, including some in French perhaps because of the Haitian lesson.
Students will produce a final research project. Propose a thesis statement for an appropriate research topic. Assemble a bibliography on the chosen topic. Students should also construct an outline for a research paper, this will help guide them. I would like for students to demonstrate clear and correct self-expression in the language of instruction, both orally and in writing. Also I want them to assess and improve their communication skills. Students should ask me questions and incorporate feedback from me and use it in their final paper.
Timeline-
Whole class
I will be taking this class to go over the final paper and all of its components. Students will have two weeks to complete the final paper.
Final Research Paper:
[The following is a sample outline you may consider as an informational model to assist you in preparing your own research. Instructional directions are provided in parentheses. Sectional labels are provided in bold. Do not provide your version of either instructional directions or sectional labels in your outline. They are provided here merely to explain the basic layout and points of an outline.]
Working Title
“Canadian Common Courtesy and Accommodation”
List of Main Points
1. Candians are accepting people….
2. More should be done to protect human rights…
3.
4.
Working Thesis Statement
The following essay explores some recent issues related to religion and human rights in Canadian society. Canada is a multicultural country with a population of about 35 million people. Canada does not have a specific religion that everyone must follow. In Canada people are free to choose whichever religion they want to follow as long as it does not promote violent behaviour that will infringe on the civil rights of others. This paper will review the legal policies, religious restrictions, and society’s attitudes towards religious conflicts in Canada. It is important in any conflict that both parties find a point of resolution somewhere in the middle of the two opposing sides. Compromises must be made in order to settle a dispute; the situation must also be evaluated to determine what is most logical and democratic for each specific case where religion is conflicting with another aspect of society.
[Note how this thesis statement involves several components linked together: Important Note: I have constructed a complex thesis statement here because I am dealing with a complex topic. Again, I am dealing with a complex topic in this sample purely because it is the one that I know best in Canadian history. I do not recommend that you draft your thesis in a complex fashion. Keep it direct, simple and to the point. But make sure it advances an overall argument. Do not give me a statement of facts as a thesis statement.]
Introduction
General Ideas about Topic
It is crucial for the progress of Canada to resolve issues of accommodation and adaptation in a fair manner.
4. Thesis Statement
The following essay explores some recent issues related to religion and human rights in Canadian society. Canada is a multicultural country with a population of about 35 million people. Canada does not have a specific religion that everyone must follow. In Canada people are free to choose whichever religion they want to follow as long as it does not promote violent behaviour that will infringe on the civil rights of others.
5. List of Main Points
Religious conflicts in Canada are more frequent than they should be, hundreds of religious issues are reported annually and most of them are serious infringements on human rights. Hundreds of religious conflicts also go undocumented yearly for various reasons such as ignorance of the victims, and the argument never reaches the system of justice.
Main Point 1
Write a few paragraphs on your first main topic, I would like 3 paragraphs per point and at least 4 points
Main Point 2
Main Point 3
Main Point 4
Conclusion
Summarize your paper and tie up any loose ends.
Assignments/Assessments for the entire unit
Assignment/Assessment 1
A Glossary of key pedagogical approaches for a peaceful classroom will be compiled, using the list below. More may be added. Each entry should be 400 words, minimum. Try to put as many of these in your own words as possible. You can cut and copy from the web if you reference the material. This must be completed by the end of the unit. Value 10%.
transformative learning,
critical pedagogy and human rights,
reflective pedagogy,
progressive education,
contextual learning,
critical thinking and reasonable accommodation,
creative thinking
collaborative learning
cooperative learning,
constructivist approach and constructivism
participatory approach,
global perspective,
emancipatory approach,
democratic classroom,
Assignment/Assessment 2
Groups of students will be leading a 25 minute class seminar on selected topics of their choice related to Social Justice. This presentation, and preparatory notes, is also part of class participation. Some topics can based on peace education as empowerment for social change, moral development, controversial dimensions of peace education, overcoming the culture of war in schools, and five pedagogical approaches for peace education that surpass all other approaches. Be creative, you can use all kinds of multi-media. (10%)
Evaluation for the unit:
Final Paper: 50%
Componentsof the Final Paper:
Thesis 5%
Bibliography 15%
Final paper 25%
Oral presentation 5%
2 Assignments: 20%
In-class work 30%
The school that I see myself teaching at would be a high school in Montreal, more specifically Park Extension. Park Extension is a neighbourhood in the city of Montreal, Quebec and it is located in the borough of Villeray–Saint-Michel–Parc-Extension and has a population of 35,000 and an area of 1,6 km². The name derives from the fact that it is situated at the north end of Parc Avenue and is literally an "extension" of the artery. The area is known by locals as "Park X." Today, most of the immigrant population is made up of South Asians from India, Pakistan, Bangladesh and Sri Lanka, as well as Latin American and Caribbean immigrants, and a dwindling population of Greeks. Accordingly, Park Extension can be seen as one of Canada's more ethnically diverse neighbourhoods. I would like to teach at a high school in this area because I am a very accepting person and I know that I would be an asset to the school because I would give the students education that would last a lifetime. Most of the students that I invision myself teaching will most likely be from immigrants families and visible minorities. I want to be able to break down barriers for these students and create bridges between them and myself. Hopefully the school that I will be teaching at will be fortunate enough to have access to multi-media devices such as televisions, DVD players, computers (with internet), radios, and educational movies. The school would have about 800 students from many different cultures and the average class size would be about 30 students to a teacher. The class that I would teach will be a class preparing students for college so it will focus on how to write a research paper, therefore the class will be taken by grade 11 students. In order to meet each student's needs, courses at the high school would be offered at varying levels of instruction: College Preparation (such as the course I would teach), Honors, and Advanced Placement. An English class for identified Gifted and Talented would be offered at each grade level. Contemporary career and technical education courses would prepare students for immediate employment or continuing education. A highly developed program for special education students would be available and special needs students would definitely be encouraged to take my class as well. The class I would teach would be 3 times a week and would go for about 55 minutes. The school would open at 9 o’clock and it would be great if my class was the first or second class of the day, so that the students would not yet be mentally fatigued. The school would not have a uniform; however it would have a dress code. The dress code would simply be not promiscuous clothing such as bathing suit tops or pants hanging of your butt, so that everyone would feel respected and respectful, which would ultimately create a better learning environment. Also I like the idea of no strict uniform rule, just so that the students would feel free to express themselves more openly. Food would also be very affordable at the school and the school would be located someone that is very accessible to everyone to promote maximum enlistments. The both halves of class will be approximately 25 minutes each.
RATIONALE
I am interested in teaching a class called Integrative Project. This class will not only prepare students for doing college research papers, it will also incorporate social justice into the curriculum by having human rights as the main theme for all the work in class. I am a people oriented person that is looking for a class to teach that could enable me to truly make a positive difference in the community and in the student’s minds. I am a determined person when it comes to the pursuit of excellence and I really believe that I would be an asset to the local High School in “Park X”. I also think that this class I teach could open career opportunity doors for many youngsters and enrich the knowledge of life of the students greatly.
I am a very accepting person in general and have an open-mind when it comes to people in society and human rights. I intend on passing this mind-set to my students. I have always been interested in social justice and helping others in anyway I could since I could remember. I am bilingual (English and French) which has helped me a lot thus far in my life. I have spent most of my life going to school in Montreal and South Florida, two very multicultural areas in the world. This traveling experiences has expanded my knowledge on different lifestyles and different social issues. Making a difference is surely not an easy task, however I am a very dedicated person that is devoted to increasing the quality of lives of others in order to make positive changes. Teaching and interacting with other people is important to me because it is a good way to gain and share knowledge. I feel that I am a good potential teacher for this class because I am interested in passing on information, I am an outgoing person, and I have a positive outlook on life. I believe that life is a beautiful thing that can only be made more beautiful by motivating people beyond their expectations. I want to give everyone in the community a chance to enjoy their life and their human rights, as well as teach them about technology that is helpful to network, communicate, and express oneself.
While teaching at the high school I want to help others in the local community by applying some of my knowledge that I will be teaching and also by getting involved in social projects like the Concordia Sustainable Project, efforts to raise awareness for human rights programs, and increasing the quality of after school programs by volunteering.
One of my goals would be to help encourage students to become professionally qualified to work for organizations involved in developing and bettering communities. I want to help better the lives of families and communities in underdeveloped areas. I wish to make life fair for all people especially those predisposed to less than perfect circumstances.
I truly believe that this human rights class that incorporates media will provide the skills and tools that students need in order to make positive changes in societies everywhere. Society is constantly evolving and I wish to be a part of this ongoing evolution in order to make sure it is on the right path. I really want the best for my students’ education in order to help the community and I strongly believe that teaching this class can help motivate students to care, accept, and help others.
Even though we have the Canadian Charter and the UDHR that helps protect our rights, human right issues continue to grow in our global society. Students need to know and understand the international laws and conventions that protect them and other students around the world from unfair, harmful, and cruel practices. As citizens of the twenty first century, students should be prepared to recognize and evaluate the conditions and situations under which approximately 180 million of their peers work and live each day. The ultimate goal of such learning experiences is for students to become motivated to act on behalf of all the children of the world in abolishing the violations of human rights found in the damaging and harmful practices associated with child labor and other forms of social injustice. Failure to abolish social injustices in general, in particular its "worst forms," has led to the suggestion that the issues are now of basic human rights which apply to all human beings. Levels of income, forms of democratic constitutionalism, and cultural regard for education are all determinants in the troubles of human rights issues. Human rights education can never be value neutral; instructors legitimately offer lessons intended to avert a recurrence of history’s worst violence.
In addition to content knowledge, cognitive skills, and normative reasoning, I want to teach students how to conduct scholarly research and to communicate effectively. I will design exercises that require students to complete research projects in a work group or individually, preparing arguments for an in class debate. I will have to use the UDHR more so then the Canadian Charter because I am more familiar with it and it is very similar to the Charter.
I definitely am going to use instructional technology to promote active learning that engages students with their classmates, with myself, and possibly in live internet conferences with students in other parts of the world such as Germany or France.
LESSON PLANS
Lesson Plan 1
The Right To Marry:
Romeo and Juliet
Materials-
Poster of article 16, Class set of computers to view Romeo and Juliet Notes
Objectives-
I will introduce the class to the Universal Declaration of Human Rights by highlighting the relevant parts of it. Then I will ask the students to look at the poster illustrating Article 16 of the UDHR, Everyone has the right to marry, and read out the information in the top left-hand corner of the poster which says:
“Men and women should have the right to marry whomever they choose and no one should be forced to marry someone against his or her will. Men and women are entitled to equal rights before marriage, during marriage and if the marriage ends.”
Timeline-
First half of class
Now I shall organize the class into small groups. Ask each group to complete a table to illustrate their ideas on men and women’s rights, before marriage, during marriage and if the marriage ends. Reinforcing the UDHR assertion that men and women should have equal rights at all stages of marriage. Remind students that Article 16 of the UDHR states that men and women “of full age” should “have the right to marry and have a family” and that “marriage shall be entered into only with the free and full consent of intending parties”.
I will make sure everyone has access to a Romeo and Juliet notes online. Now, working in pairs ask the students to complete a list, to help them consider the extent to which Romeo and Juliet have been given or denied their Article 16 rights throughout the play.
When they have completed their lists, ask individuals to give their views on:
-Overall, have Romeo and Juliet been mostly given or denied their Article 16 rights? Give evidence to support your answer.
-Have Romeo and Juliet been equally given or denied their Article 16 rights? If no, which character has been most denied these rights and why?
Second half of class
After the activity I will point out that that arranged marriages were common in the time of Romeo and Juliet and continue to be common in many different countries around the world today. The pros and cons of arranged marriage are often debated, however the human rights issue is not necessarily with arranged marriages themselves, where both the bride and groom are willing participants, but with forced and under age marriages, where people are denied the choice of who they are to marry or may be too young to make an informed decision.
Lesson Plan2
Everyone Has the Right to Religion
Materials-
-Article 18 poster
-Copies of the "Map of religious freedom, 2000", enough for one between two students
-Poster paper, enough for one between two students
-Glue sticks
-Access to the Internet.
-Make a handout about Religion providing a spiritual basis for human rights
Objectives-
I basically want to explore issues surrounding religious persecution, as well as examine ways in which religion can provide a spiritual basis for human rights. I will use the "UDHR" to teach the students about Human Rights. And I will ask students to look at the poster illustrating Article 18 of the UDHR. “Everyone has the right to freedom of religion”, and I read aloud the information in the top left-hand corner which states that : “People should be able to practice their religion wherever they live and have the right to change their religion if they want to. No one should be persecuted because of their religious beliefs.”
I will also do my best to get the point across to the students that conflict can occur when multiple religious groups live within one geographic area. I will get students to carry out in-depth research about the religious conflicts that have occurred in one or more of the following countries: Bosnia, China, India, Indonesia, Northern Ireland, Philippines, Tibet.
Then I will distribute the handout to students- (Religion can provide a spiritual basis for human rights) which I will make suitable for grade 11 students. Then I will have the students take turns reading quotes aloud and then have them discuss in small groups the different ways in which religion can provide a spiritual basis for human rights. The ultimate goal I have is to promote peace and my objective is to make students aware and enable them to make their own decisions.
Timeline-
First half of class
Now I will point out that perhaps the most well-known case of religious persecution was the extermination of the Jews during the Holocaust of World War 2. The Universal Declaration of Human Rights (UDHR) was created in 1948 to provide a clear and uniform definition of fundamental human rights in order to help prevent atrocities such as the Holocaust from ever happening again. However, despite the existence of the UDHR, religious persecution continues to be an issue in many different countries around the world today. Next I will divide students into pairs and distribute a copy of the map of religious freedom and poster paper to each pair. Have students study the map carefully. I will point out that religious persecution may take place anywhere around the world, even in those countries described on the map as religiously "Free" or "Partly Free."
Each pair will glue their map of religious freedom to the center of the poster paper. I will explain that they are to use the Internet to research instances of religious persecution in various countries around the world over the past fifty years.
They should detail the map with the findings of their research, using arrows to link the information to the relevant countries. They will then have an information source for display.
Second half of class
At the end of class I will display the completed resource maps. Then have the students examine the other students’maps to find instances of religious persecution around the world that they may not have included on their own maps. Then have students perform an active listening exercise. In pairs the students should take turns talking about ways in which harmony between the religious groups living in their neighborhoods can be ensured. Each person speaks for 2 minutes while the other person listens carefully without interrupting. The students will then reverse roles and the first person now listens while the second person talks. I will encourage each pair to share their ideas with the class.
Lesson Plan3
Discrimination in Sports
Materials-
Internet access
Notebooks
Pens
Objectives-
What's meant by discrimination? Have there been any instances of discrimination in sports history? Have you witnessed discrimination first hand? How did you react? I want students to be able to confidently answer all of these questions and more. Students will demonstrate their understanding of Article 2 of the Universal Declaration of Human Rights. Students will be able to define prejudice. Students will be able to discuss how prejudice can be a barrier and students will have to show me ways that they can create bridges instead of barriers. I want the students to be aware that discrimination is sometimes not visible on the surface however it still exists and it is not acceptable. Students should realize that if they are victims of discrimination that they can turn to me or other people that are qualified to help them or anyone for that matter. Students must not remain silent about issues such as this because it can lead to internal damage such as loss of self esteem or worse, such as depression. I will encourage students to do the right thing by motivating them to speak out. They will not only be helping themselves but they will help the entire world to a certain degree, especially those suffering in similar circumstances.
Timeline-
First half of class
-I will discuss the purpose of Article 2 of the Universal Declaration of Human Rights. Students will assemble in groups of four. I will ask students to discuss and record examples of prejudice. A student group respondent will briefly report group findings to the remainder of the class. I will show a five-minute video segment from Ken Burn's documentary, Baseball. The section discussing Jackie Robinson entering Major League Baseball will be shown. Students will be asked if they are aware of the Negro league that existed in the first half of the twentieth century United States.
Second half of class
Students will assemble in groups of twos. Students will be asked to search the World Wide Web for a sports star who might have encountered prejudice. Students will be monitored by the instructor and prompted the names of Tiger Woods, Althea Gibson, Jesse Owens, Hank Aaron, Billy Jean King, Mohammad Ali, and others. Then I will lead a group discussion asking students how a public figure, such as a sports car, can promote, and accelerate expanded human rights. Students will be asked if the popular NASCAR racing sport exhibits examples of prejudice based on race and/or gender. Homework assignment: Students will prepare a five minute presentation on the sports car chosen from their web search. The presentation may take any form of their choosing: a poster board display, a skit, song, poem, rap etc. Students will be instructed to write a one to two paragraph response about the day's lesson, possibly referring to prejudices that they have encountered or witnessed in their own life. Students will share with their classmates their World Wide Web search findings via their means of transmission. (Poster board display, a skit, song, poem, rap, Power-point presentation, etc.)
Lesson Plan4
Crissis in Iraq Class
Materials-
Computers with internet for all students, Projector for my computer if possible other wise students follow on their individual computers.
Objectives-
Student will be educated on facts like organizations urging the President to abide by the United Nations Charter and other international laws as the administration considers US military intervention in Iraq. The UN Charter requires that the UN Security Council may authorize the use of military force only as the last resort and after all peaceful means are exhausted. As the most powerful individual member of the Security Council, the US has a particular responsibility to uphold this obligation. Unilateral military action, in the absence of UN Security Council authorization, is contrary to international rule of law. In this time of global conflict, I find it important to take some class time to discuss what is going on in our world, and to discuss current events in a classroom setting. In focusing on Iraq and the potential conflict with the United States, the point is not to take one side or another. Rather, by presenting primary documents and discussion questions/techniques, the idea is to dig deep into one of the most critical situations today, and let students form and voice opinions based on this knowledge. Many of these topics are very controversial so a great wrap-up to these issues can be to hold mini class debates. Students will be able to discuss and debate issues amongst themselves while respecting the views of others.
Timeline-
First half of class
Students will view a documentary video on issues that exist between the US and Iraq, and complete related activity questions, for example in the movie it will show the letter written to the UN stating:
"Resort to military force is likely to lead to further devastating consequences for large numbers of the Iraqi population already crippled by severe violations by their government and the effect of economic sanctions. I urge the Security Council to carefully consider such consequences in its deliberations on any resort to force to ensure that every effort is made to resolve the situation through peaceful means."(Irene Khan, Secretary General of Amnesty International). Then students will have to decide what "further consequences" might Ms. Kahn be referring to in the first line of this quote?When I get some feed back from the students' knowledge of rights violations in Iraq, I will propose a very short research project focusing on the modern history of Iraq, dating from the Iran/Iraq War. Projects can focus on cultural and refugee rights of the Kurdish population, on systematic attacks on the Iraqi population, destruction of political and civil rights such as the right to vote and the right to free speech, etc. In continuation, students can ponder how war tends to affect a country (collateral damage, effects on families, basic and emergency services, economy, infrastructure, and further human rights violations, etc). Students can compare and contrast past violations with those that might be brought on by a military attack. Then we will carry out a discussion on the concept of sanctions and incorporate some of the information found in the some primary sources. Questions that can be asked are:
-Why are they in place in Iraq?
-Who enforces them?
-Are there positive and negative effects of sanctions? If so, what are they in general and how does this apply in the case of Iraq?
Primary source web sites that we will visit are:
http://www.un.org/
http://www.un.org/Docs/sc/
Second half of class
Finally before ending class just to gain a greater understanding of how the United Nations works as well as the significance of the Security Council, I will carry out a discussion where students can look up answers around these questions:
-What is the role of the Security Council?
-Why is it proving to be difficult to get the support of the Security Council for an attack against Iraq? Can you think of some reasons why there are differing opinions as to how to approach Iraq?
-In your opinion, what does Ms. Khan mean when she says that the Council should "ensure that every effort is made to resolve the situation through peaceful means"?
Lesson Plan5
The death penalty
Materials-
Power Point presentation on Death Penalty and projector
Objectives-
I want to get the students to open up their minds and express their own views on what they believe is right and what they believe is fair. I also want to get a sense of what the students feel about the cruelty of the death penalty. I will try to get their unbiased responses by showing a PPT on “Death Penalty” to the students. Then I will ask students to briefly write their impressions of the PPT, first by listing adjectives that describe their emotions and then by writing a paragraph or two on how they would feel if they were in the situation of getting the death penalty. Then I will ask students if they were going to die like that, is the right not to be subjected to cruel, inhuman, and degrading punishment (Article 5 of the Universal Declaration of Human Rights) being violated? I will try to find common ground in the discussion by asking things like,
-Does everyone agree that these death row inmates are experiencing mental anguish?
-Does this situation constitute torture?
-What is your own definition of torture?
-Who believes that being on death row is a form of physical torture, or even mental torture, why?
-Does being on death row strip that people of their human dignity and worth, and therefore violate their human rights?
I want the students to elaborate on their feelings and for them to form educated decisions on what they believe is fair and not.
Timeline-
First half of class
During class I will ask students to read my power point about the UN Committee against Torture, and then ask them to make a list of main points in the article and to offer their response or comments like,
-Why do you agree or disagree with these claims from the ppt?
-Then I will ask them to list which of the real life cases seems most like their own definition of torture and why. Also, I will ask students to use appropriate language to support their point.
Then I will collect the assignments and review them. I will only offer constructive criticism on how students could clarify points. When I review a comment, I will ask things like,
-What other issues does this touch upon?
-Can this comment be related to human rights documents or concepts?
-Are there any underlying issues?
-Can we identify cause and effect?
Second half of class
Students then submit assignment to me, their final drafts. For extra credit, students can write corrections or additions and resubmit it, and the I will again offer my own comments and perspectives. I will try to encourage an ongoing correspondence on the issues a student takes a particular interest in. I will build on the students particular interest because it is a good way to encourage and promote intrinsic motivation. If the students get intrinsically motivated they will enjoy the subject of human rights for the sake of learning rather then just for grades.
Lesson Plan6
Defenders of Human Rights
Materials-
Photographs, pictures from magazines or newspapers demonstrating various rights, poster paper, tape
Objectives-
I want students to be able to identify pictures that illustrate human rights contained in the Convention on the Rights of the Child. I want students to discuss what are human rights and who protects them. I will also display the story of Iqbal Masih and I want the students to understand the main points related to human rights in the story. Also I want students to be able to discuss how a child could speak out against human rights abuses. I want the students to be able to ask themselves questions like
-What might happen if people did not protect human rights?
2.-What happens when all people defend human rights?
3.-How could the participants take action to protect human rights?
And once they ask themselves these questions I want them to be able to thinks of some ways to get answers to these questions and more. I will also be introducing to the students a heart breaking story, most likely the one about Iqbal Masih who was four years old when his father sold him into slavery. He was forced to work more than twelve hours a day. He was constantly beaten, verbally abused, and chained to his loom by the carpet factory owner. He suffered greatly. On December 2, 1994, when Iqbal visited the United States, he looked much younger than his twelve years: his growth had been stunted by a lack of proper nutrition and years working in front of a loom. These kinds of stories are meant to stimulate the students’ minds and get them to realize that human rights is a real serious issue.
Timeline-
First half of class
Before the lesson I will decide how to illustrate human rights. I will probobbly do so by showing pictures from magazines, newspapers, the Internet, drawings by the students or photographs of staged situations. Some of the pictures should depict situations that are not addressed in the Convention on the Rights of the Child.
Possible rights/non-rights could be child/children:
-going to school
-in a refugee camp
-in front of home
-playing video games
-reading
-in school
-going to the movies
-gathered in a group
-practicing religion
-buying designer clothe
-buying CDs
-seeking medical help
-eating candy
-living in freedom and safety
-in an area of armed conflict
-near police officers
Second half of class
Then I will show pictures to students and solicit responses to whether the person illustrated is demonstrating a human right. Then I will display pictures on chart paper as participants identify those showing human rights. Then we will discuss whether human rights can ever be taken from a person. Then I will introduce term inalienable and emphasize that human rights cannot be taken away. After that we discuss that if all people have human rights then who defends those rights.Then we will discuss if all people are capable of defending human rights.Then I will discuss the responsibility to defend the rights of others.
Lesson Plan7
Discrimination in Literature
Materials-
UDHR PowerPoint presentation
Article 2 from the UDHR
Copies of poems with discrimination in them
Objectives-
I want students to explore the racial aspect of discrimination and oppression in some poems. I want to give the students the urge to explore other authors who write about forms of discrimination and oppression. I also want to encourage the students to read other poems by Hughes. I want to educate students on their rights, the UDHR is very similar to our Canadian Charter so it will give a sense of empowerment to the children and give them hope for the future. I want students to be able to form their own ideas about certain poems and be able to back up their ideas with concrete examples from the works. This lesson will also give students a little history about the renaissance time period so that they can relate this material to other subjects that they will be taking in school and hopefully do a transfer of learning.
Timeline-
First half of class
I will give a little introductory lesson on the UDHR to acquaint the students with the
Universal Declaration of Human Rights via PPT. Then I will ask the students to consider Article 2 of the UDHR- Freedom From Discrimination. I will encourage questions and comments related to the statement and definition of any words on the poster. Then I will briefly explain the Renaissance and surrounding time periods. Then I will explain how Hughes and other poets are significant authors who mostly write about freedom from discrimination and other life issues. Then I will describe a bit about Hughes’ personal life for example and show a picture of Hughes so students gain a sense of the reality of his presence, and so that they don’t think I’m just making all of this up.
Second half of class
Then I will organize the class into small groups. Hand out a poem to each group and allow them to read and discuss the piece. Then I will have the students share the poems with the entire class. They will then listen to me while I discuss poems with students and reinforce and explain relevance to freedom and expression towards discrimination. My activity will be to assign a journal entry. Students will respond to any one of the poems and connect it to Article 2 and freedom from discrimination.
Lesson Plan 8
Haitian History
Materials-
Chalkboard/ Chalk; A Haitian History movie
Objectives-
I basically want to raise student awareness about world history. I also want to foster a sense of global awareness. Another thing is that I wish to analyze historic events from around the world by examining accounts written from different perspectives and distinguish between the past, present, and future by creating timelines that display important events and developments from world history across time and place. I will ask students to share what they know currently about Haiti based on first-hand knowledge, the media or other sources. Students of Haitian descent may be an excellent resource for leading and contributing to the discussion. Then I project the Basic Country Profile Sheet onto the wall. We will review the general measures of the standard of living in Haiti compared to the standards in the United States and Canada. This will get the students cognitively making distinctions between lifestyles. Since the class will be made up of students from histories all over the world, my goal is also to get students to relate to lifestyles from their home countries as well. I want the students that have lived in Canada their whole life to really get a grasp for what life is like in other parts of the world. This will hopefully open their mind and get them to be aware of other places as well as appreciate North America.
Timeline-
First Half of class
Using the events in Haitian history that I will be showing on the projection via my computer, I will assign each student or two students an event. Then I will draw a line on the blackboard or in the classroom in an area where students can move around. One end of the line will be marked by the date 1492, and the other end marked with the date 2009.
I will get each student to arrange him or herself along the timeline estimating when in history his or her event took place. Students should negotiate with each other in determining their appropriate place along the timeline. Once the students have assembled themselves, have I will have each student read his or her event out loud and allow for students to discuss and decide whether the events are in chronological order or if certain adjustments need to be made to the order.
Second half of class
Then I will ask the students to return to their seats and display a movie about Haitian history. Then we shall discuss the activity and what students learned about Haitian history that they may not have previously known. For homework I might ask students to look for references in the media to Haiti (TV, newspapers, magazines, radio, etc…) and bring them in for the next class. I will also ask students to do internet or library research on Haitian history and bring in a one-page summary of what they find.
Lesson Plan9
Identifying Human Rights Issues in the News
Materials-
Newspaper pages, Large sheets of paper, Tape or glue, Scissors
Objectives-
I hope that his activity will be especially effective following an initial introduction to the Universal Declaration of Human Rights and maybe the Canadian Charter as well. It provides practice with the content and opens the question of how conflict in rights can be resolved. I want students to know in what ways are Human Rights present in our every-day lives? I want students to be able to clearly gather and interpret information received, drawing links between Human Rights and everyday life, also I want them to organize and present information in an organized manner. I want students to be able to provide a persuasive argument through the addition of relevant information (and the exclusion of unnecessary information). Students should also be able to draw on personal experience as examples and to clarify information, because human rights affects everyone. All of the students should be able to participate in a class discussion that involves personal experiences. I want students to have an open mind and be respectful and considerate to others point of view. Students should be prepared to hear things that they do not necessarily agree with but they must respect the opinions of others without interrupting the person. Students should be motivated to add on their own personal input to other peoples ideas and add on to it.
Timeline-
First half of class
I will divide the students into small groups. Each group receives a newspaper, or pages from a newspaper, and a sheet of poster paper. Each group constructs a poster using items from the newspaper grouped under these categories:
-Human rights practiced
-Human rights not achieved/human rights denied
-Human rights protected
-Human rights in conflict
I will encourage students to look not only for news stories but also for small features such as announcements and advertisements. Then the students have to identify the UDHR article related to their newspaper clippings and write the numbers on or next to the clippings. Then a spokesperson from each group explains the group’s selections. Then I want to have a little discussin with the groups about,
-What categories were easiest to find? Hardest? Why?
-Did some articles of the UDHR come up more often than others? Some not at all? Why?
Second half of class
Then I will ask the students to compare coverage of the same events in different newspapers and/or different media for example, radio, magazines, TV.
-What differences can they observe in importance given to the story?
-Are there different versions of a single event?
-Then I will ask the students to watch a news program on TV and write down the topics covered, and the amount of time given to each topic.
Then they will compare all of their results and answer this,
-what conclusions can you draw about priorities given various topics in television coverage?
Lesson Plan10
Final Paper Workshop
Materials-
Handouts of final paper outline
Objectives-
I want students to be able to take all the information they have learned over the unit and put it to work. Students must be able to recall significant learning achievements from the unit. Students should be able to identify the primary research methodology used in articles. They should apply this learning to a specific issue. Students should identify between ‘academic’ and ‘non-academic’ sources of information. Students should demonstrate appropriate research skills, including facility in conducting online searches and retrieving information from electronic databases also they shall analyze samples of published research, including some in French perhaps because of the Haitian lesson.
Students will produce a final research project. Propose a thesis statement for an appropriate research topic. Assemble a bibliography on the chosen topic. Students should also construct an outline for a research paper, this will help guide them. I would like for students to demonstrate clear and correct self-expression in the language of instruction, both orally and in writing. Also I want them to assess and improve their communication skills. Students should ask me questions and incorporate feedback from me and use it in their final paper.
Timeline-
Whole class
I will be taking this class to go over the final paper and all of its components. Students will have two weeks to complete the final paper.
Final Research Paper:
[The following is a sample outline you may consider as an informational model to assist you in preparing your own research. Instructional directions are provided in parentheses. Sectional labels are provided in bold. Do not provide your version of either instructional directions or sectional labels in your outline. They are provided here merely to explain the basic layout and points of an outline.]
Working Title
“Canadian Common Courtesy and Accommodation”
List of Main Points
1. Candians are accepting people….
2. More should be done to protect human rights…
3.
4.
Working Thesis Statement
The following essay explores some recent issues related to religion and human rights in Canadian society. Canada is a multicultural country with a population of about 35 million people. Canada does not have a specific religion that everyone must follow. In Canada people are free to choose whichever religion they want to follow as long as it does not promote violent behaviour that will infringe on the civil rights of others. This paper will review the legal policies, religious restrictions, and society’s attitudes towards religious conflicts in Canada. It is important in any conflict that both parties find a point of resolution somewhere in the middle of the two opposing sides. Compromises must be made in order to settle a dispute; the situation must also be evaluated to determine what is most logical and democratic for each specific case where religion is conflicting with another aspect of society.
[Note how this thesis statement involves several components linked together: Important Note: I have constructed a complex thesis statement here because I am dealing with a complex topic. Again, I am dealing with a complex topic in this sample purely because it is the one that I know best in Canadian history. I do not recommend that you draft your thesis in a complex fashion. Keep it direct, simple and to the point. But make sure it advances an overall argument. Do not give me a statement of facts as a thesis statement.]
Introduction
General Ideas about Topic
It is crucial for the progress of Canada to resolve issues of accommodation and adaptation in a fair manner.
4. Thesis Statement
The following essay explores some recent issues related to religion and human rights in Canadian society. Canada is a multicultural country with a population of about 35 million people. Canada does not have a specific religion that everyone must follow. In Canada people are free to choose whichever religion they want to follow as long as it does not promote violent behaviour that will infringe on the civil rights of others.
5. List of Main Points
Religious conflicts in Canada are more frequent than they should be, hundreds of religious issues are reported annually and most of them are serious infringements on human rights. Hundreds of religious conflicts also go undocumented yearly for various reasons such as ignorance of the victims, and the argument never reaches the system of justice.
Main Point 1
Write a few paragraphs on your first main topic, I would like 3 paragraphs per point and at least 4 points
Main Point 2
Main Point 3
Main Point 4
Conclusion
Summarize your paper and tie up any loose ends.
Assignments/Assessments for the entire unit
Assignment/Assessment 1
A Glossary of key pedagogical approaches for a peaceful classroom will be compiled, using the list below. More may be added. Each entry should be 400 words, minimum. Try to put as many of these in your own words as possible. You can cut and copy from the web if you reference the material. This must be completed by the end of the unit. Value 10%.
transformative learning,
critical pedagogy and human rights,
reflective pedagogy,
progressive education,
contextual learning,
critical thinking and reasonable accommodation,
creative thinking
collaborative learning
cooperative learning,
constructivist approach and constructivism
participatory approach,
global perspective,
emancipatory approach,
democratic classroom,
Assignment/Assessment 2
Groups of students will be leading a 25 minute class seminar on selected topics of their choice related to Social Justice. This presentation, and preparatory notes, is also part of class participation. Some topics can based on peace education as empowerment for social change, moral development, controversial dimensions of peace education, overcoming the culture of war in schools, and five pedagogical approaches for peace education that surpass all other approaches. Be creative, you can use all kinds of multi-media. (10%)
Evaluation for the unit:
Final Paper: 50%
Componentsof the Final Paper:
Thesis 5%
Bibliography 15%
Final paper 25%
Oral presentation 5%
2 Assignments: 20%
In-class work 30%
