Human Rights

1. Human Rights Mia Charlton Carey Galliher

2. Human Rights Unit • Length: 5/4/15-5/29/15 • 6th grade World Geography • The purpose of this unit is to help students understand the state of the world today via the transgressions and advances of human rights internationally. Additionally, the students will use prior knowledge and inquiry processes to help make connections to previous units and the issues that our world faces today.

3. Unit Description • This unit will cover human rights from various time periods and places internationally. • Human rights is a broad term, however students need to be aware of how far humanity has come in order to be responsible global citizens. • This unit will start with South Africa and the Aparthied, followed by a lesson on South Africa today. The next section will cover India’s fight for home rule, and the problems that India faces today. The third week will cover Texas history and exam the San Antonio Missions through the lens of Human Rights. Lastly, the unit will look at how natural disasters effect countries differently, depending on how developed that country is. • By the end of this unit, students will see that the world has come a long way, but that we still have a ways to go and that they will have a role in the way their world is shaped.

4. Learning Outcomes • Students will use reading, writing, critical thinking, research, and primary and secondary source analysis skills to compare and contrast how human rights have changed throughout time and throughout the world. • Students will learn how to use these skills to think critically about the role they can play and the role that individuals have played, in progressing human rights in various countries.

5. II. Time, Continuity, & Change IV. Individual Development & Identity V. Individuals, Groups, & Institutions VI. Power, Authority, & Governance IX. Global Connections X. Civic Ideals & Practices National council for the social studies Standards

6. National council for the social studies themes • II. Time, Continuity, & Change: Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop a historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change? This theme typically appears in courses in history and others that draw upon historical knowledge and habits. • IV. Individual Development & Identity: Personal identity is shaped by one’s culture, by groups, and by institutional influences. Students should consider such questions as: How do people learn? Why do people behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop from youth to adulthood? In schools, this theme typically appears in units and courses dealing with psychology and anthropology.

7. National council for the social studies themes • V. Individuals, Groups, and Institutions: Institutions such as schools, churches, families, government agencies, and the courts play an integral role in people’s lives. It is important that students learn how institutions are formed, what controls and influences them, how they influence individuals and culture, and how they are maintained or changed. Students may address questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change? In schools this theme typically appears in units and courses dealing with sociology, anthropology, psychology, political science, and history. • VI. Power, Authority, and Governance: Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. In exploring this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed? How can individual rights be protected within the context of majority rule? In schools, this theme typically appears in units and courses dealing with government, politics, political science, history, law, and other social sciences.

8. National council for the social studies themes Cont. • IX. Global Connections: The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between national interests and global priorities. Students will need to be able to address such international issues as health care, the environment, human rights, economic competition and interdependence, age-old ethnic enmities, and political and military alliances. This theme typically appears in units or courses dealing with geography, culture, and economics, but may also draw upon the natural and physical sciences and the humanities. • X. Civic Ideals & Practices: An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Students confront such questions as: What is civic participation and how can I be involved? How has the meaning of citizenship evolved? What is the balance between rights and responsibilities? What is the role of the citizen in the community and the nation, and as a member of the world community? How can I make a positive difference? In schools, this theme typically appears in units or courses dealing with history, political science, cultural anthropology, and fields such as global studies, law-related education, and the humanities. This book includes one chapter each for the early grades, the middle grades, and the high school level. Within those chapters, each theme is followed by a list of student performance expectations and classroom activities. To illustrate how the standards are applied using the themes and performance expectations, the following three sections provide examples from the early grades, middle grades, and high school.

9. Vocabulary • Nonviolence: The avoidance of the use of violence as a matter of principle; also: the principle of not using violence to achieve one's goals. • Caste System: A class system where a person’s social standing is determined by their birth/heredity. Once used in India. • Untouchable: Amember of the lowest social class/caste in India. • Equality: The state of being equal, especially in status, rights, and opportunities. • Apartheid: Apolicy of racial segregation formerly practiced in the Republic of South Africa. • Segregation: The separation or isolation of a race, class, or group. For example, restriction to an area or separate school. • ANC: The African National Congress, a group dedicated to fighting discriminatory apartheid laws in South Africa. Discrimination: The practice of unfairly treating a person or group of people differently from other people or groups of people. Sometimes based on race, gender, or social class. Demonstration: Apublic meeting or march protesting against something or expressing views on a political issue. Political Prisoner: A person who has been imprisoned for holding or advocating/promoting political views that differ from the country that has imprisoned them. Resistance: A group working to overthrow or change a government. Nobel Peace Prize: A very important award given to people who have work for peace either in their countries or worldwide. Winners include Nelson Mandela, Martin Luther King Jr., and F.W. de Klerk. Human Rights: The basic rights and freedoms that all humans are entitled. For example, the right to life and liberty, freedom of thought and expression, and equality before the law. Civil Disobedience: The refusal to obey certain laws or demands of the government for the purpose of influencing governmental policy. Uses nonviolent techniques like sit-ins, protest, and boycotts.

10. Monday 5/4/15 Introduction to Human Rights Unit and South Africa Warm-up: Students will write a warm-up explaining what they think the word “human rights” means. They will then discuss their thoughts as a class. Activity: Teacher will conduct a read aloud of Kadir Nelson’s Nelson Mandela. The teacher will stop and ask students questions, such as which “U.S. policy sounds similar to apartheid?” “ Segregation” and “What are the elders describing when they are talking about the white men with guns?” “Imperialism” Activity: Students will receive a card with either a definition, a term, a picture of a person, or a name of a person. The students must then find their card’s match within 5 minutes. Then they will present their cards to the class. Activity: Students will work on human rights wordsheet and finish it for homework. TEKS §113.18 (b) (13) Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to:(C) compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and nonrepresentative governments. (14) Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:(A) identify and explain the duty of civic participation in societies with representative governments; and(B) explain relationships among rights, responsibilities, and duties in societies with representative governments.

11. Monday 5/4/15 Introduction to Human Rights Unit and South Africa Materials: Book, Wordsheets (one per student), Elmo, Pens/Pencils, Vocabulary Cards, Warm-up sheets (one per student)

12. Tuesday 5/5/15 apartheid • Warm-up Activity: Students will receive a card when they come in the room that designates them as either African/Indian or European. The classroom will be broken into Soweto and Sandton sections and students will need receive cards with job descriptions and living condition descriptions. They will then discuss the differences they experienced. • Activity: Students will then participate in a webquest that will examine the different neighborhoods in Johannesburg, as they are today, and discuss the provided questions. • Resources. (n.d.). South Africa: Overcoming Apartheid. Retrieved April 24, 2014, from http://overcomingapartheid.msu.edu/educationalactivity.php?id=65-260-9 • Activity: The students will look up examples of posters and flyers used by the African National Congress and others to fight Apartheid. The students will then make their own posters and fliers in pairs either online or on a poster board. • TEKS §113.18 (b) (1)  History. The student understands that historical events influence contemporary events. The student is expected to: (A)  trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and (B)  analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. (3)  Geography. The student uses geographic tools to answer geographic questions. The student is expected to:(A)  pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?;(B)  pose and answer questions about geographic distribution and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (C)  compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models

13. Tuesday 5/5/15 Materials: Pens/Pencils, Computer/Internet, Paper, Cards w. Descriptions, Posters, Markers

14. Wednesday 5/6/15 Apartheid Continued Activity: Students will use information dossiers with pictures, biography excerpts, political cartoons, and other sources that students will use to fill out a Zooming in/Zooming out outline. They will do these in stations and jigsaw the information in the last half of class. TEKS §113.18 (b) (1)  History. The student understands that historical events influence contemporary events. The student is expected to: (A)  trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and (B)  analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. (3)  Geography. The student uses geographic tools to answer geographic questions. The student is expected to:(A)  pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?;(B)  pose and answer questions about geographic distribution and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (C)  compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models

15. Wednesday 5/6/15 apartheid Materials: Dossiers, Zooming In Sheet (one per student, per station), Pens/Pencils

16. Thursday 5/7/15 timeline of apartheid • TEKS §113.18 (b) (11)  Government. The student understands the concepts of limited and unlimited governments. The student is expected to: (D)  review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan. (13)  Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to: (A)  describe roles and responsibilities of citizens in various contemporary societies, including the United States; (B)  explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies; and (C)  compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and nonrepresentative governments. • Warm-up Activity: Students will write about what they think human rights means now that they have read more about Apartheid and reflect on what they had written earlier in the week. • Activity: Students will create a timeline of events in Apartheid using a printed resource from the UN cyber school bus site. Students may work in pairs. Apartheid Timeline. (n.d.). UN News Center. Retrieved April 23, 2014, from http://www.un.org/cyberschoolbus/discrim/race • Activity: Teacher will facilitate class discussion about what they have learned during the week and if they notice similarities between South Africa and other events that they have prior knowledge about or that previous units have covered. Students will also discuss and state the responsibilities and influence that they feel individual citizen can have on their governments and their government‘s policies.

17. Thursday 5/7/15 Timeline of apartheid • Materials: Poster board, Paper, Pen/Pencil, Scissors, Glue, Timeline Sheets( one per student)

18. Friday 5/8/15 letters to Mandela • TEKS §113.18 (b) (14)  Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to: (A)  identify and explain the duty of civic participation in societies with representative governments; and (B)  explain relationships among rights, responsibilities, and duties in societies with representative governments. (22)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A)  use social studies terminology correctly; (B)  incorporate main and supporting ideas in verbal and written communication based on research; (E)  use standard grammar, spelling, sentence structure, and punctuation (23)  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution • Oral Warm-up: Teacher will ask students about what they would say to Nelson Mandela if they got a chance to. Students will discuss possible responses. Teacher will then inform the students that they will get a chance to say these things in a letter to Mandela. • Activity: Students will write a letter to Nelson Mandela showing their support for his fight against Apartheid. They must say why they support him, what they think can be done to help his fight, and use their own words to define Apartheid, civil disobedience, and nonviolence. • Activity: Students will read this following article and discuss it. Teacher will facilitate discussion, noting what students say on the board to help students form a consensus and the state of human rights today. Mufson, S. (2014, January 5). It had been 26 years since I’d seen South Africa. How it changed — and how it hadn’t.. Washington Post. Retrieved April 24, 2014, from http://www.washingtonpost.com/opinions/it-had-been-26-years-since-id-seen-south-africa-how-it-changed--and-how-it-hadnt/2014/01/02/204269aa-6f2b-11e3-b405-7e360f7e9fd2_story.html

19. Friday 5/8/15 Letters to Mandela • Materials: Article Printout (one per student), Paper, Pencils/Pens, Human Rights Wordsheets (from earlier in the week)

20. Monday 5/11/15 Biography of Mahatma Gandhi Warm-up: students will create a KWL chart filling out all the information they know and want to know about Mahatma Gandhi, and share orally Activity: students will be placed in groups and receive class set copies of a biography of Gandhi (http://www.ducksters.com/biography/mohandas_gandhi.php , http://www.gandhi-manibhavan.org/aboutgandhi/biography_southafrica.htm, http://www.enchantedlearning.com/history/asia/india/gandhi/ ) Each group will either receive a copy of the India bio or the South Africa bio and write facts that were learned in the “L” section of their KWL chart. Activity: Teacher will bring students back together as a whole class to share info that they put in their “L” section; students who had the India bio will write what was shared from the South Africa bio and vice versa Activity: Teacher will probe questions to bring in comparisons and contrasts such as “How does Gandhi’s non-violent acts relate to or differ from Mandela and/or MLK?” Finishing up the class: students will take their KWL charts and place them in their interactive portfolio Ticket out the door: How did Gandhi contribute to either India or South Africa (choose one and write at least 2 sentences) TEKS §113.18 (2)  History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: (A)  identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution; and (B)  evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (13)  Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to: (B)  explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies

21. Monday 5/11/15 Biography of Mahatma Gandhi Materials: KWL chart, biographies, pen/pencil

22. Tuesday 5/12/15 India independence, pre-post Activity: Students will use information dossiers with pictures, biography excerpts, political cartoons, and other sources that students will use to fill out a Zooming in/Zooming out outline. They will do these in stations and jigsaw the information in the last half of class. http://www.sparknotes.com/biography/gandhi/timeline.html TEKS §113.18 (b) (1)  History. The student understands that historical events influence contemporary events. The student is expected to: (A)  trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and (B)  analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. (3)  Geography. The student uses geographic tools to answer geographic questions. The student is expected to:(A)  pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?;(B)  pose and answer questions about geographic distribution and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (C)  compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models

23. 5/12/15 India independence pre-post Materials: Dossiers, Zooming In Sheet (one per student, per station), Pens/Pencils

24. Wednesday 5/13/15 Human Rights Jeopardy • (13)  Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to:(C)  compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and non-representative governments. (14)  Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to: (A)  identify and explain the duty of civic participation in societies with representative governments; and (B)  explain relationships among rights, responsibilities, and duties in societies with representative governments. • Assessing Prior Knowledge (5 min): I will ask students to take out their Vocabulary Word Sheet from Monday’s lesson. Students will take time to review the listed words and revisit what the words are supposed to mean. • Instruction for Set Up: Students will be split into two teams. The teams will be randomized; as they walk in the room they will either be given the number 1 or the number 2, this will determine what team they’re a part of. Students will sit on the left side if they’re a 1 and the right side if they’re a 2. • Activity: After students have sat on their designated sides for their teams. The first student from each side will come up to the front and attempt to choose a category and the amount of points they want to try to gain. I will read the question and the first person to hit the buzzer (or raise their hand if there isn’t a buzzer) will have the opportunity to answer the question first (in a question form ex: who is… what is…). If the first person does not get the question correct their opponent will then have the opportunity to answer the question and attempt to get the points. We will continue in this fashion for each question to come. Mrs. Blanton (or a student) will keep score for each team as each team scores. • Explanation of Social Studies Component: The students will use their prior knowledge they gained on Monday about human rights and some of the leaders. This will serve as a review for the terms they should now be familiar with before they continue on with the Human Rights unit. • Explanation of other cross circular components (i.e. Reading, Math): The students will use reading skills to read and answer each jeopardy question. Students will use math due to each question being worth a certain amount of points and score has to be kept; points will be added each time.

25. Wednesday 5/13/15 Human Rights Jeopardy • Materials: Crosswords, Projector, Powerpointpresentation, Wordsheets, Pens/Pencils

26. Thursday-friday 5/14/15-5/15/15MLK, Mandela, and Gandhi dbq Activity: students will work in pairs on DBQ analyzing, primary sources, maps, letters, magazine articles, and books. They will do these in groups of no more than 2. Day 1, Thursday: steps 1-4 (the first part of step 4 should be completed in class and the second part of step 4 will be completed for homework) Day 2, Friday: step 5-step 6 (written essay) should be completed • TEKS §113.18 (b)(2)  History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: (A)  identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution; and (B)  evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (3)  Geography. The student uses geographic tools to answer geographic questions. The student is expected to: (A)  pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? (15)  Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (D)  analyze the experiences and evaluate the contributions of diverse groups to multicultural societies; (E)  analyze the similarities and differences among various world societies; and(F)  identify and explain examples of conflict and cooperation between and among cultures. (21)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (A)  differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures; (B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C)  organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (D)  identify different points of view about an issue or current topic; (E)  identify the elements of frame of reference that influenced participants in an event; and (F)  use appropriate mathematical skills to interpret social studies information such as maps and graphs.

27. Thursday-Friday 5/13/15-5/15/15 MLK, Mandela, and Gandhi dbq Materials: pen/pencil, and DBQ packet, groups of no more than 2

28. Advanced preparation Text: Mandela picture book Copies: Teacher will need to create copies of vocabulary word sheets, graphic organizers, KWL charts, warm-up sheets, and any articles (biographies, DBQ, timelines) or station materials (30 per class) Web resources: http://www.sparknotes.com/biography/gandhi/timeline.html , http://www.ducksters.com/biography/mohandas_gandhi.php , http://www.gandhi-manibhavan.org/aboutgandhi/biography_southafrica.htm, http://www.enchantedlearning.com/history/asia/india/gandhi/ , Supplies: Students will need pens/pencils, dossiers, poster board, paper, scissors, glue, oak tags, and teacher provided articles/supplemental readings Technology resources: printers, Ipads/desktop/lap top, and Internet access

29. Background Knowledge for Teachers and Resources • Teachers will need to have an understanding of the intimate relationship between human rights, where people settle, and how they interact with one another. This unit will be discussing human rights, not just in the proximity of the United States, but within South Africa and India. Sources such as the National Park Services website and historical picture books by Kadir Nelson, help support the ideas, and content, presented within this unit.

30. Evaluation methods

31. Handouts