LESSON OVERVIEW
Signature Assignment: Thematic Unit
Lauren Williams
EED 524 – Integrated Social Studies
Arizona State University
Spring 2012
Rights and Responsibilities of a Global Citizen

Your Name
Title of Your Lesson
Grade Level
Subject
Lauren Williams
What Are Your Civil Rights?
8 th
Grade
Social Studies
Summary and Rationale The theme of this unit is the rights and responsibilities of a global citizen.
This lesson introduces the students to the concept of civil rights, how it differs from civil liberties, and some of the major historical moments in civil rights.
Classroom Scenario
PRETEACHING
TASKS/PLANNING
AZ Standard
Standards/Core Standards
Whole class, individual work, and group work.
Social Studies:
S1, C4, PO4: Describe the significance of the Bill of Rights.
S1, C9, PO6: Describe the importance of the following civil rights issues and events: b. nonviolent protests, c. desegregation
Writing:
S3, C3, PO1: Write a variety of functional texts (e.g., posters).
Reading:
S1, C6, PO4: Use graphic organizers in order to clarify the meaning of the text.
S3, C1, PO1: Restate the main idea (explicit or implicit) and supporting details in expository text.
Objectives
Evaluation/Assessment
Materials Needed
Accommodations/Modifica tions
TSW examine various historical civil rights events and design protest signs for that event. TSWBAT highlight how someone’s rights are being violated and the possible ways they can overcome injustice.
Students will be assessed on their independent reflection, their participation in the discussion and group work, and their good citizenship throughout the lesson. Use thumb up/thumb down to check understanding throughout the lesson.
Computer, power point, student handout, poster board, markers/colored pencils/crayons, lined paper, pencil/pen
This lesson involves largely differentiated instruction taking into account the various levels of students as well as the ELL students, incorporating many visual components, strong student input, and kinesthetic/creative work.
TEACHING
PROCEDURES
Building Background
(Opener/Hook/Anticipator y Set)
Introduction of New
Material
“Who here knows their rights?” Let the students list their rights (even silly or incorrect ones) and write them on the board.
“Now, what would you do, if all your rights were taken away? Would you fight? Protest? Be silent?” Let the students talk about what they would do, no matter how extravagant.
“Believe it or not, many people around the world, even in America, don’t have the same rights as you or me. In fact, you and I might not even have the same rights!”
1.
The students should already know about the Bill of Rights. “What is the Bill of Rights?” Allow the students to answer the question, and then explain: “The Bill of Rights is name given to the first ten

Guided Practice/Small
Group Lesson Activities
Lesson Closure
Independent Practice amendments to the US Constitution. Each amendment protects one or more civil right of American citizens.”
2.
Ask the students, “What is the difference between Civil Liberties and
Civil Rights?” Allow them some time to try to answer before explaining—
“Civil Liberties are laid out in the constitution as the right to life, liberty, and the pursuit of happiness. They never change and they are the same for all people. Civil Rights, however, constantly change depending on new laws or new rulings made every day. They are our legal rights. Civil rights laws are put in place ensure that everyone has the same legal rights, however this doesn’t always work. Normally, civil rights laws protect people who otherwise might be discriminated against.”
3.
Ask the students, “Can someone name a civil rights law that protects people?”
An example may be Affirmative Action, the Disabilities Act, the Voting Act, the Civil Rights Act, etc.
4.
Ask the students, “Can someone give me an example of a civil right that not everyone in America has?”
An example may be that homosexual couples cannot marry because they do not have that civil right, while heterosexual couples do have that civil right.
5.
The underlying Civil Liberty is equality , but not everyone has equal
Civil Rights. Ask the students if they think this is fair and how might we change things.
6.
Go over some key terms with the students, asking them for a definition of each term before giving them the answer. Non-violent protests, segregation, desegregation, integration, suffragist, sit-ins, discrimination, internment camp, amish, zoot suits, etc.
The students number off into groups of four. The groups read a story provided to their group. Each packet will contain a condensed copy of the Bill of
Rights and a reading dealing with a historical moment of civil rights injustice.
The group will read through their packet and prepare a protest sign. Each group will then present their sign to the class, discussing a) the civil rights that were violated, and b) how/if the injustice was overcome.
The students present their poster, explaining their story and how their sign reflects the issue. The students discuss each poster and connect the civil rights issue of the reading to civil rights issues of today or other issues from the past.
Students will take the rest of the class time to write a reflection in their writer’s journal. They will answer the question “Why is it important to know your civil rights?” The entry will be turned in before the end of the day’s lesson. If the lesson takes more than one day, the reflection will be collected on the final day.

Civil Rights Power Point

Bill of Rights
1.
Congress can't make any law about your religion, or stop you from practicing your religion, or keep you from saying whatever you want, or publishing whatever you want (like in a newspaper or a book). And Congress can't stop you from meeting peacefully for a demonstration to ask the government to change something.
2.
Congress can't stop people from having and carrying weapons, because we need to be able to defend ourselves.
3.
You don't have to let soldiers live in your house, except if there is a war, and even then only if
Congress has passed a law about it.
4.
Nobody can search your body, or your house, or your papers and things, unless they can prove to a judge that they have a good reason to think you have committed a crime.
5.
You can't be tried for any serious crime without a Grand Jury meeting first to decide whether there's enough evidence for a trial. And if the jury decides you are innocent, the government can't try again with another jury. You don't have to say anything at your trial. You can't be killed, or put in jail, or fined, unless you were convicted of a crime by a jury. And the government can't take your house or your farm or anything that is yours, unless the government pays for it.
6.
If you're arrested, you have a right to have your trial pretty soon, and the government can't keep you in jail without trying you. The trial has to be public, so everyone knows what is happening. The case has to be decided by a jury of ordinary people from your area. You have the right to know what you are accused of, to see and hear the people who are witnesses against you, to have the government help you get witnesses on your side, and you have the right to a lawyer to help you.
7.
You also have the right to a jury when it is a civil case (a law case between two people rather than between you and the government).
8.
The government can't make you pay more than is reasonable in bail or in fines, and the government can't order you to have cruel or unusual punishments (like torture) even if you are convicted of a crime.
9.
Just because these rights are listed in the Constitution doesn't mean that you don't have other rights too.
10. Anything that the Constitution doesn't say that Congress can do should be left up to the states, or to the people.
Source: Carr, Karen. "Billofrights," Kidipede - History for Kids. 2012. http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm

Story #1: 1963 Birmingham Church Bombing
On September 15th, 1963, a bomb exploded at the Sixteenth Street Baptist Church in Birmingham, Alabama.
A Sunday school session was in progress. Four children were in the church basement preparing for the service. All four girls died. Many others were injured. Despite the deaths and injuries, no one was initially arrested for this crime. Although, the authorities had four male suspects
Birmingham was a major centre of civil rights activities and the church was an organizational centre for the movement. Youths used the church as a centre to help plan out strategies to get more black high school children involved in the civil rights cause. Stores in downtown Birmingham had been desegregated and just days before the bombing. Schools in Birmingham had been ordered by a federal court to integrate.
The chief of police in the city, Bull Connor, was very anti-civil rights and had ordered that police dogs and fire hoses be used on civil rights demonstrators. The influence of the KKK was so strong in Birmingham that children’s books that showed black and white rabbits together were banned from sale in bookshops in the city. Segregation was the norm in the city. Violence against the black community in Birmingham was not unusual but the deliberate bombing of a church took that violence to a new level.
J Edgar Hoover, head of the FBI, stated that any chance of prosecution was “remote” and in 1968, the FBI pulled out of the investigation. Initially, no one was arrested. Eventually, a known member of the KKK was arrested in 1977. He was sent to prison and died there.
In 1980, a US Department of Justice report stated that Hoover had blocked evidence that could have been used in the pursuit of suspects. This led to the Alabama district attorney reopening the case. Eventually, all the men involved died or went to prison.
Source: Trueman, Chris. 1963 Birmingham Church Bombing. http://www.historylearningsite.co.uk/1963_birmingham_church_bombing.htm
Story #2: The Women’s Vote
In the past, American women did not have the same rights as men. They couldn't own property. They couldn't attend the same colleges. And they couldn't vote.
Women activists trying to get the right to vote were called suffragists. Beginning in 1848, they organized and tried to win the vote. It would take over 70 years, but in the end, the 19th Amendment to the U.S.
Constitution was passed, giving all American women the right to vote for their government representatives.
Inez Milholland Boissevain, a young lawyer, led 8,000 women in a protest march in Washington, D.C. She rode a white horse and wore a flowing white silk cape. The women wanted to ask the new president,
Woodrow Wilson, to give women the right to vote.
Men shouted insults and threw things at the women. They kept on marching. While Inez was fighting for her cause she got very sick and died at a young age. Four years later, in 1920 women won the right to vote.
Source: PBS Kids. Fairness Fighters. http://pbskids.org/wayback/fair/fighters/index.html

Story #3: The Greensboro Sit-Ins
On February 1st, 1960, four African American college students in North Carolina went an all-white restaurant at Woolworth’s. The store was open to all customers regardless of color. However, the restaurant was for whites only. They asked for food, but were refused service and asked to leave. This sparked the sitins. When the four students returned to their campus, other students greeted them as heroes.
Other students followed their example over the following days in February. On February 2nd, 24 students took part in a sit-in at Woolworth’s food counter.
On February 4th, black students were joined by white female students from the North Carolina’s Women’s
College. Segregated food counters throughout Greensboro were affected.
Such was the chaos created that the restaurant in Woolworth’s was forced to close. More and more students across the South copied the Greensboro example of direct action. By February 7th, there were 54 sit-ins throughout the South in 15 cities in 9 states.
The press took a great interest in the protest. It was fully reported around the country. The photos of students
(both white and African American) having food poured over them at lunch counters by those opposed to what they wanted, had an effect on the public. Many were horrified.
Stores in Atlanta, the city most associated with Martin Luther King, Jr., desegregated. The Woolworth’s at
Greensboro eventually agreed to desegregate its food counter in July 1960 having lost $200,000 dollars of business.
Over 70,000 people took part in the sit-ins. They even spread to northern states such as Alabama and Ohio and the western state of Nevada. Sit-ins protested about segregated swimming pools, lunch counters, libraries, transport facilities, museums, art galleries, parks and beaches.
Source: Trueman, Chris. The Greensboro Sit-Ins of 1960. http://www.historylearningsite.co.uk/greensboro_1960.htm
Story #4: Coal Mining Kids
In the late nineteenth century a lot of kids went to work every day, from sunrise to sundown. They worked in factories. They crawled into the tiny spaces in coal mines where grownups couldn't fit. They shouted headlines on street corners to sell newspapers. They plowed fields, picked cotton and made cloth.
The people who hired kids liked to have them as workers because it was easier to make them work hard, and they could pay them less than grownups. Children went to work to help their families when there was no money for a place to live or food to eat. But the work was dangerous and unhealthy.
Mary Harris Jones gathered together a bunch of kids who worked in the textile mills. Together, they walked from Philadelphia to New York, to the house of President Theodore Roosevelt. They asked him to pass laws against child labor. Over time, the laws were created. Mary, whose nickname was "Mother Jones," helped keep American children in schools, and out of factories.
Source: PBS Kids. Fairness Fighters. http://pbskids.org/wayback/fair/fighters/index.html

Story #5: Rosa Parks
In 1943, Rosa Parks had experienced discrimination on the buses in the South firsthand. Having paid her fare, she was told to use the back entrance of the bus to get to the ‘black’ seats at the back of the bus. As she walked to this door, the bus drove off leaving her where she was.
On December 1st, 1955, Rosa Parks refused to give up her seat on a bus to a white man who was standing.
All the ‘white’ seats had been taken. She was arrested and on December 5 th
. A boycott of the buses started that lasted for 381 days. The boycott only ended when shopkeepers in Montgomery urged a settlement because no one came to Montgomery to shop. In 1956, the Supreme Court deemed that segregation on buses was unconstitutional.
Parks was given the title “Mother of the Civil Rights Movement.”
When asked why she refused to give up her seat when three other African-Americans did, Parks replied:
“Our mistreatment was just not right, and I was tired of it. I kept thinking about my mother and my grandparents, and how strong they were. I knew there was a possibility of being mistreated, but an opportunity was being given to me to do what I had asked of others.”
Source: Trueman, Chris. Rosa Parks. http://www.historylearningsite.co.uk/rosa_parks.htm
Story #6: Japanese American Internment Camps
In 1941, war broke out between Japan and the United States. Soon after, President Franklin Roosevelt issued an order allowing the military to name strategic areas, and exclude people from those areas.
The order was written to prevent spying or sabotage, but it was used to remove many Japanese Americans from their homes in California, Oregon, Washington, and Arizona. No one had evidence that any Japanese
American person was a spy, or had planned to harm the American war effort.
The Japanese Americans were sent to prison camps, some for up to four years. They had to leave their jobs, their homes, the land they owned -- everything. In the end, over 120,000 people with Japanese ancestry were put in camps. Many of them were children, and many were American citizens. Some families had lived in the
U.S. for generations.
A Japanese American man, Fred Korematsu, refused to leave his house when his family was taken to the camps. He was arrested for going against the government's order. Fred filed a lawsuit against the government. He said his rights as an American had been taken away. He lost the case, but Fred never lost hope.
His lawyer later proved that the government's use of the camps was an act of racism. The U.S. government apologized and compensated Fred's family and other Japanese Americans for their suffering. Fred had the courage to stand up for the rights of thousands of people.
Source: PBS Kids. Fairness Fighters. http://pbskids.org/wayback/fair/fighters/index.html

Story #7: Amish Schooling
The Amish do not drive cars or use electricity. They are a religious community of farmers, homemakers and craftspeople. They have preserved a simple way of life, even as they are surrounded by the changes in modern America. Amish children study in one-room schoolhouses until eighth grade. After that, they learn by working in their community.
U.S. law says that all children must go to school until the age of 16. In the 1960s Amish families in Iowa were fined $1,000 a day for not sending their teenagers to school. Sometimes the police would take a family's cow to pay the fine. School officials were seen chasing Amish children through fields to make them go to school. People were trying to force the Amish to change their religious beliefs.
Reverend William C. Lindholm heard what was happening to the Amish and didn't think it was right. He decided that he could do something to help. When three Amish parents were arrested for not sending their children to school, Reverend Lindholm came forward to organize their defense.
Their case went all the way to the Supreme Court. The judges ruled that the Amish community could keep their religious beliefs and not send their children to high school. It was a big victory for all people who needed to defend their religious freedom.
Source: PBS Kids. Fairness Fighters. http://pbskids.org/wayback/fair/fighters/index.html
Story #8: Los Angeles Zoot Suit Riots
The Zoot Suit Riots fostered an atmosphere of hate and prejudice towards the Mexican American community. In May 1943, conflict broke out on the streets of Los Angeles between servicemen and young
Pachucos and Pachucas. During the riots in Los Angeles, servicemen targeted Pachuco youth wearing zoot suits. The Pachucos were all underage youth. They were too young to be drafted by the service. Servicemen physically beat zoot-suiters, stripped them of their zoot suits, and destroyed their clothing. The Los Angeles
Police Department stood by and watched.
Several elements fed the flame that incited these riots:

Newspapers were eager to distract attention from the war. They singled out what they falsely determined were internal enemies.

Servicemen formed racist attitudes about zoot suiters based on stories published by the press.

The public viewed them as un-American and a threat to wartime patriotism.

Law enforcement held very prejudiced views of Mexican Americans, Pachuco youth and Native
Americans.
Realizing the disastrous international effects of the riots, the Federal Government was pressured to stop the conflict.
Among actions taken, the:

Navy canceled all shore leaves. Downtown Los Angeles became out of bounds to all servicemen.

Mexican Ambassador requested a formal inquiry into the riots.

Press ceased printing negative reports misrepresenting Mexican American zoot suit-wearing youth.

Source: Zoot Suit Discovery Guide (2012). Zoot Suit Riots. http://research.pomona.edu/zootsuit/en/riots/
Story #9: Segregated Schools
For many years in the U.S., white kids went to white-only schools and black kids went to black-only schools.
Compared to the white schools, black schools had worse buildings, used older textbooks, and teachers didn't get paid as well.
In 1954, the Supreme Court decided a landmark case, Brown v. Board of Education of Topeka, Kansas. The court said it was illegal to separate students this way. Many white parents did not like the new law. To fight against it, they took their children out of schools where black children were allowed to attend.
In 1960, a six-year-old girl became the first black student to enter a white elementary school in the South.
Her name was Ruby Bridges. On her way into the school she walked past a crowd of angry, shouting white people. She was protected by guards. When she came to her classroom, it was full of empty desks. All the angry white parents had taken their children out of her class.
Ruby and her teacher, Mrs. Henry, worked together all year, even though she was the only student in the class. By the next school year, there were no guards and no protesters. White students returned to the school, and Ruby even had a few black classmates. Ruby's bravery led to better education for children of all races.
Source: PBS Kids. Fairness Fighters. http://pbskids.org/wayback/fair/fighters/index.html

LESSON OVERVIEW
Your Name Lauren Williams
Title of Your Lesson
Grade Level
Classroom Scenario
PRETEACHING
TASKS/PLANNING
Human Rights Violations
8 th
Grade
Subject Social Studies
Summary and Rationale The theme of this unit is the rights and responsibilities of a global citizen.
This lesson introduces the concept of human rights, how it differs from civil rights, and some of the major historical moments in human rights.
Whole class, group work, self-contained.
AZ Standard
Standards/Core Standards
Social Studies:
S2, C8, PO16: Examine human rights issues during the 20 th
century.
Writing:
S3, C3, PO1: Write a variety of functional texts (e.g., posters).
Reading:
S1, C6, PO4: Use graphic organizers in order to clarify the meaning of the text.
S3, C1, PO10: Make relevant inferences about expository text, supported by text evidence.
Objectives
Evaluation/Assessment
Materials Needed
Accommodations/Modifica tions to be provided
TSW create posters or flyers to inform the public about human rights violations. TSWBAT discuss verbally and in writing the Universal
Declaration of Human Rights and how those rights affect their personal lives.
Students will be assessed on their participation in whole class discussion, their contribution to the group work, and the quality and effort of their individual assignment. The group and individual work will be assessed for creativity, attention to detail, use of facts from reading, use of Universal
Declaration of Human Rights, personal voice, and genuineness. Use thumb up/thumb down to check understanding throughout the lesson.
Computer, internet access, human rights handout, poster board, construction paper, or printer paper, colored pencils, markers, and crayons
Lower ELL students may work with their designated partners even during quiet individual work times. Higher ELL students will work individually when asked, but may seek and receive assistance throughout the lesson.
TEACHING
PROCEDURES
Building Background
(Opener/Hook/Anticipator y Set)
First, discuss objective for lesson and expectations of students throughout the lesson. Outline what we will be doing so the students stay on track.
Objectives: Learn about the Universal Human Rights. Understand and examine common and current Human Rights violations.
Expectations: Listen when I am speaking. Listen when classmate is speaking. ALL belonging on the floor. Eyes on me at all times. No talking unless asked to do so. Follow directions. If you do not follow these

Introduction of New
Material
Guided Practice/Small
Group Lesson Activities
Lesson Closure
Independent Practice
Extensions expectations, you will be made to stay after school.
“What is the difference between civil rights and human rights? You’ll remember we discussed civil rights in the last lesson. Can anyone tell me, what are civil rights?” Allow students to answer.
“Civil rights are our legal rights in our country. Each country has their own civil rights. They may or may not be similar to ours here in America. Can anyone guess what Human Rights might be or how they are different from
Civil Rights?”
Allow students to answer.
“Human Rights are universal rights for everyone everywhere. We are going to watch a short video about Human Rights. I would like you to write down
AT LEAST three things you learn from the video about Human Rights.”
1.
Show Human Rights video: http://www.youthforhumanrights.org/what-are-human-rights.html.
Have the students write down three facts they learned from the video.
2.
Hand out the Universal Declaration of Human Rights. Have the students look over the sheet, then go through any rights the students don’t understand. Pick out a few to discuss. Get examples from the students about what certain rights protect.
3.
Have the students list off human rights issues of which they are aware. They could be from the video or from current events or just from general knowledge. Add issues you are know about if the students don’t already list them.
4.
Discuss human rights issues: slavery, famine/starvation, literacy, environment, genocide, disease, clean water, homelessness, freedom of speech, education, democracy, trafficking, death penalty, torture.
Have the students think of examples for each either from history or in current events.
Students work in groups of four to design flyers to promote human rights.
Each group receives a human right that is currently being violated. The group creates a flyer or poster they could pass around or hang up to teach people about that universal human right and the problems being faced. The students will present their poster explaining what human right is being violated and how their poster calls people to action.
Students will discuss what people can do to help others whose rights are being violated. Students will brainstorm ideas as a class.
Student work individually to create a work of art, an essay, short story, or a poem from the prompt “What are your Human Rights?” The students may choose one human right or use all the rights, but they must specify which rights they choose. This will be turned in at a future date specified on the day assigned.
Students could form a Youth for Human Rights groups to promote issues around the world. They could organize fundraisers, pass out flyers, write letters, etc. This could be done for extra credit.

1. We Are All Born Free & Equal. We are all born free. We all have our own thoughts and ideas. We should all be treated in the same way.
9. No Unfair Detainment. Nobody has the right to put us in prison without good reason and keep us there, or to send us away from our country.
2. Don’t Discriminate.
These rights belong to everybody, whatever our differences.
3. The Right to Life. We all have the right to life, and to live in freedom and safety.
4. No Slavery. Nobody has any right to make us a slave. We cannot make anyone our slave.
5. No Torture. Nobody has any right to hurt us or to torture us.
6. You Have Rights No Matter Where You Go.
I am a person just like you!
7. We’re All Equal Before the Law. The law is the same for everyone. It must treat us all fairly.
8. Your Human Rights Are Protected by Law.
We can all ask for the law to help us when we are not treated fairly.
10. The Right to Trial. If we are put on trial this should be in public. The people who try us should not let anyone tell them what to do.
11. We’re Always Innocent Till Proven Guilty.
Nobody should be blamed for doing something until it is proven. When people say we did a bad thing we have the right to show it is not true.
12. The Right to Privacy. Nobody should try to harm our good name. Nobody has the right to come into our home, open our letters, or bother us or our family without a good reason.
13. Freedom to Move. We all have the right to go where we want in our own country and to travel as we wish.
14. The Right to Seek a Safe Place to Live.
If we are frightened of being badly treated in our own country, we all have the right to run away to another country to be safe.
15. Right to a Nationality. We all have the right to belong to a country.

16. Marriage and Family. Every grown-up has the right to marry and have a family if they want to. Men and women have the same rights when they are married, and when they are separated.
17. The Right to Your Own Things. Everyone has the right to own things or share them. Nobody should take our things from us without a good reason.
18. Freedom of Thought. We all have the right to believe in what we want to believe, to have a religion, or to change it if we want.
19. Freedom of Expression. We all have the right to make up our own minds, to think what we like, to say what we think, and to share our ideas with other people.
20. The Right to Public Assembly. We all have the right to meet our friends and to work together in peace to defend our rights. Nobody can make us join a group if we don’t want to.
21. The Right to Democracy. We all have the right to take part in the government of our country.
Every adult should be allowed to choose his or her own leaders.
22. Social Security. We all have the right to affordable housing, medicine, education, and childcare, enough money to live on and medical help if we are ill or old.
23. Workers’ Rights. Every adult has the right to a job, to a fair wage for his or her work, and to join a trade union.
24. The Right to Play. We all have the right to rest from work and to relax.
25. Food and Shelter for All. We all have the right to a good life. Mothers and children, people who are old, unemployed or disabled, and all people have the right to be cared for.
26. The Right to Education. Education is a right.
Primary school should be free. We should learn about the United Nations and how to get on with others. Our parents can choose what we learn.
27. Copyright. Copyright is a special law that protects one’s own artistic creations and writings; others cannot make copies without permission.
We all have the right to our own way of life and to enjoy the good things that art, science and learning bring.
28. A Fair and Free World. There must be proper order so we can all enjoy rights and freedoms in our own country and all over the world.
29. Responsibility. We have a duty to other people, and we should protect their rights and freedoms.
30. No One Can Take Away Your Human
Rights.

Issue #1 – Article __
In Uganda, 1,500 people die each week in refuge camps. 500,000 people have died in these camps.
Issue #2 – Article __
In Guinea-Bissau, children as young as five are trafficked out of the country. They are forced to work in cotton fields or as beggars in Senegal.
In Ghana, children age five to fourteen are tricked with false promises of education into dangerous, unpaid jobs in the fishing industry.
Issue #3 - Article __
In 2008, US authorities held 270 prisoners in Guantánamo Bay, Cuba. Prisoners were never charged or given a trial. Prisoners were “water-boarded,” torture that simulates drowning.
In the Democratic Republic of the Congo, the government commits acts of torture and ill treatment. This includes sustained beatings, stabbings and rapes of those in custody.
Issue #4 - Article __
In Myanmar, thousands of citizens were detained. Political activist, Daw Aung San Suu Kyi, has been under house arrest for over twelve years. The government will only release her if she agrees to leaves the country.
In Kenya, authorities violated international refugee law when they closed the border. Thousands of people attempting to flee armed conflict in Somalia were trapped.
Issue #5 - Article __
In Myanmar, the military crushed peaceful demonstrations led by monks. They raided and closed monasteries. They confiscated and destroyed property. They shot, beat and detained protesters. They harassed and held hostage the friends and family members of the protesters.
Issue #6 - Article __
In Ethiopia, two human rights defenders were convicted on false charges and sentenced to nearly three years in prison.
In the Democratic Republic of the Congo, the government attacks and threatens human rights defenders.
They restrict freedom of expression and association. In 2007, the government censored newspapers and limited freedom of expression.
Issue #7 - Article __
In Pakistan, thousands of lawyers, journalists, human rights defenders and political activists were arrested for demanding democracy.
In Cuba, sixty-two prisoners remained incarcerated for their nonviolent political views or activities.
Source: United for Human Rights. Human Rights Violations. http://www.humanrights.com/what-arehuman-rights/violations-of-human-rights/article-3.html

Human Rights Power Point

LESSON OVERVIEW
Your Name Lauren Williams
Title of Your Lesson
Grade Level
Classroom Scenario
PRETEACHING
TASKS/PLANNING
Current Human Rights Events
8 th
Grade
Subject Social Studies/Writing
Summary and Rationale The theme of this unit the rights and responsibilities of a global citizen. This lesson focuses on current events around the world dealing with human or civil rights issues.
Self-contained, small groups, and whole class
AZ Standard
Standards/Core Standards
Social Studies:
S2, C9, PO1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television,
Internet, books, maps).
Writing:
S3, C6, PO1: Write a summary of information from sources (e.g. encyclopedias, websites, experts) that includes paraphrasing to convey ideas and details from the sources, and main ideas and relevant details.
Technology:
S1, C4, PO1: Create innovative products or projects using digital tools to express original ideas.
S3, C2, PO3: Evaluate between fact, opinion, bias, inaccurate and misleading information by consulting multiple sources.
Reading:
S3, C1, PO2: Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological sequential, or logical order.
S3, C1, PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website) for a specific purpose.
Objectives
Evaluation/Assessment
Materials Needed
Accommodations/
Modifications
TEACHING
TSW individually research current events in around the world using online sources, then he/she will write a scripted news story reiterating the information gathered from those sources. TSW decide in small groups which news story to produce and film, then they will present the videos to the whole class.
TSW be assessed individually, when their video reviews are turned in for evaluation. TSW also be assessed for their participation in their small groups during the production of the group’s news video. The final scripts and the individual reviews will be assessed for clarity of voice, word choice, organization, idea and content. The videos will be evaluated on the basis of the group’s collaboration, effort, editing, and style. Use thumb up/thumb down to check understanding throughout the lesson.
Computer, internet access, video camera, video editing software, newspaper
Students without a home computer or internet access will be allowed extra time in class to work on their project.

PROCEDURES
Building Background
Introduction of New
Material
Guided Practice/Small
Group Lesson Activities
Lesson Closure
Independent Practice
Before beginning this lesson, instruct students to bring in news stories about current events dealing with human rights issues from online sources or newspapers.
At the start of the lesson, tell students they will be newscasters like the ones on television and the Internet. They will be working in teams to create news stories about the events. They will be filming these stories and then presenting them to the class.
Show news clips from various sources, such as BBC, Aljazeera, Huffington
Post, CNN, etc. Highlight the ways video news stories are told: openings and hooks, details and background, interviews and personal accounts, conclusions and anticipatory cliffhangers, as well as setting.
In their groups, students present their story to their group, much like a pitch meeting for a news station or newspaper. The group votes on which news story they would like to film (students may not vote for their own story). As a group, the students set to work writing the final script for the video, with the person who pitched the story as head writer. Students assign roles for the film production. Director, cameraperson, editor, and reporter. If more than one person is to be on camera, the director or editor may take on that role as well.
Students may use a provided green screen if they wish. This will take more still in post-production editing, which may call on the abilities of the teacher.
Students present their group news stories to the class upon completion.
After each news story is shown, the whole class will discuss the video. First, the students will discuss the story told. Students may debate opinions on the story, they may discuss other current events in Europe or worldwide they may have read about that are similar, or they may discuss historical events in the world that the story resembles. Teach will use guiding questions when necessary only.
After discussing the story itself, students will constructively critique the video.
A brief discussion on the guidelines for constructive criticism may be necessary beforehand if not already covered previously. If covered previously, quickly have one or two students reiterate the guidelines.
Students will individually write up a short review of one of the videos they watched (not the one from their own group) in his or her writer’s journal. They may paraphrase the story, debate the content, or discuss the connections between the story and a moment in history. These reviews will be approximately 2-3 paragraphs and will be turned in for assessment.

LESSON OVERVIEW
Your Name Lauren Williams
Title of Your Lesson
Grade Level
Classroom Scenario
PRETEACHING
TASKS/PLANNING
Research Project – American Civil Rights Movements
8 th
Grade
Subject Social Studies
Summary and Rationale The theme of this unit is the rights and responsibilities of a global citizen. This lesson focuses on the history of various Civil Rights movements providing the students with a deeper background on rights in America.
Whole class, group and individual work.
AZ Standard
Standards/Core Standards
Social Studies:
S3, C4, PO5: Describe the impact that the following had on rights for individuals and groups: a. Jim Crow Laws – literacy tests, poll taxes, Grandfather Clause, b. Civil Rights Movement (i.e. Martin Luther King, Jr., Rosa Parks), c. desegregation – military, schools, transportations, sports, d. United Farm Workers (i.e. César Chavez), e. National Organization for Women (NOW) – Equal Rights Amendment
(ERA)
Writing:
S3, C6, PO2: Write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.
Technology:
S3, C2, PO4: Synthesize research information to create new understanding.
S3, C2, PO 5: Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media responsibly, and citing resources appropriately.
Reading:
S3, C1, PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website) for a specific purpose.
Objectives
Evaluation/Assessment
Materials Needed
PROCEDURES
Accommodations/Modifica tions to be provided
TEACHING
TSW research a civil rights topic (as assigned) using the Internet and library resources. TSW write a research paper about that topic, using the computer to create a unique report portfolio. TSWBAT explain how their assigned topic impacts one of the Civil Rights movements as a whole.
Students will be evaluated on the 6+1 traits rubric for ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.
Computer, internet access, library access, civics/American history textbook
As always, lower ELLs will work with their partner so complete a joint-paper, but both students will be required to do an extra reflection on the project.

Building Background
(Opener/Hook/Anticipator y Set)
Introduction of New
Material
Guided Practice/Small
Group Lesson Activities
Independent Practice
Lesson Closure
Watch the film “Freedom Riders” in class
(http://www.pbs.org/wgbh/americanexperience/freedomriders/watch).
Once the students have an invested interest in the civil rights movement, distribute research topic assignments. Each student will receive a different subtopic within one of the four main topics: Jim Crow Laws, desegregation,
Women’s Rights, African American Civil Rights Movement, and the United
Farm Workers movement.
Students will already have learned about primary vs. secondary sources, citing sources, and will have already completed a research project, so they will be familiar with the formatting of a research paper.
Discuss the types of places students could research their topic (i.e. Library of
Congress, Wayback Machine, PBS, etc).
Provide the students with a list of websites they might find useful for research
(see examples below).
Explain the guidelines for the assignment:
1. You must use at least three resources other than your textbook, and they must be cited properly.
2. There is no required length, but the paper must be complete. You cannot write a complete paper in one page.
3. All papers much include a prewriting draft, a first draft, and a final draft.
Each one will be evaluated in stages; you must turn in prewriting draft before proceeding to first rough draft.
Students will meet in groups with the teacher. For example, all the students with the main topic of Jim Crow Laws, no matter their subtopic, will meet in one group. These groups will act as peer-reviewers and the groups may share any relevant information or websites they have found.
Students will turn in a prewriting draft, a first draft, and a final draft. This will guide the student’s writing, ensuring they are on topic and on time. When each draft is turned in, the students will exchange them with group members and peer review the draft.
Students will be allowed ample in class time to use the computer or library, but they will need to schedule outside class time for research as well.
Students will present their research paper to the class. This presentation is a summary of the paper, not a reading of the paper. Creative presentations are allowed, such as Power Point presentations or Prezie presentations.

LESSON OVERVIEW
Your Name
Title of Your Lesson
Grade Level
AZ Standard
Standards/Core Standards
Letters to the President
8 th
Grade
Subject Language Arts/Social Studies
Summary and Rationale Rights and responsibilities of a global citizen is the theme of this unit, which culminates in this final lesson. In this lesson, students create letters to send to the President about global human rights or more local civil rights issues and violations.
Individual, Small Group, and Whole Class Classroom Scenario
PRETEACHING
TASKS/PLANNING
Social Studies:
S2, C8, PO16: Examine human rights issues during the 20 th
century.
SS, S2, C9, PO1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television,
Internet, books, maps).
Writing:
S3, C3, PO3: Write a friendly letter that includes a heading, salutation, body, closing, and signature.
S3, C4, PO1: Write a persuasive text that established and develops a controlling idea, supports arguments with detailed evidence, includes relevant information, and attributes sources of information when appropriate.
Reading:
S3, C1, PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website) for a specific purpose.
Objectives
Lauren Williams
Evaluation/Assessment
Materials Needed tions
TEACHING
PROCEDURES
to be provided
Accommodations/Modifica
Building Background
(Opener/Hook/Anticipator y Set)
TSW write letters about human or civil rights issues using the information they have learned in the unit. TSWBAT explain human or civil rights, how they are violated based on rights documents, and what they can do to help.
Students will be evaluated on their participation in class, the writing process, and on their final letters. The letters will be evaluated using the 6+1 trait rubric for ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Use thumb up/thumb down to check understanding throughout the lesson.
Paper, pencil, Universal Declaration of Human Rights, Bill of Rights, white board and dry-erase marker.
Lower ELL students will be allowed to work with their designated partner so long as the partner’s work is not adversely affected.
Watch “Inside the White House: Letters to the President” http://www.whitehouse.gov/video/Inside-the-White-House-Letters-to-the-
President
Discuss with the students what the President’s role is in the government and

Introduction of New
Material
Independent Practice
Guided Practice/Small
Group Lesson Activities
Lesson Closure why we write to the President.
Outline on the whiteboard how to write a letter. Ask the students for each step using guided questions. “What is the appropriate way to open a letter?” “How do you address the President?” “Give me an example of what your first line would say.” “What is an example of an inappropriate opening?” Talk about letter formatting, indenting, and signatures. Share an example letter or two if possible.
Using what they learned from this unit, the students will create a letter about
ONE human or civil rights violation. The right violation will be selected by the student, but must be approved by the teacher. It could be one discussed in class or one of which the student is independently aware. The letter will be posed to the President of the United States or another person of political power that the student chooses. For instance, if the student chose a human right and wishes to write the president of the nation in which the human right is being violated, they may do so, however this will require extra work and research on the student’s part.
In the letter, the student must explain four things. 1) What issue is of concern,
2) what human right or civil right is being violated (using the Universal
Declaration of Human Rights or the Bill of Rights), 3) why the issue is important, and 4) what can be done to help or support the protection that right.
Students will read the first drafts of their letters to their small groups. The group members will give critical feedback to the presenter. The students will use that feedback to write the final draft of their letter.
Each student writes a reflection response in his or her writer’s journal to the question “What do human and civil rights mean to you?” They reflect on what they learned and put the unit into a personal context.

LP 1: What are your civil rights?
LP 2:
Human
Rights
Violations
LP 3:
Current
Human
Rights
Events
Around the
World
Social Studies
S1, C4, PO4: Describe the significance of the
Bill of Rights.
S1, C9, PO6: Describe the importance of the following civil rights issues and events: b. nonviolent protests, c. desegregation
S2, C8, PO16:
Examine human rights issues during the 20 th century.
Integration Web
Writing
S3, C3, PO1: Write a variety of functional texts (e.g., posters).
S3, C3, PO1: Write a variety of functional texts (e.g., posters).
S2, C9, PO1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television,
Internet, books, maps).
S3, C6, PO1: Write a summary of information from sources (e.g., encyclopedias, websites, experts) that includes paraphrasing to convey ideas and details from the sources, and main ideas and relevant details.
Technology
S3, C2, PO3:
Evaluate between fact, opinion, bias, inaccurate and misleading information by consulting multiple sources.
S1, C4, PO1:
Create innovative products or projects using digital tools to express original ideas.
Reading
S1, C6, PO4: Use graphic organizers in order to clarify the meaning of the text.
S3, C1, PO1: Restate the main idea (explicit or implicit) and supporting details in expository text.
S1, C6, PO4: Use graphic organizers in order to clarify the meaning of the text.
S3, C1, PO10: Make relevant inferences about expository text, supported by text evidence.
S3, C1, PO2:
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological sequential, or logical order.
S3, C1, PO6: Locate appropriate print and electronic reference sources for a specific purpose.

LP 4:
Research
Project –
American
Civil Rights
Movement
LP 5: Letter to the
President
S3, C4, PO5: Describe the impact that the following had on rights for individuals and groups: a. Jim Crow Laws— literacy tests, poll taxes, Grandfather
Clause b. Civil Rights
Movement (i.e. Martin
Luther King, Jr., Rosa
Parks) c. desegregation— military, schools, transportations, sports d. United Farm
Workers (i.e. César
Chavez) e. National
Organization for
Women (NOW)—
Equal Rights
Amendment (ERA)
S2, C8, PO16:
Examine human rights issues during the 20 th century.
S2, C9, PO1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television,
Internet, books, maps).
S3, C6, PO2: used.
Write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources
S3, C3, PO3: Write a friendly letter that includes a heading, salutation, body, closing, and signature.
S3, C4, PO1: Write a persuasive text that established and develops a controlling idea, supports arguments with detailed evidence, includes relevant information, and attributes sources of information when appropriate.
S3, C2, PO4:
Synthesize research information to create new understanding.
S3, C2, PO 5:
Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media responsibly, and citing resources appropriately.
S3, C1, PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical,
CD-ROM, website) for a specific purpose.
S3, C1, PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical,
CD-ROM, website) for a specific purpose.

Annotated Bibliography
Carr, Karen. (2012). Bill of Rights (1791). Retrieved from http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm
Karen Carr rewrote the US Bill of Rights in language more accessible to children. Instead of forcing the students to plod through a dense government document, they can study the Bill of Rights in an easy to understand format. This source is particularly helpful to ELL and Special Ed students who need something easier to grasp. Carr’s Bill of Rights is also helpful to the teacher, who may not be well versed and in need of some quick tutoring on the subject.
Grant, L. (Producer), and Nelson, S. (Director). (2010). Freedom Riders [Motion picture]. United States:
International Film Circuit.
Freedom Riders is a documentary film about the bus boycotts of 1961. The film is well reviewed and acclaimed, and offers a first hand perspective about the boycotts. The people in the film are the actual
Freedom Riders from 1961 telling their stories. The film brings the people of the civil rights movement front and center to the lesson. Because students can get lost in facts, dates, and extraneous details, the film helps them to see the people and the humanity of the movement.
Library of Congress. (2011, January 31). Voices of Civil Rights. Retrieved from http://www.loc.gov/exhibits/civilrights/
The Library of Congress, the research library run by the US government and the top source for primary documents, complied an online exhibition about the people of the civil rights movement. Students can view photos and read documents from moments in civil rights history. The whole exhibition comes from the points of view of those involved in the civil rights movement. Quotes from civil rights leaders fill the page. The student can gain great insight into the civil rights movement directly from those involved.
PBS. (2002). The Rise and Fall of Jim Crow. Retrieved from http://www.pbs.org/wnet/jimcrow/
This website, complied by the Educational Broadcasting Corporation with PBS, explains all about the
Jim Crow Laws. What they are, where they come from, why they existed, and how they were overcome is explained in detail. The website, a companion to a PBS tv series, used video, audio, photos, documents, personal tales, maps, and more to weave the story of the Jim Crow Laws. This really is a fantastic collection of material, perfect for a research project. There are also activities for assessment and understanding, and resource links for further exploration.
PBS Kids. (1998-2004). Fairness Fighters. Retrieved from http://pbskids.org/wayback/fair/fighters/index.html
PBS Kids put together this site just for kids to learn about various moments in civil rights. From
Japanese Internment Camps, to Women’s Rights and Child Labor, and more, the Fairness Fighters explain in easy to understand language about the struggles of all types of people. The site also links to external sources for more information. For instance, a link from the Women’s Rights page leads to an in-depth article about women’s suffrage on the main PBS site. This is a great site for student independent research or for gathering primary sources for direct instruction.
Trueman, Chris. (2000-2012). History Learning Site. Retrieved from http://www.historylearningsite.co.uk/

This website covers history topics from Ancient Rome to the modern times of the 20 th
century. Chris
Trueman BA (Hons), MA writes each article covered by the site. Because the site is entirely written by one person, the facts should be taken with a grain of salt. If the site were peer reviewed, it would be more trustworthy. However, each article is brimming with details from which students may gain well-researched information. This site works great, with some editing, for 8 th
grade lessons.
United for Human Rights. (2008-2012). Human Rights Violations. Retrieved from http://www.humanrights.com/what-are-human-rights/violations-of-human-rights/article-3.html
This article details current human rights violations around the world. The writing is accessible for 8 th grade students, sometimes with a necessary bit of editing, but most of the time, as is. The article was written by the human rights organization United for Human Rights . The rest of the site provides a history of human rights, explanation of international human rights laws, details for taking action, and more. Students may use the site for research or brainstorming how to take part in human rights issues.
White House, The. (2009, August 3). Inside the White House: Letters to the President. Retrieved from http://www.whitehouse.gov/video/Inside-the-White-House-Letters-to-the-President
This video, created by the White House itself, takes a behind-the-scenes look at the President’s job and how letters can affect policy. The video explains how the President reads letters from the public and how important it is for the people of America to make their voices heard. Before the students write letters, they may think letter writing is pointless. This video helps students understand that what they have to say could be of great importance. Since the video comes from the White House, the students will be able to appreciate the direct connection to their government.
Youth for Human Rights International. (2002-2012). Universal Declaration of Human Rights: Simplified
Version. Retrieved from http://www.youthforhumanrights.org/what-are-human-rights/universaldeclaration-of-human-rights/articles-1-15.html
This simplified version of the Universal Declaration of Human Rights is perfect for 8 th grade students. Not only is it written in an easy to understand prose, but the website is designed to be accessible to students and young people. Run by the organization United for Human Rights, the site gives students direct access to information and materials necessary to understand human rights. Voices for Human Rights links the students to information on important people in civil and human rights movements. The site is perfect for researching and for preparing extra credit projects, such as organizing petition or protest to take action.
Zoot Suit Discovery Guide (2012). Zoot Suit Riots. Retrieved from http://research.pomona.edu/zootsuit/en/riots/
The Zoot Suit Discovery Guide tells all about the Zoot Suit Riots from the influx of Mexican immigrants, to the Sleepy Lagoon Trial that is thought to have sparked the riots, and forward to the movement for Mexican-American rights. The website has a glossary for the students to understand key vocabulary, and discussion questions that give the students clues to what is important. There is also a long list of sources for further study on Mexican-American rights. Probably the best part of this site is that it can be quickly translated to Spanish, which is great for Spanish-to-English ELLs doing research on their own.