Los Derechos humanos — Grade 11
Human Rights
Ohio Standards
Connection:
Foreign Language
Communication
Benchmark D
Give and follow a series of
complex directions.
Indicator 5
Give and follow directions,
instructions and requests
(e.g., balancing a
checkbook, upgrading
software, filling out college
applications).
Cultures
Benchmark A
Analyze, discuss and report
on a wide variety of
practices and perspectives
of the target culture.
Indicator 1
Identify, analyze and
discuss various patterns of
behavior or interaction
typical of the culture
studied (e.g., use of public
transportation, dating,
salutations).
Benchmark B
Participate in and discuss a
wide variety of cultural
practices.
Indicator 3
Investigate and participate
in age-appropriate cultural
activities (e.g., festivals,
sports, entertainment).
Lesson Summary: Intermediate Level Proficiency
In this lesson, students compare the rights guaranteed in the
Constitution of the United States, the United Nations
Universal Declaration of Human Rights and the
constitution of a Spanish speaking country. Students study
some of the cultural practices that have led up to the
violations of human rights. They role-play practices people
employ to protest the violation of their rights or the
practices they use to guarantee that those rights are applied
to all citizens. Students use appropriate structures to
express their opinions and the present subjunctive to give
and follow directions.
Estimated Duration: 10 hours
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes per week and that secondary programs meet
the equivalent of 50 minutes per day throughout the year.
Time and intensity do matter, and programs that meet for
fewer minutes/less often will need more time to review
previously introduced material before moving forward.
Commentary:
From the writer: Students in the 11th grade are preparing
themselves to be citizens of the world. They are becoming
interested in occurrences beyond the local sphere and are
developing a sense of fairness. The study of human rights
develops these interests and helps students acquire an
awareness of the rights we enjoy in the United States.
Students learn that the people of many other countries are
fighting for what we take for granted.
From the field: This lesson was extremely interesting to
students. It brought about discussion among all students,
even those with less ability and those who are hesitant about
speaking or voicing opinions in class. The students with the
most ability drew responses from the others and were
willing to lead discussion.
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Human Rights
Pre-Assessment:
Have students follow written instructions to list rights that we have guaranteed to us in the
United States Constitution. If students do not know the specific expression for those rights,
have them describe what they can do because that right is guaranteed. Once their lists are
complete, students will then rank those rights in order of importance to them and be prepared
to explain each choice. (See Attachment A, Nuestros derechos como ciudadanos de los
Estados Unidos.)
Scoring Guidelines:
Assess for completion only. Monitor students’ ability to follow instructions as they work
together. Adjust the vocabulary list, removing words students already know and adding those
they do not yet know.
Post-Assessment:
Have students role-play a situation as described on Attachment B, Protejamos nuestros
derechos humanos. Have students research a human rights related problem that is occurring
or has occurred recently in a Spanish speaking country and role-play the practices that those
people have used to improve the human rights situation. Monitor that students both plan and
carry out these practices in their dramatizations.
Scoring Guidelines:
Assess the role-plays using the rubric in Attachment C, Protejamos nuestros derechos
humanos – Rubric de evaluación.
Instructional Procedures:
Day One
1. Have students complete the Pre-Assessment activity.
2. Lead a discussion about their lists and ratings in class. Questions could include:
 ¿Cuáles derechos nos garantiza la constitución? (What rights does the Constitution
guarantee us?)
 ¿Cuál es más importante para ti? (Which one is most important for you?)
 ¿Por que? (Why?)
 ¿Qué podemos hacer a causa de este derecho? (What can we do because of this
right?)
Clarify vocabulary related to the rights they have listed and present the appropriate words
that they did not know as the content arises.
3. To begin the lesson, hand out copies of the Bill of Rights and the Amendments from the
United States Constitution in Spanish. Have students look at the wording of the various
rights guaranteed to us and list words new to them in regards to those rights.
4. Orally review the vocabulary words chosen by the students explaining meaning as
necessary. If desired, write these on the board or overhead as you define them.
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Human Rights
5. Have students make a list using the correct terminology of the rights guaranteed in our
Constitution and then explain what they can do because of each one. Students should
complete this for homework if necessary.
Instructional Tips:
 The Spanish versions of the documents used in this lesson can be found on the Internet by
doing a search on the Spanish titles or by going to a Spanish version of an Internet search
engine and doing a search on the title (e.g., constitución de los Estados Unidos, la
declaración universal de derechos humanos de las Naciones Unidas, constitución de
México).
 You can have students list the vocabulary new to them in a journal or simply in their
notebooks according to whatever you typically have them do with new words. You may
choose to have students who are struggling limit their lists to the essential words to
discuss rights and abuses while you challenge other students to broaden their lists to
include a wider variety of expressions for rights and abuses.
 As students discuss the various rights, monitor their use of grammatical structures and
model correct structures without overtly correcting each student. Repeating correctly
what they have said or asking for clarification if mistakes interfere with comprehension
are two ways to accomplish this that do not interfere with the flow of the discussion.
 Carry out all discussions in Spanish.
Day Two
6. Hand out the copies of selections from the United Nations Universal Declaration of
Human Rights from the United Nations but with the title deleted.
7. Have students scan the United Nations Universal Declaration of Human Rights then have
them predict what kind of document it is and some of the content. Discuss what they
think this document contains.
8. Have students scan the document again writing a list of new vocabulary words.
9. Review the new vocabulary by having students list the new words on the board then
discussing their meaning.
10. Have students work in pairs to complete the worksheet to list the guarantees and
protections offered in the Declaration. (See Attachment D, ¿Qué se garantiza? y ¿De qué
se protege?)
11. Discuss the guarantees and protections offered in the document clarifying vocabulary as
necessary.
12. Pass out the homework page that practices the vocabulary of human rights. (See
Attachment E, Para hablar de los derechos humanos.)
Instructional Tips:
 You may choose to give students only the portions of the United Nations Universal
Declaration of Human Rights that either pertain to rights that you have discussed from
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Human Rights


the United States Constitution or that include vocabulary you want them to learn. You do
not need to use the complete document.
Choosing the pairs for this activity can be accomplished in several manners. Pairs can be
assigned based on seating assignments, assigned randomly or students can choose their
own partners.
Have an overhead blank of Attachment D so either you or the students can fill this in
while discussing the guarantees and protections.
Day Three
13. Review and discuss the homework assignment, providing students with the answers on a
written copy or on the overhead projector.
14. Review and practice the new vocabulary through a whole class discussion of the rights
guaranteed in the U.S. Constitution and the United Nations Universal Declaration of
Human Rights.
15. Give students a copy of the portions of the constitution from a Spanish speaking country
that deal with guaranteed rights.
16. Have students work in groups of two or three to complete the graphic organizer on the
worksheet comparing the rights guaranteed in our Constitution, those guaranteed in the
United Nations Universal Declaration of Human Rights and those guaranteed in the
constitution of the Spanish speaking country. (See Attachment F, ¿Cúales derechos se
garantizan los documentos?) Each student needs to fill in his or her own worksheet.
Monitor that the discussions take place in Spanish.
Instructional Tips:
 Review of vocabulary can be conducted in a variety of ways. You can describe what
people are able to do and have students name the right, you can name the right and have
students describe what people are able to do, you can have students name a right and
have others describe what people are able to do. Students who are more visually oriented
may choose to make flash cards with the right written on one side and what a person is
able to do because of that right on the other.
 Be sure to include what the people are protected against and the rights they have.
 All definitions should be given in Spanish.
Day Four
17. Rearrange the groups from Step 16 so that each student is working with a different group.
Have students discuss the similarities and differences of the human rights guaranteed in
the three documents from Day Three. Some guiding questions might include:
 ¿Cuáles derechos se garantizan en todos los documentos? (What rights are
guaranteed in all three documents?)
 ¿Hay derechos que se garantizan en sólo uno o dos de los documentos? (Are there
rights that are guaranteed in only one or two of the documents?)
 ¿Por qué crees que es así? (Why do you think that is so?)
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18. Provide students with a list of words that represent both rights and violations of those
rights and have them categorize them as rights or violations using Attachment G,
¿Derecho o persecución?
19. Have students complete the categorization of those words as homework.
Day Five
20. Discuss the homework lists. Have students give you additional types of abuse or
persecution people might suffer when their rights are violated. Encourage students to
include violations of rights that occur here in the United States as well as in other
countries.
21. Give students a reading on a specific situation of violated rights in a Spanish speaking
country (e.g., the indigenous peoples in Guatemala, those in opposition to Pinochet after
the coup, the students from the demonstration at Tlatelolco in Mexico, los
desparecidos/the disappeared in Argentina).
22. Have students underline in the article or list on paper the rights that were violated and any
protests against those violations or attempts made to remedy those violations.
23. For homework, have students write questions to ask the class dealing with which rights
were violated, why and how.
Instructional Tips:
 Look on the Internet for sites dealing with human rights violations to find a text for a
reading. Online newspapers from Spanish speaking countries and sites of organizations
that investigate human rights abuses are good sources of information. You could also do
a search on a specific issue of your choice.
 Be sure that the article you choose includes not only the rights violated but attempts made
to remedy those violations.
 Be sensitive to situations in students’ home countries because they may be escaping the
very situation you are studying.
Day Six
24. Working in groups of three or four, have students discuss the article using the questions
they wrote for homework as a guide.
25. Model on the overhead usage of the subjunctive in the context of human rights violations.
 Es importante que tengamos la libertad de palabra. (It’s important that we have
freedom of speech.)
 Recomiendo que la gente indígena reciban trato igual. (I recommend that the
indigenous people receive equal treatment.)
 La gente de México sugiere que el gobierno diga la verdad. (The people of Mexico
suggest that the government tell the truth.)
26. Have students review the formation of the present subjunctive based on those sentences.
Then, using those same sentences, have students review the word order and usage of the
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present subjunctive. Review impersonal phrases and verbs of volition that can be used to
begin sentences using the present subjunctive.
27. Based on the reading from Day Five, have students write sentences using the present
subjunctive to make recommendations to remedy the abuses or reinforce the rights.
28. Have students practice this structure for homework using Attachment H, Si estuvieras en
esta situación, ¿qué recomendarías?
Day Seven
29. Have students share their answers to the homework by writing one or two each on the
board. Check these for accuracy and explain as necessary.
30. Have students work in groups of two or three. Give students situation cards explaining a
human rights abuse and have them role-play a way to remedy the situations by giving
instructions to the other students in their groups. Those students must then carry out the
instructions they are given. (See Attachment I, Situaciones de abusos.)
31. Have students present their situations to the class.
32. Hand out the Post-Assessment, Attachment B, Protejamos nuestros derechos and
determine groupings.
Day Eight
Instructional Tip:
Students will need to have Internet access in order to complete activities for Days Eight
through Ten. Be sure to reserve the media lab or to coordinate with the technology specialist
to ensure that all students are able to work effectively and efficiently during class in order to
complete the necessary tasks.
33. Working with their groups, have students investigate on the Internet a situation of
violated rights in a Spanish speaking country using the guidelines explained in
Attachment J, Problemas con los derechos humanos en un país de habla española, to
help guide their research. Inform students they will present their findings to the class for
parts one, two and three the next day.
Day Nine
34. Have students present briefly the human rights abuse issues they have chosen to study.
35. Have students continue their research. Encourage them to complete parts four, five and
six from Attachment J.
Day Ten
36. Have students complete their research on parts seven, eight and nine from Attachment J.
37. Have students begin to prepare their presentations with their groups. Determine the order
of presentations.
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Human Rights
Day Eleven
38. Have students finish their presentations and prepare to present their role-plays.
Day Twelve
39. Have students present their role-plays. Use Attachment C, Protejamos nuestros derechos
humanos – Rubric de evaluación, to score the role-plays.
Instructional Tip:
You may need to schedule a second day for the presentations depending on the size of the
class.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Choosing the pairs can be accomplished in several manners. Pairs can be assigned based
on seating assignments or randomly. Students can choose their own partners or you can
pair them up by interests. You may choose to group together students who indicate high
knowledge of the lesson goals based on Pre-Assessment data to allow them to maximize
their skills.
 To practice vocabulary you can describe what people are able to do and have students
name the right, you can name the right and have students describe what people are able to
do, you can have students name a right and have others describe what people are able to
do. Students who are more visually oriented may choose to make flash cards with the
right written on one side and what a person is able to do because of that right on the
other.
 Students may focus their vocabulary lists on the essential words to discuss rights and
abuses.
 Challenge students to broaden their lists to include a wider variety of expressions for
rights and abuses.
Extensions:
 Have students research and present findings on human rights abuses in the country in
which their family originated or in a country of their choice, including the United States.
These abuses can be historical in nature or current.
 Have students investigate improving situations in Latin American countries and show the
impact of the involvement that took place.
 Have students check the newspaper, TV, Internet or news magazines for reports of
current events dealing with human rights situations.
 Have students discuss or investigate why most Spanish speaking countries have
constitutions that are written much more recently than ours.
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Home Connections:
 Have students ask someone they know (family members, neighbors or community
people) about human rights violations they have experienced, witnessed or studied. Have
students discuss the cause of these violations and find out what the people did about those
abuses. Students can then either orally report to the class or make a written presentation
of the information they learned.
 Have students survey family or friends on their impressions of human rights abuses in the
United States and in Spanish speaking countries.
Interdisciplinary Connections:
Social Studies
People in Societies
Benchmark B: Identify the causes of political, economic and social oppression and analyze
ways individuals, organizations and countries respond to resulting conflicts.
Indicator 2: Identify causes of prejudice and demonstrate ways in which legal protections
(including constitutional amendments and civil rights legislation) prevent and reduce
discrimination.
Materials and Resources:
The inclusion of a specific resource in any lesson should not be interpreted as an
endorsement of that particular resource or any of its contents by the Ohio Department of
Education. Please note that information published on the Internet changes over time and that
links may no longer contain the specific information related to a given lesson. Therefore,
teachers are advised to preview all sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
a copy of the Bill of Rights and the amendments from the United
States Constitution in Spanish, a copy of the portions of a
constitution of a Spanish speaking country that deal with guaranteed
rights, a copy of selected sections from the United Nations Universal
Declaration of Human Rights, a reading on human rights violations
in a Spanish speaking country, blank overhead transparencies, a
transparency copy of Attachment C
For the student:
a copy of the Bill of Rights and the amendments from the United
States Constitution in Spanish, a copy of the portions of a
constitution of a Spanish speaking country that deal with guaranteed
rights, a copy of selected sections from the United Nations Universal
Declaration of Human Rights, a reading on human rights violations
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in a Spanish speaking country, chart paper for each pair of students,
copies of the various homework assignments
Vocabulary and Structures:
The final list of vocabulary will vary according to the texts chosen for students to read and
according to the vocabulary with which students are already familiar. This list is extensive,
but depending on the texts you choose or on what vocabulary your students already know,
you can shorten the list to what your students need.
Vocabulary
 la alimentación
 la aprehensión arbitraria
 asegurar
 el asilo
 el bienestar
 la cárcel
 el ciudadano
 la culpa
 culpable
 el deber
 el debido proceso legal
 degradante
 el delito
 el desempleo
 desterrar
 detener
 la dignidad
 difundir
 disfrutar
 ejecutar
 la empresa
 encarcelar
 la enmienda
 la enseñanza
 la esclavitud
 el esfuerzo
 exigir
 garantizar
 gratuito
 el hogar
 el juicio público
nourishment, feeding
arbitrary arrest
assure
asylum
well-being
prison
citizen
guilt
guilty
duty
due process of law
degrading
crime
unemployment
to exile
detain, arrest
dignity
to disseminate
to enjoy
to execute
business
to imprison
amendment
teaching, education, instruction
slavery
force, effort
to demand
to guarantee
free, no cost
home, hearth
public trial
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


























el jurado
juzgar
la huelga
la ingerencia
la inviolabilidad
la libertad de imprenta
la libertad de palabra
la nivel de vida
la pena
libre
mediante
oprimir
el poder
el preso
el sindicato
el sufragio universal
el trato
la propiedad
la seguridad
la servidumbre
la sindicación
la violación
la vivienda
perseguir
portar armas
promover
violar
jury
to judge
strike
incursion, invasion
inviolability, undamageability
freedom of the press
freedom of speech
standard of living
punishment
free, not imprisoned
by means of, by virtue of
to oppress
power
prisoner
union
universal suffrage
treatment
property
safety
servitude
syndication, formation of a union
rape
housing
to persecute
to bear arms
to promote
to rape
Structures
 Present subjunctive tense with
 Impersonal expressions
 Verbs of emotion
 Verbs of volition
Technology Connections:
 Students will use the computer to research the human rights abuses in a Spanish speaking
country.
 They may also use presentational software when presenting in class.
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Research Connections:
Hadley, Alice Omaggio. Teaching Language in Context. 3rd ed. Boston, MA: Heinle &
Heinle, 2001.
Role-plays have been long suggested as a technique that can be enjoyable and
entertaining while encouraging creative use of the language (p. 252).
Van Patten, Bill. From Input to Output: A Teacher’s Guide to Second Language Acquisition.
Boston, MA: McGraw-Hill Companies, 2003.
Only instances of the L2 that are used to communicate information or to seek
information can be considered as input for acquisition (p. 26).
Learners can monitor only if they know a rule; that is, the rule must exist either in their
implicit system or their explicit knowledge (p. 72).
Indirect corrections are those that are part of a communicative interchange in which
attention is drawn not to the error per se but either to the communicative intent or to the
information the learner is attempting to convey. These corrections include recasts and
confirmation checks, in which a speaker rephrases what a learner says (to see if the
speaker heard correctly, to verify a point, etc.) (p. 86).
As beginners progress, they need access to more and more complex input, so that the
internal processes can continue to map new forms and structures onto meaning. And for
maximum vocabulary development, learners need to read all along the way, since most
vocabulary development in both L1 and L2 acquisition is incidental, meaning that
vocabulary is learned as a by-product of some other intention (normally reading) (p. 94).
Classrooms in which interactions truly focus on meaning and are level-appropriate for
learners will foster acquisition (p. 107).
Five implications of SLA research for the development of L2 Curricula:
1) The more input, the better (the more meaning-based the class, the better);
2) The more interaction, the better;
3) All learner production should be meaning-based or communicative;
4) Focus on form (or grammar instruction) should be meaning-based and tied to
input or communication; and
5) We should watch out for what we expect of learners.
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General Tips:
 Choose the country whose constitution you will study according to the interests of your
students or by their background knowledge.
 If you have heritage speakers in your class, studying their country of origin may enhance
interest in the unit.
Attachments:
Attachment A, Nuestros derechos como ciudadanos de los Estados Unidos
Attachment B, Protejamos nuestros derechos
Attachment C, Protejamos nuestros derechos – Rubric de evaluación
Attachment D, ¿Qué se garantiza? y ¿De qué se protege?
Attachment E, Para hablar de los derechos humanos
Attachment F, ¿Cuáles derechos se garantizan los documentos?
Attachment G, ¿Derecho o persecución?
Attachment H, Si estuvieras en esta situación, ¿qué recomendarías?
Attachment I, Situaciones de abusos
Attachment J, Problemas con los derechos humanos en un país de habla española
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Attachment A
Nuestros derechos como ciudadanos de los Estados Unidos
Nombre ___________________________
Fecha ______________________
Con tu compañero, sigue las instrucciones para hablar de los derechos que nosotros tenemos
aquí en los Estados Unidos. Prefiero que uno de ustedes lea todas las instrucciones en voz
alta antes de empezar.
1.
Exijo que conversen solamente en español.
2.
Prefiero que me pidan una palabra para expresarse en español en vez de usar inglés.
3.
Prefiero que sólo una persona escriba.
4.
Usando el gráfico abajo, quiero que hagan una lista de los derechos que tenemos como
ciudadanos de EE.UU.
5.
Si no saben las palabras exactas para expresar un derecho sugiero que describan lo que
pueden hacer bajo este derecho.
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Attachment A (Continued)
Nuestros derechos como ciudadanos de los Estados Unidos
6.
Cuando terminen, quiero que decidan cuál derecho es el más importante y que escriban
“1” en la caja al lado de este derecho. Luego quiero que pongan los otros en órden desde
el más importante al menos importante escribiendo los números en las cajas. Les
recomiendo que se preparen para explicar sus respuestas.
Los derechos que tenemos como ciudadanos de EE.UU.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Attachment A
Our Rights as United States Citizens - Translation
Name ___________________________
Date ______________________
With your partner, follow the instructions to talk about the rights that we have here in the
USA. I prefer that one of you read all the instructions out loud before you begin.
1.
I demand that you converse only in Spanish.
2.
I prefer that you ask me for a word to express yourself in Spanish rather than using
English.
3.
I prefer that only one person write.
4.
Using the graphic below, I want you to make a list of the rights that we have as citizens
of the U.S.
5.
If you don’t know the exact words for the rights that we have, I suggest that you describe
what you can do because of that right.
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Attachment A (Continued)
Our Rights as United States Citizens - Translation
6.
When you finish, I want you to decide which right is the most important and write a “1”
in the box beside that right. Then I want you to put the others in order from the most
important to the least important writing the numbers in the boxes. I recommend that you
be prepared to explain your answers.
The Rights We Have as United States Citizens
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Attachment B
Protejamos nuestros derechos humanos
Nombre _________________________________
Fecha ____________________
Hemos estudiado que en varios países existen problemas con las guarantías de los derechos
humanos. La gente ha protestado de varias maneras y han hecho varias actividades para
mejorar la situación.
Trabajando con uno o dos compañeros, imagínense que Uds. son ciudadanos de un país de
habla española. Escojan una situación de este país en la cual la gente ha sufrido abusos de sus
derechos humanos. Aprendan más sobre esta situación usando el Internet o otros recursos.
Pónganse en la situación. Preparen una dramatización para la clase que tiene que ver con esta
situación. Recomiendo que la dramatización consista en dos partes, una en la cual Uds.
explican el problema y otra en la cual Uds. proponen una manera de remediar el problema.
Escojan acciones que representan lo que hace o lo que ha hecho la gente del país. Usen el
subjuntivo que hemos estudiado para darles instrucciones uno al otro y para persuadir a los
demás que mejoren la situación y que protejan los derechos.
En la explicación del problema pido que incluyan:
 derechos violados
 causas o un poco de la historia de la situación
 gente afectada
 resultados de los abusos
En la manera de remediar el problema pido que incluyan:
 prácticas típicas de la cultura estudiada
 una manera específica de tratar el problema (una protesta, un congreso, una llamada a
grupos internacionales, una reunión con las personas afectadas)
 instrucciones a la gente para llevar a cabo la resolución (ambos dar y seguir)
La nota se basa en el siguiente rubric.
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Attachment B
Let’s Protect Our Human Rights - Translation
Name ___________________________
Date ______________________
We have studied that in various countries problems guaranteeing human rights exist. The
people have protested in various manners and have carried out various activities to improve
the situation.
Working with one or two partners, imagine that you are citizens of a Spanish speaking
country. Choose a situation from this country in which the people have suffered human rights
abuses. Learn more about this situation using the Internet or other sources. Put yourselves in
the situation. Prepare a dramatization for the class that deals with this situation. I recommend
that the dramatization consist of two parts, one in which you explain the problem and the
other in which you propose a means of improving the situation. Choose actions that represent
what the people of that country do or have done. Use the subjunctive that we have studied to
give each other instructions and to persuade others to improve the situation and protect the
violated rights.
In the explanation of the problem, I ask you to include:
 violated rights
 causes or some history of the situation
 who is effected
 results of the abuses
In respect to the manner of resolving the problem, I ask you to include:
 typical practices of the culture studied
 a specific means of addressing the problem (a protest, a conference, a call to
international groups, a meeting with the involved people)
 instructions to the people to carry out the means of addressing the problem (both
giving and following)
The grade is based on the following rubric.
18
Los Derechos humanos — Grade 11
Human Rights
Attachment C
Protejamos nuestros derechos humanos – Rubric de evaluación
4.0
Cantidad
sobresaliente,
todo o casi
todo correcto
3.0
Cantidad
adecuada, los
pocos errores
afectan
comprensión solo
un poco
2.0
Poca variedad
de vocabulario
con errores que
confunden
1.0
Poco vocabulario
relacionado con
el tema con
errores que hacen
difícil la
comprensión
Uso del subjuntivo
para dar instrucciones
Pocos errores
en el uso del
subjuntivo y
estudiantes
intentan
estructuras
complicadas
Pocos errores en
el uso del
subjuntivo que
afectan solo un
poco la
comprensión
Muchos errores
en el uso del
subjuntivo que
confunden
Tantos errores
que no se puede
comprender
Siguiendo las
instrucciones
Siguen todas
las
instrucciones
correctamente.
Siguen la
mayoría de las
instrucciones
correctamente.
Los estudiantes
no pueden
seguir muchas
de las
intrucciones
correctamente.
Los estudiantes
no pueden seguir
la mayoría de las
instrucciones.
Completa la tarea
 derechos y
problemas
claramente
explicados
 prácticas correctas
según el país
Completa
todos los
requisitos.
Completa la
mayoría de los
requisitos.
Incluye algunos
de los
requisitos.
Incluye pocos de
los requisitos o
está fuera de la
tarea.
Vocabulario
19
Los Derechos humanos — Grade 11
Human Rights
Attachment C
Let´s Protect Our Human Rights – Evaluation Rubric - Translation
3.0
Adequate amount
of vocabulary
used, the few
errors only
moderately affect
comprehension
2.0
Little variety of
vocabulary used
with errors that
cause confusion
1.0
Little related
vocabulary used
and with errors
that make
comprehension
difficult
Use of the subjunctive Few if any
to give instructions
errors in use
of
subjunctive,
students have
taken a few
risks
Some errors in
use of
subjunctive that
only moderately
affect
comprehensibility
Frequent errors
in the use of the
subjunctive
cause confusion
Errors are so
frequent as to
make
comprehension
extremely
difficult
Following directions
Students
follow all
instructions
appropriately.
Students follow
most instructions
appropriately.
Students cannot
follow many of
the instructions
appropriately.
Students are
unable to follow
the majority of
the instructions.
Meet criteria
 rights and
violations clear
 practices accurate
for target country
Includes all
criteria
required by
task.
Includes most
criteria required
by task.
Includes some
criteria required
by task.
Includes few of
the criteria
required by task
or off task.
Vocabulary
4.0
Outstanding
amount of
vocabulary
used, all or
almost all
correctly
20
Los Derechos humanos — Grade 11
Human Rights
Attachment D
¿Qué se garantiza? ¿De qué se protege?
Nombre _________________________________
Fecha ____________________
Usando La Declaración Universal de Derechos Humanos que has leído, completa las
siguientes listas de derechos y protecciones que se mencionan en ese documento.
las garantías
las protecciones
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
21
Los Derechos humanos — Grade 11
Human Rights
Attachment D
What Is Guaranteed? From What Are You Protected? - Translation
Name ___________________________
Date ______________________
Using the Universal Declaration of Human Rights that you have read, complete the following
lists of rights and protections that are mentioned in that document.
guarantees
protections
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
_________________________________
______________________________
22
Los Derechos humanos — Grade 11
Human Rights
Attachment E
Para hablar de los derechos humanos
Nombre _________________________________
Fecha ____________________
Participas en un comité que estudia los derechos humanos. Necesitas presentar un reportaje
sobre los que crees que son los más importantes y por qué. Llena el espacio en blanco con la
palabra correcta del vocabulario en la caja para completar la discusión.
inhumano/cruel
reunion
debido proceso legal
palabra
imprenta
juicio
aprensión arbitraria
ingerencia
el sufragio universal
educación
alimentación
Hay muchos derechos que son importantes para la gente, pero uno de los más importantes es
la libertad de _____________________ para que la gente pueda hablar de sus opiniones
sobre cualquier tópico. Y junto a ese derecho es él de la libertad de __________ para
expresar las opiniones en los periódicos y en las revistas. También se necesita la libertad de
________________ para reunirse con otras personas para discutir las varias opiniones. Otro
derecho muy importante es la protección contra ____________________ para que no se
permita encarcelar a alguien sin ________________________. Y para personas que sí
arrestan, es importante saber que tienen el derecho de ________________ público y mientras
estén en la cárcel que no sufren de trato ____________________________.
Es difícil decidir cuáles derechos son los más importantes porque también es necesario tener
derecho a su propia vivienda sin miedo de _______________________ del policía o
soldados. Muchos creen que toda la gente debe tener la oportunidad de participar en el
gobierno por medio de votar, es decir ___________________________.
Otros creen que es importante que todos tengan el derecho a ___________________, es decir
la oportunidad de ir a la escuela. Aún más básico, hay otros que creen que todo el mundo
tiene el derecho de ____________________________ adecuada, porque sin comida sana y
nutritiva, ningunos de los otros derechos tienen importancia.
23
Los Derechos humanos — Grade 11
Human Rights
Attachment E
In Order to Talk about Human Rights - Translation
Name ___________________________
Date ______________________
You are participating in a committee that is studying human rights. You have to present a
report on what you believe are the most important rights and why. Fill in the blanks with the
correct word from the vocabulary in the box in order to complete the discussion.
inhumane/cruel
assembly
due process
speech
press
trial
arbitrary arrest
incursion/invasion
universal suffrage
education
nutrition
There are many rights that are important for people, but one of the most important is the
freedom of ______________ so that people can talk about their opinions about a variety of
topics. Along with this right is the freedom of the _________________ to express opinions
in the newspapers and magazines. Freedom of _______________ is also necessary to allow
people to get together to discuss these various opinions. Another very important right is
protection against __________________ so that it is not permitted to incarcerate someone
without ______________________. And for people who are arrested, it is important to know
that they have the right to a public _______ and while they are in jail that they cannot suffer
_____________ treatment.
It is difficult to decide which rights are the most important because it is also necessary to
have the right to housing without fear of _____________ from the police or soldiers. Many
believe that everyone ought to have the opportunity to participate in their government by
means of voting, that is to say _________________________.
Others believe that it is important for everyone to have the right to ________________, in
other words the opportunity to go to school. Even more basic, there are others who believe
that everyone has the right to have adequate ________________ because without healthy and
nutritious food, none of the other rights are as important.
24
Los Derechos humanos — Grade 11
Human Rights
Attachment E
In Order to Talk about Human Rights - Answer Key
SPANISH ANSWER KEY:
palabra,
imprenta,
reunión,
aprensión arbitraria,
debido proceso legal,
juicio,
inhumano/cruel,
ingerencia,
el sufragio universal,
educación,
alimentación
ENGLISH ANSWER KEY:
speech,
the press,
assembly,
arbitrary arrest,
due process,
trial,
cruel/inhuman,
incursion/invasion,
universal suffrage,
education,
nutrition
25
Los Derechos humanos — Grade 11
Human Rights
Attachment F
¿Cuáles derechos se garantizan los documentos?
Nombre _________________________________
Constitución de EE.UU.
Derechos
Fecha ____________________
Declaración Universal de
Derechos Humanos
Derechos
Constitución de
(España)
Derechos
Derechos en común
26
Los Derechos humanos — Grade 11
Human Rights
Attachment F
¿What rights do the documents guarantee? – Translation
Name ___________________________________ Date ____________________
Constitution of the U.S.
Right
Universal Declaration of
Human Rights
Rights
Constitution of (Spain)
Rights
Rights in Common
27
Los Derechos humanos — Grade 11
Human Rights
Attachment G
¿Derecho o persecución?
Nombre _________________________________
Fecha ____________________
Escribe las siguientes palabras o expresiones en la categoría apropiada. Añade algunas de tus
propias palabras o ideas.
detener
encarcelar
ejecutar
el jurado
el asilo político
el idioma
perseguido
portar armas
arrestar
libertad
asesinar
la expresión
la alimentación
la esclavitud
el sufragio universal
la ingerencia
el juicio
vivienda
la represión
la asociación
la servidumbre
la explotación
el preso político
forzar
la violación
disfrutar
el debido proceso
la prensa
la enseñanza
la opresión
la tortura
votar
la persecución
los derechos
28
Los Derechos humanos — Grade 11
Human Rights
Attachment G
Right or Persecution? - Translation
Name ____________________________________ Date ___________________
Write the following words or expressions in the appropriate category. Add some of your own
words or ideas.
detain
incarcerate
execute
jury
political asylum
language
persecuted
bear arms
persecution
arrest
freedom
assassinate
expression
nutrition
slavery
universal suffrage
incursion, invasion
rights
trial
housing
repression
association
servitude
exploitation
political prisoner
force
rape
enjoy
due process
press
education
oppression
torture
vote
persecution
rights
29
Los Derechos humanos — Grade 11
Human Rights
Attachment H
Si estuvieras en esta situación, ¿qué recomendarías?
Nombre _________________________________
Fecha ____________________
Has leído un texto sobre una situación en la cual alguien ha violado los derechos de un grupo
de personas. Imagínate que eres miembro de este grupo de gente. Usando el subjuntivo,
escribe oraciones que expresan la importancia de los derechos violados y recomendaciones
para garantizar los derechos o por lo menos para mejorar el trato de la gente. También
incluye tus recomendaciones a los otros miembros del grupo de lo que puedes hacer para
alcanzar buen trato.
sugerir
es necesario
pedir
mandar
recomendar
es importante
rogar
es imposible
exigir
es preciso
requerir
es probable
preferir
es mejor
suplicar
es posible
querer
es bueno
insistir
MODELO: Es importante que tengamos el derecho de asociación.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
30
Los Derechos humanos — Grade 11
Human Rights
10. ____________________________________________________________________
31
Los Derechos humanos — Grade 11
Human Rights
Attachment H
If You Were in This Situation, What Would You Recommend? Translation
Name ____________________________________ Date ___________________
You have read a text about a situation in which someone has violated the human rights of a
group of people. Imagine that you are a member of this group of people. Using the
subjunctive, write sentences that express the importance of the violated rights and
recommendations to guarantee those rights or at least improve the treatment of the people.
Also include your recommendations to the rest of the group about what you can do to achieve
equal treatment.
to suggest
it is necessary
to ask for
to demand
to recommend
it is important
to beg
it is impossible
to demand
it is necessary
to require
it is probable
to prefer
it is better
to beg
it is possible
to want
it is good
to insist
MODEL: It is important that we have the right of association.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
10. ____________________________________________________________________
32
Los Derechos humanos — Grade 11
Human Rights
Attachment I
Situaciones de abusos
Nombre _________________________________
Fecha ____________________
1. El policía ha encarcelado a tu hermano sin dar razón. Tú y tu familia sospechan que es
porque él ha participado en una protesta contra los bajos sueldos y mal trato de los
hombres que pizcan café.
2. Te has enamorado de una persona de otro país y Uds. han decido casarse. El gobierno
niega el visa a tu novio (novia) y Uds. sospechan que es porque él (ella) es de un país de
donde vienen unos terroristas. Tú y tu familia quieren resolver la situación.
3. Tus padres quieren adoptar a un huérfano de otro país. Los oficiales de este país no
quieren dejarles a tus padres sacar el bebé del país sin que ellos prometan criarle en la
religión oficial del país.
4. En la elección de hoy tú y tu esposa fueron a la escuela a votar pero los oficiales les ha
dicho que no pudieron votar porque no estaban en la lista. El policía les echó de la escuela
cuando discutieron la decisión. Uds. saben que se registraron y que tienen el derecho de
votar.
5. El policía ha entrado en tu casa, rompiendo la puerta, y han tomado la prensa que usas para
publicar un periódico en el idioma regional. Han arrestado a varios de los empleados
también.
6. Tú y varios compañeros están protestando en la plaza principal para tener derecho a buena
alimentación y buena enseñanza, pero los soldados llegaron y fusilaron a varias personas
que protestaron. Tú y algunos compañeros escaparon.
33
Los Derechos humanos — Grade 11
Human Rights
Attachment I
Situations of Abuses - Translation
Name ____________________________________ Date ___________________
1. The police have imprisoned your brother without reason. You and your family suspect that
it is because he has participated in a protest against the low pay and poor treatment of the
men that pick coffee.
2. You have fallen in love with a person from another country and you have decided to get
married. The government is denying your fiancé(e) a visa and you suspect that it is because
he (she) is from a country from which terrorists have come. You and your family want to
resolve the problem.
3. Your parents want to adopt an orphan from another country. The officials from that
country do not want to permit your parents to take the child out of the country unless they
promise to raise him in the official religion of that country.
4. In today’s election, you and your wife went to the school to vote, but the officials told you
that you could not vote because you were not on the list. The armed soldiers threw you out
of the school. You know that you registered and that you have the right to vote.
5. The police entered your house, breaking down the door, and they took the printing press
you use to publish a newspaper in your regional dialect. They also arrested several of your
employees.
6. You and various friends are protesting in the main plaza in order to have good nutrition
and good schooling, but the soldiers arrived and shot some of the people protesting. You
and some friends escaped unhurt.
34
Los Derechos humanos — Grade 11
Human Rights
Attachment J
Problemas con los derechos humanos en un país de habla española
Nombre _________________________________
Fecha ____________________
Usando el Internet como recurso, busca información sobre un país de habla española donde
haya problemas con los derechos humanos. Completa la información abajo sobre estos
problemas.
1.
país
2.
derechos violados y cómo
3.
gente dañada
4.
cuándo ocurrió
5.
quién lo hizo
6.
causas
7.
protestas de la gente dañada
8.
intervención por agencias internacionales (si hay)
9.
tus recomendaciones
35
Los Derechos humanos — Grade 11
Human Rights
Attachment J
Problems with Human Rights in a Spanish Speaking Country - Translation
Name ____________________________________ Date ___________________
Using the Internet as a source, look for information about a Spanish speaking country that
has had problems with human rights. Complete the information below about these problems.
1.
country
2.
violated rights; how violated
3.
people hurt
4.
when it occurred
5.
who did it
6.
causes
7
protests from the abused people
8.
intervention by international agencies (if there are any)
9.
your own recommendations
36