IHR LPs draft 1

7/30/2019 IHR LPs draft 1

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EXPLORATION SUMMER PROGRAMSDAILY PLANS

Instructor: Maria BolandPCA: Adam KretzCourse Number and Title: International Human RightsCourse Budget:________________________________________________________________________Day _1_Essential QuestionHow do we define human rights?Objectives

1. The students will be able to formulate ideas about what they

believe human rights are by means of small and large group discussion2. TSWBAT familiarize themselves with a new learning environment

and community3. TSWBAT identify examples of some human rights cases around the

worldMaterials, Tools and ResourcesLarge sheets of paper and markers

Post-it NotesHandout on class outline/rulesStudent Bingo sheetComputer (with speakers)ProjectorActivitiesWalk to class together (5 min) Keep in mind, depending on your building,this could really be a 20 minute walk on Day 1. Think about what youd cut if

necessary (this is only for some of the faraway, mostly science and artbuildings, but social science courses are put there occasionally.Icebreakers (15 min)Introduction of self and course (10 min)Brainstorming on EQ: Class definition of human rights (15 min)Other definitions of human rights (15 min)Post-it note activity (5 min)


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HookWhen you think of human rights, what is one word that comes to mind? ( Inthe first 3 minutes of class, I will ask the students to think of one word, and

during the Brainstorming on EQ section of the class, they will write them onthe board)Procedure1) Ice-breakers:Student Bingo- students will all receive a "Bingo" sheet with differentcharacteristics/attributes in each square (has broken a bone, plays a musicalinstrument, etc.). They then will travel around the room, trying to findothers who fit that category (and learning names, and tories behind the

attributes in the meantime) so that they can mark off the square. We willthen re-convene as a large group and students will introduce one-another ("Isee that you met someone who plays a musical instrument, who wasthat? what was the story behind that?) Students will need to also introducethat person's name, age, and where they are from.Shake it up- students will sit in chairs in a circle with one person startingstanding in the middle (think musical chairs- there will be one less chair thannumber of students, accounting for the person in the middle). Student inthe middle will start by saying "Shake it up if you _______ (love pizza, have

more than 2 siblings, etc.)." All the students in the circle who then agree/fitthat description must stand up and run/scramble to find a different chairacross the circle. The student left without a chair is the next person to say"Shake it up if you ______."Are you going to be doing both icebreakers? If yes, good deal, just be VERYmindful of time (a 10 minute icebreaker has a penchant for going for 20 atExplo). If not, Id err on the side of Shake it up which is a more uniquegame and one the students probably wont see in their other classes.2) Introduction of self and course:Briefly introduce myself, where I am from, and my interest and experiencein International Human Rights. Ask students to go around the room and alittle of their experience in international human rights (or interest in it, ifthey feel they have little to no experience), and why they chose to take thiscourse. I will be taking notes on their responses for ideas of importantthings to touch on.


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I will then introduce the course itself with a handout, outlining the schedule,a brief synopsis of things we will touch on, in addition to rules andexpectations. The rules and expectations sheet will be considered a contractof sorts, to make sure that the classroom is an environment where students

feel safe to speak up and discuss their opinions in a respectfulatmosphere. They will sign it and return it to me, so I can refer back to it, ifany incident should arise.Id encourage you to create a list of rules together, rather than only

ascribing expectations to the students. It gives them a greater feel ofownership, and thus theyre less likely to break them (seems simple, butreally does work). Id keep a list of 4-5 rules that you will definitely need tohave in the class, and you can interject them as theyre coming up with

some on their own. If you write it on posterboard, everyone can sign, andthen youll have the reference point. Itd take a little longer to do this, butpedagogically it would create a more open classroom.3) Brainstorming on EQ:First, I will ask that the students write on the large sheet in the front of theclass room one word that comes to mind when they think of internationalhuman rights. Then, as a class, we will come up with our own classdefinition of human rights, and class list of essential human rights, citingspecific country examples when applicable. This will be done in a sort ofthink-pair-share method: I will ask the students to write down what their

personal definition of human rights would be, and 3-5 things that theyconsider to be essential human rights. We will then move to small groupdiscussions first, and then come together as a large group and share whatwe have come up with, writing on a large sheet our own classdefinition/declaration of human rights to which we will refer during the restof the class.

Each group will decide upon one students' definition to put on the board, and5 essential human rights. If anyone would like to put additional ones on,they may. I will then give them a few seconds to let them take in all theanswers, before coming into large group. I will then ask one group

representative to read their answers aloud. When everyone has shared, Iwill ask what people think about the responses: what answers did youparticularly like/agree with? Which answers were confusing for you/wouldyou like to be explained more? Are there any you don't agree with? I willemphasize that a difference of opinion is great, that it facilitates greatdiscussion and, as New York City civil rights lawyer Dudley Field Malone once


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said, "I have never in my life learned anything from any man who agreedwith me."

And because there will most likely be a difference of opinion, i can segwaythis in the question: What factors influence our ideas of human

rights? (Politics, media, case studies or causes to which they have beenexposed, family, society. I'm hoping that they will touch on the media,because that will help them brainstorm how they can harness art and mediafor a good cause or to disseminate human rights information). We willcome up with a definition that is all-inclusive enough that we can agree on,and look at the examples of ideas of essential rights as good things to touchon in future discussions.This is a terrific way to introduce the course. I really like this model;particularly your segue into discussion on the similarities and differencesbetween fundamental human rights. Id encourage you to write down thedifferent rights students put on the board to refresh their memories as thecourse continues.4) Other definitions of human rights:I will then briefly introduce how other entities (UN, World Bank, possiblydifferent countries, etc) define human rights. We will then move into smallgroup discussion: do we agree with any/all of these definitions? Why/whynot? We will share our answers in large group and answer the question: Dowe want to re-evaluate our class definition of human rights? If so, how? We

will keep our definition of human rights hung up throughout the duration ofthe course, and refer back to it.Are you going to introduce this verbally, via handouts, or by anothermethod? A handout could be most helpful for the following conversationabout agreement and disagreement, as a reference point.ClosingFinal post-it note activity: I will pass out post-it notes to each student in theclass, and in order to leave, student must write down one thing that theyhope to learn about/discuss in this course. These post-its will be displayed

at the beginning of the next class.This is a good way to end your first class. I think its a dynamic and

informative first day.Assessment


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1. The student should be able to, as a class, during small and large groupdiscussion, come up with their own definition for human rights, and a classlist of what they believe are essential human rights2. The student should be able to know what is expected of them throughoutthe course, and what will be happening.Filler ActivitiesIf there is time left over, well continue our discussion of how different

entities define human rights.ResourcesComputer (with speakers), projector, and class outline and rules handoutPrep Work1. Review others' definitions of human rights2. Print off class outline handout and student Bingo sheet

________________________________________________________________________Day _2_Essential QuestionWhat can/should be done after violations of human rights have occurred?Objectives

1. TSWBAT explore key terminology (i.e. justice, social justice)2. TSWBAT identify examples/case studies of social justice

movements from short video clips and small and large group discussion3. TSWBAT analyze differing modes of handling human rights abuses

and debate themMaterials, Tools and ResourcesChalkboardComputer (w/ speakers)ProjectorCountry handouts on human rights abuses (with discussion questions)Looseleaf paperPencilsActivities


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Introduction to definitions of justice/social justice (10 min)Video clip examples (5 min)Discussion (15 min)Introduction to human rights abuses (20 min)Video clip examples (10 min)Discussion (10 min)HookPost-its will be displayed as the students walk in from yesterday's Post-itexit activity. Students will be given a couple minutes at the beginning ofclass to read over some of the answers. If you find that some are illegible orthat your ESoL students had a difficult time writing their thoughts (quitepossible in a course like this that youll have many international students, a

fun challenge), you may consider re-writing some, or just saying those youfound interesting.Procedure1) Introduction of definitions of justice/social justice:I will open the class discussion with these questions: We all have heard theterm justice, what is deemed just, but who here has ever heard of the termsocial justice? Can anyone tell me what they think this means? Can anyoneidentify examples of social justice movements? After posing thesequestions, (thus hopefully getting the students' definitions of justice/social

justice first), I will briefly introduce some general definitions of justice vs.social justice (handout). I will touch on a few examples of social justicemovements, but I really want this to be a large group, student-leddiscussion, where I see what they know about international social justicemovements, and how this relates to human rights.Are you going to discuss, then do the handout? This would be a good order(and it sounds like how youll approach it).2) Video clip examples:To illustrate the concepts covered with relation to social justice, I will showshort clips from the internet citing specific case studies of international socialjustice cases, giving examples representing developing and developedcountries from around the world to illustrate how differentcountries/governments respond to these social justice concerns.


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Which clips? Ill need to see a little more specificity (maybe with links aswell) in draft 2. I think video here would be good, though.3) Discussion:We will break into small groups with students sitting around them, anddiscuss/debate: do we agree with these definitions of justice and socialjustice? Why/why not? Can we think of any other examples of social justicemovements? How does social justice relate to human rights? This lastquestion we will especially touch on in large group conversation. During thesmall group discussion, I will be floating around group to group, listening totheir discussion, and perhaps challenging them to go further with theirthoughts. I want students to be able to support their opinions solidly, so Iwill very often pose other questions to them, such as "That's a greatidea! But, what about this (insert example), what would happen if this wereto occur?" This will also introduce the complexity of the issues, and thatnothing is ever black and white.

This early in class, itd be good for you to set up the groups yourself, ratherthan just saying break into groups since many students will still beapprehensive. Dont underestimate how mobile youll need to be in order to

keep control of the classroommoving every 2 minutes or so is almost

required to make sure things are running smoothly, especially this early.4) Introduction to human rights abuses:To introduce the topic of human rights abuses, their aftermath, and howdifferent countries reacted, I will ask that students get into groups of 2-3. Iwill then give each group a case study of a human rights abuse (handout), ofwhich they will become the "experts" on. They will then teach the class onsaid human rights abuse highlighting: where did this occur? In whatcontext (environmental, social, cultural, political, etc)? What was theconflict leading up to the human rights abuse? And, most importantly, howdid the local governments and international organizations/agencies react? Iwill write these discussion questions on the board.Id be wary of two small-group discussions during the same day. It prevents

students from getting a full breadth of opinions, particularly on such a crucialtopic for their understanding later in the class.5) Video clip examples:We will then watch some short clips citing specific examples of the aftermathof human rights violations around the world, to illustrate a little bit more


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about what our expert groups have taught us. I will use other examplesfrom around the world so that the students can become aware of otherhuman rights abuses.6) Discussion/Debate:Reflecting on our expert groups presentations, and our EQ, as a large group,we will tackle these essential discussion questions: what can/should bedone after violations of human rights have occurred? What should be theduty of the government? What should be the duty of internationalagencies/organizations? If the students are hesitant to answer suchquestions, I will ask each group how, in their case study, the abuse washandled, and if they believe that that was the appropriate and justresponse. I will then ask the rest of the class their thoughts: is thereanything that could/should have been done differently?Youre doing a ton today, and probably want to think of cutting one of theseactivities (or moving them to Filler status) to better concentrate on a smallergroup of activities. By moving one of the small group discussions into largegroup, and integrating these follow-up questions, you might even be able tosolve that problem.ClosingI will ask the students before they leave to reflect tonight on what they havelearned about human rights abuses and social justice movements. I will

encourage them to write down any thoughts/reflections/questions they mayhave, as this will help them with their final "what can one do" creativeproject.Assessment1. TSSBAT define justice and social justice and identify the difference, citingspecific country examples we went over in class discussion and saw in theshort clips2. TSSBAT come away with a knowledge of how different countries addressHR issues. and define what they believe is the right way to solve itFiller ActivitiesIf there is time left over, well have a creative reflection (free

write/draw) on what we have learned about human rights abuses.

ResourcesChalkboard, computer, projector, speakers, looseleaf paper, pencils


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Prep Work1. Set up video clips2. Print off handouts (HR abuses case studies)3. Review case studies of social justice movements and human rightsabuses

________________________________________________________________________Day _3_Essential QuestionHow do we define human rights?Objectives

1. TSWBAT identify DeSouza and Porter and their list of the 9essential human rights

2. TSWBAT better formulate their own opinions and their list of

essential human rights3. TSWBAT analyze clean water as an essential human right and if

they agree, citing specific country examplesMaterials, Tools and ResourcesLarge sheets of paper and markersComputer

ProjectorChalkboardArt materialsPhotos of clean waterCase study handouts of clean water conflictsActivitiesDeSouza and Porter Presentation (5 min)Discussion/Debate (15 min)Introduction to clean water (15 min)Skit activity (15 min)Discussion/Debate (10 min)Creative reflection activity (5 min)Hook


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As the students walk in, I will have "Nine Essential Human Rights" writtenon the board. I will use this to introduce the presentation on DeSouza andPorter's list of nine essential human rights.Procedure1) DeSouza and Porter presentation:I will begin the discussion by directing the students' attention to the boardwhere I have written "Nine Essential Human Rights." I will ask the studentsif anyone has heard of DeSouza and Porter (I'm not anticipating many willhave heard of them). I will tell the students briefly who they are, and ask ifanyone can guess what their Nine essential human rights are. I will fill inwhichever ones that they guess right (in a wheel-of-fortune kind of way),then, when they have ran out of guesses, I will fill in the others. I will thengive them a handout on the Nine Essential Human Rights as outlined byDeSouza and Porter. This will aid them in their discussion.I like the guessing style to this! Really interactive. Good stuff.2) Discussion/debate:I will then ask them to break into groups of 2-3 and repond to thisquestion: Do we agree with their definition of human rights? Is thereanything that they may have left out? Is there any one that we wouldremove? We will then share the responses in large group, and, if needed,

re-evaluate our class list of essential human rights.Have you thought about introducing a discussion of time and culture here,i.e. is it possible that DeSouza and Porter are right for the recent past/now,but wont be for the future?3) Introduction to clean water:I will then place four pictures depicting water (gathering water, bathingwater, drinking water, etc) in the developing world. I will ask the class towrite down an individual response to this question: Do you define clean

water as an essential human right- why/why not? What would be a counter-argument to your opinion? I will then ask if anyone would like to sharetheir responses in large group. After hearing initialreactions/thoughts/counter-arguments to water as a human right, I will givethe students more information by means of introducing the topic throughvideo clips. These will showcase specific country case studies citing clean


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water human rights issues (Bolivian Water Wars, Sanitation in India's slums,etc.).

A good start to the case study piece of your class (which I love). Again, forthe video clips, well need to see more specificity (I dont want to keep

repeating that, its just that I have to watch all of them before I can approvethem, which I fully expect to).6) Skit activity:I will then ask students to break into groups of 3-4 and each group will begiven an case study where access to clean water was an issue(handout). The students will be asked to create a skit, acting out both sidesof the debate, and present them to the class. Students must use realarguments given on each side of the issue, to demonstrate the complexity ofthe cases. Then, the large group class will "jury vote" by a show of handswhich group they would side with.

This will take MUCH longer than 15 minutes. Id say 15 minutes is the

amount groups will probably need in order to prepare, then another 15 foreveryone to go. I love skits, and think they bring a lot to the classroom. Youshould block out at least 25 minutes though (if your class has the full 16students) for them to be done well. Depth in a small number of well-thoughtout activities (which all of yours are) is far better than breadth in a bunch ofthem.6) Discussion/debate:First I will gather some initial reactions in large group to the skitactivity. Then, I will move into a think-pair-share method, where studentswill reflect on these questions before getting into groups of 2-3: Why wouldsome define clean water as a human right? Why would somedisagree? How should a country/international aid organization address cleanwater concerns? What should the role of government be? What should therole of international organizations be? Each group will then share theirresponses in a large group format.I think that youre relying toomuch on small groups. Id discourage you, as Isaid earlier from doing them too often; a vibrant large group discussion isboth easier to handle on your end and provides the students with a betteropportunity to hear all sides. The biggest worry is getting students toparticipate, but shy students are just as unlikely to take charge in smallgroups as they are in large groups. In large groups, you at least havegreater power to engage them as the teacher.


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ClosingCreative reflection activity:Students will be given the opportunity to write/draw/paint/sketch etc. their

thoughts/reaction to why clean water is an essential human right on sheetprovided. All sheets together will form class mosaic illustrating clean wateras a human right.Assessment

1.TSSBAT identify DeSouza and Porter and their contribution to the

study and practice of human rights, and whether or not they agree2.TSSBAT analyze clean water as an essential human right, and

whether or not they agree, citing specific examples we went over in class.Filler ActivitiesIf there is time left over, well continue our discussion of how differententities define human rights.ResourcesComputer, projector, art materials for creative reflection Do you use a Mac?If so, youll need one of the DV inputs to hook up to the Yale computernetwork. The AV guys and gals have a couple of them, but you may want torequest it in your AV request if you dont own one yourself.Prep Work1. Get photos of clean water2. Set up video clips of case studies of clean water3. Print out handouts of clean water conflicts4. Review DeSouza and Porter's 9 New Essential Human Rights


1. TSWBAT give a brief overview of what the UN is and their

definition of universal human rights


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2. TSWBAT better formulate their own opinions and their list ofessential human rights

3. TSWBAT analyze healthy food as an essential human right and

whether or not they agree, citing specific country examplesMaterials, Tools and ResourcesLarge sheets of paper and markersComputers (at least 9)ProjectorHandout: UN Universal Declaration of Human RightsHandout: UN Millennium Goal PDFArt materials for creative reflectionActivitiesIntro to UN and Millennium Development Goals (15 min)Discussion/Debate (10 min)Intro to healthy food as a HR (15 min)Case studies: Video clips (15 min)Discussion/Debate (5 min)Creative Reflective Activity (10 min)HookI will start the class by asking the class, Out of all theorganizations/governing bodies, which one is most often called upon for

human rights cases? I'm assuming most of them will be able to say 'TheUnited Nations'. I will then ask the students who responded correctly: Whois the UN? What does the UN do? I'm assuming most will be able to saysome basic things about the UN, and this should get the ball rolling onconversation.One thing to be wary of in these conversations is students who want tomonopolize the conversation and tell everyone everything that they know.Just be ready to flex your muscle as an instructor (gently, at first, sincemost just dont know any better).Procedure1) Introduction to the UN and the Millennium Development Goals:I will briefly introduce what the United Nation's role in human rights cases is,as well as their definition of human rights (I will have a handout of the UN'sUniversal Declaration of Human Rights for the students). Ill check that out


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when you upload your handouts. I will then briefly introduce the UN'sMillennium Development Goals (I want the students to have as muchownership of learning and the class as possible, as such I will be using the"expert groups" model again, so that the students are becoming experts onone topic and teaching the class). I will break the students into 8 groups,

and each group will tackle one of the Millennium Development Goals (EndPoverty and Hunger, Universal Education, Gender Equality, Child Health,Maternal Health, Combat HIV/AIDS, Environmental Sustainability, and GlobalPartnership).

Students will be given handouts on their goal, and websites to check out(http://www.un.org/millenniumgoals, andhttp://www.un.org/Pubs/CyberSchoolBus/mdgs/index.asp). I will bewalking around the room, sitting in on discussions, answering anyquestions. Groups will then present their findings to the class, touching onthese topics: What is your group's goal? What are the targets (specifics)outlined for your goal? Give two country examples of this goal. What hasworked? What still needs to be done?

Students wont be able to check out the websites in class , so will you beassigning that they do for homework?2) Discussion/debate:Do we agree with the UN's declaration of human rights? Why/whynot? (break into small groups for brief discussion, followed by large group

discussion, teacher will be walking around and checking on groups, andfacilitating large group discussion). We will share our thoughts in largegroup, facilitated by the teacher, culminating with a re-evaluation of ourclass list of essential human rights.4) Introduction to healthy food during all seasons as a human right:I will then introduce the topic of healthy food during all seasons. I will posethe question: do we define it as an essential human right- why/why not?(this will be a think-pair-share method, I will ask them to reflect on thequestion, followed by small and large group discussion, teacher will be

walking around observing and checking on groups, and facilitating largegroup discussion). In large group, one person from each group will sharewhat the group discussed.5) Specific country case studies by way of video clips:
http://www.un.org/millenniumgoalshttp://www.un.org/millenniumgoalshttp://www.un.org/Pubs/CyberSchoolBus/mdgs/index.asphttp://www.un.org/Pubs/CyberSchoolBus/mdgs/index.asphttp://www.un.org/millenniumgoals


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After hearing the opinions of each group, I will delve a bit more into thetopic by means of short video clips, showcasing specific country case studiesilluminating healthy food during all seasons as a universal human right.6) Discussion/debate:I will pose these questions to the large group: Why would some definehealthy food during all seasons as a human right? Why would somedisagree? How should a country/international aid organization addresshealthy food concerns? (teacher will be facilitating the large groupdiscussion). I will write their responses on a new large sheet of paper, sothat we can refer back to it throughout the course (especially the responsesto how should an entity address concerns).Have you considered asking them to discuss whether defining something asa right makes it easier to solve that problem on an international level? I

think this could breed interesting conversations as well.Similar comments as before; too many small groups and Ill need specific

video clips to check out (I wont say it again, promise! It can just be implied

from here on out).ClosingCreative reflection activity:Write/draw/paint/sketch etc. their thoughts/reaction to why healthy foods in

all seasons is an essential human right on sheet provided. All sheetstogether will form class mosaic illustrating healthy food as a human right.Assessment

1. TSSBAT identify the UN and their role in the practice of human

rights, the Millennium Development Goals, and whether or not they agreewith their universal declaration of human rights

2. TSSBAT explain why healthy food in all seasons is an essential

human right, citing specific examples we went over in class.Filler ActivitiesIf there is time left over, well continue our discussion of the MillenniumDevelopment Goals.ResourcesComputers, projector, handouts, large paper, markers, art materials forcreative reflection


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Prep Work1. Print out handouts2. Set up paper3. Review UN Declaration of Human Rights, Millennium Development Goals,and UN's role4. Set up video clips



essential human rights2. TSWBAT analyze gender equity as an essential human right and

whether or not they agree, citing specific country examplesMaterials, Tools and ResourcesLarge sheets of paper and markers

ComputerProjectorArt materialsActivitiesIntroduction to gender equality (5 min)Video clips (15 min)Discussion/Debate (10 min)Creative reflection activity (15 min)HookAs the students walk in, I will have written on the board several statistics inregards to gender inequality around the world (maternal health, femalegenital mutilation, gender specific cultural/religious/societal expectationsthat some could perceive as infringing upon personal freedoms, etc).Procedure


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1) Introduction to gender equality:As the students filter in, I will allow them time to look over all of thestatistics on the board. I will also have the sources readily available to

whomever asks, because I believe that it is of the utmost importance to beable to concretely support your facts. I will introduce the topic of genderequality by first asking, by a show of hands, who (in THEIRcity/town/country-- not on a global scale) perceives this to be a relevantissue. I will then ask them to expand on their answer, explaining wherethey are from, and what gender roles are like there. This way, we can graspa little bit more about where people are coming from.

I like the moving from more micro-level political knowledge to discussions ofthe greater global scale, so this is a great way to start.I will then briefly introduce the topic, elaborating on the statistics listed onthe board. I will then ask the students: do we define it as an essentialhuman right? why/why not? (this will be followed by small and large groupdiscussion, teacher will be observing and checking on groups and facilitatingthe large group discussion). We will re-evaluate our class definition ofessential human rights if necessary.

2) Specific country case studies by way of video clips:After hearing the opinions of each group, I will delve a bit more into the

topic by means of short video clips, showcasing specific country case studiesilluminating gender equality as a universal human right. 3) Discussion/debate:After watching the videos, and learning more about the different cases ofgender inequality in the world, I would like to begin the discussion byasking: Why would some define gender equity as a human right? Whywould some disagree? How should a country/international aid organizationaddress gender equity concerns? What about when religion or culturecomes into play? Should an organization always respect cultural/religious

differences, even if they contradict their viewpoint on gender equity? This isone of my favorite questions in the class thus far. Love it. What should therole of an international organization (such as the UN) ultimately be, ingender equality cases? (The format of this discussion will be small groupfirst, and then large group discussion; teacher will be observing andchecking in on groups, and facilitating large group discussion).


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I think you have the right idea with the number of activities for this day. Wereally overestimate how long 70 minutes can be, and having a good filleractivity waiting in the wings is always better than trying to cram too muchin.ClosingCreative reflection activity:I will ask students to write/draw/paint/sketch etc. their thoughts/reaction towhy gender equity could be an essential human right on sheet provided. Allsheets together will form class mosaic illustrating gender equity as a humanright.Assessment

1. TSSBAT explain why gender equity is an essential human right,

citing specific examples we went over in class.Filler ActivitiesIf there is time left over, well continue our discussion of gender equality as

a human right.ResourcesComputer, projector, art materials for creative reflectionPrep Work1. Set up video clips2. Write statistics on the board3. Review statistics on maternal health and gender equality



essential human rights2. TSWBAT analyze personal freedom as an essential human right

and whether or not they agree, citing specific country examples


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Materials, Tools and ResourcesLarge sheets of paper and markersChalkboard/ChalkComputer (with speakers)ProjectorArt materialsActivitiesHook Discussion (5 min)Discussion/Debate (15 min)Video Clip Examples (10 min)Introduction to Personal Freedoms (15 min)Creative Reflection Activity (15 min)HookAs the students walk in, I will have written on the board 'PersonalFreedom'. Once all the students are settled, I will ask them what this termmeans to them, asking them to define it. I will write all the answers on theboard, and then (if there are enough responses), ask the students to lumpthem into categories (political, economical, civil liberties, etc.).You might think about assigning a student to lead these opening discussionsas the class progresses (or at least to be at the board with you to help writeand do some of the legwork). Any chance to give students a leadership role

in class is one you should consider taking.Procedure1) Discussion/debate:After the hook discussion (above), I will have students reflect on thefollowing questions, dotting down responses so they can refer to them insmall and large group discussion: Why would some define personal freedomas a human right? Why would some disagree? How should acountry/international aid organization address personal freedom concerns?

What should be the role of government be? Teacher will be walking aroundthe room, answering any questions and listening to responses. Then, as alarge group I will call on groups to share their responses. I am hoping(since I have not formally introduced case studies) that students can comeup with their own examples, drawing on their own personal knowledge.


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You also should consider having some of these discussions as individualreflective activities. Either students could free write and then pick one oftheir more powerful comments or thoughts to share, or you could modify thepost-it activity and they can write a couple to put up on the board. Thinkabout ways to shake things up with these activities a bit.2) Specific country case studies by way of video clips:After hearing the opinions of each group, I will delve a bit more into thetopic by means of short video clips, showcasing specific country case studiesilluminating personal freedoms as a universal human right. I am hoping thatthese will get students thinking about human rights and access freedoms intheir own country as compared to others.3) Introduction to personal freedom:After watching the video clips, and introducing students to various casestudies of personal freedom cases from around the world, I will ask thestudents to first reflect on the following questions, then I will ask students toshare in large group: do we define personal freedom as an essential humanright- why/why not? Have any of our opinions changed from our firstdiscussion? (I will go over the questions for from the first discussion, andask if anyone has any new insights based on the videos we watched/casestudies we observed).What sort of case studies? Id like to see a good deal more extrapolation

here for the next set of LPs, particularly in how youll be having studentsapproach the case studies in class.

ClosingCreative reflection activity:I will ask students to write/draw/paint/sketch etc. their thoughts/reaction towhy personal freedoms could be an essential human right on sheetprovided. All sheets together will form class mosaic illustrating personalfreedoms as a human right. This is actually a great non-filler activity, too,

and you should integrate it more into the expected activities for your class!Assessment

1. TSSBAT explain why personal freedom is an essential human

right, citing specific examples we went over in class.Filler Activities


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If there is time left over, well continue our discussion of differing types of

personal freedoms as a human right.ResourcesComputer, projector, art materials for creative reflectionPrep Work1. Set up video clips2. Write hook on the board3. Review case studies of personal freedom human rights cases



essential human rights2. TSWBAT analyze education as an essential human right and

whether or not they agree, citing specific country examples

Materials, Tools and ResourcesLarge sheets of paper and markersComputer (with speakers)ProjectorArt materialsSidewalk ChalkHandouts on statisticsActivitiesIntroduction to education (20 min)Video clips (10 min)Discussion/Debate (10 min)Student Chalk Activity (20 min)Creative reflection activity (15 min)


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HookOn the board I will have written average cost per student for education indifferent countries. For example, in Nicaragua it costs $35 per year to senda child to primary school (for school uniforms, shoes, fees, materials, etc). Iwill include statistics on universities, for various countries, and then ask the

students if they can guess the average cost for a four year college educationin the United States. I will put all of these on the board to illustrate thediscrepancies between countries and access to education, by thenhighlighting the literacy rates of the same countries (by first asking thestudents "okay, so we know that in this country it costs $40 per year to senda child to school. What would you guess the literacy rate of this countryis?"). I will use this to start the discussion and presentation on education.

Great hook. I like it a lot.Procedure1) Introduction to education:I will start this discussion with the Hook (above), and hope that we can getthe ball rolling with some discussion that way. After this brief large groupintroduction to the topic, with statistics, I would like students to reflect onthe following questions: Do we define education as an essential humanright- why/why not? What is education like in your homestate/country? What do you think works? What doesn't? What are somedeterrents to sending children to school in poorer countries (other than the

school fees)? I am hoping students will touch on family income, andchildren being contributors to the family income, thus making it a a harddecision: essentially deciding between the children's education and puttingfood on the table. Also, I am hoping someone will bring up gender being anissue, that in many countries it is a common practice to only educate theyoung boys in a family.

Remember, though, especially during this discussion that almost all of yourstudents will be coming from incredibly privileged educational backgrounds.You may consider even including a follow-up question about Explo andprivilege since theyre talking about the intersection of wealth and

education.

After reflecting on these questions (I will write them on the board, so that itseasier for them to remember), I will ask the students to break up into smallgroups and discuss their responses (I am hoping by this week that studentsare forming groups with different people and branching out to otherstudents, if this is not the case, I will urge them to do so). You should


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probably be assigning groups at least half the time, if not more often thanthat. Students wont branch out on their own, theyll almost always form the

same group of 4 if given the chance. Rather than start an argument withthem in class, it is probably much easier just to assign them. I will becirculating around the room, answering any questions and sitting in on

conversations, posing counter-questions where appropriate. I want to urgethe students to go further and challenge their own thoughts, and will oftenplay "devil's advocate" in order to get students to have a more well roundedperspective of the complexity of these issues. (For example, many studentsmay find it abhorrent that a parent in a developing nation with limitedmeans may pull their child out of school at 3rd grade in order to sell gum orcigarettes on the street or in the market. But, in order to show that theissue is not black and white, I urge them to think about the familyeconomics, and what they should do to supplement that lost family incomein order to put food on the table).

After small group discussion, we will share our responses in large group, andin order to get people to talk I will ask the students to pick one student intheir group as the "reporter", one who will share the group's responses tothe rest of the class. I will pause after each group answers, and ask the restof the class "Does anyone have any responses? Any clarifyingquestions?" If not, we will move on to the next group. I am hopingstudents will become more comfortable with sharing, but in this setting,don't necessarily want to force it when not essential. After each group hasshared, this will conclude our preliminary discussion about education as ahuman right.This is a good place where students are probably most adept at coming upwith solutions to the problem your discussing, and you might want to givethem free reign to develop policy options for both developed and

developing nations, rather than just discussing solutions toward the end ofthe class.2) Specific country case studies by way of video clipsNext we will move on to video clips illustrating specific examples of countrycase studies with relation to access to education. These will hopefullyhighlight the situation in other nations when it comes to education, andperhaps even juxtapose their own personal educational experience, therebyintroducing them to the realities of education in other countries and howlucky we are to have been blessed with an education that goes beyondprimary school. I will also tell the students what percentage of thepopulation of the earth has graduated primary school, what percentage ofthe world has graduated high school, and what percentage of the world has


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graduate college. I will ask them to reflect on this for their creativereflection activity.3) Discussion/debate:

After watching the videos, I will ask the students to get into their groupsagain and now, after our discussion and watching the videos, answer thequestions: Why would some define education as a human right? Whywould some disagree? How should a country/international aid organizationaddress education concerns? If you were the leader of a country wherethere was little access to education or a low literacy rate, what would yoursolution be? Or, if you think that it is not the government's role, how wouldyou hope that the issue would be addressed?

I worry a bit that these questions are somewhat repetitive, since youreasking a version of the same 5-6 questions each time. You should try andmake a few more topical (and perhaps, even more specific) questions ratherthan ask the same ones each time.Again, after small group discussion, we will share our responses in largegroup, and in order to get people to talk I will ask the students to pick onestudent in their group as the "reporter", one who will share the group'sresponses to the rest of the class. I will pause after each group answers,and ask the rest of the class "Does anyone have any responses? Anyclarifying questions?"

4) Student Chalk activity:After the discussion has ended, and everyone has shared, the teacher willhand out sheets to each group with various statistics on it. I will introducethe student chalk activity: If we are to support education as somethingvaluable, lets use these statistics to EDUCATE our fellow Explo peers on thisissue. I will hand out sidewalk chalk to each group. Students can refer tothe list of statistics to write them in chalk slogans or information on the oldcampus groups for fellow Explo-ers to see. The aim of this is to get themoutside, let them get them creative, and encourage them to critically think

about educating others (making it a topic less about "the other" and moreabout THEM, concretely what they can do every day: educate others aboutissues). I will allow them to leave the classroom for 15 to 20 minutes MAX,and give them a time that they have to be back. I will ask that one studentbe the time keeper (whoever has a watch/cell phone to keep time) to assurethat they get back on time.


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Terrific activity. Make sure you tell that they need to stay on Old Campus,and you might even want to assign them locations (Phelps Gate, VanderbiltArch, etcall places youll be quite familiar with at this point).

ClosingCreative reflection activity:I will ask students to write/draw/paint/sketch etc. their thoughts/reaction towhy education could be an essential human right on sheet provided. I willespecially ask them to reflect on the statistics that are still on the board, andthe ones on their handout. All sheets together will form class mosaicillustrating education as a human right.Assessment

1. TSSBAT explain why education is an essential human right, citing

specific examples we went over in class.Filler ActivitiesIf there is time left over, well continue our discussion of education as ahuman right. If there is rain, we will skip the chalk activity and use it for afiller activity another day.

ResourcesComputer, projector, art materials for creative reflectionPrep Work

1. Set up video clips2. Review list of statistics, have it written out, and write it on the boardprior to class3. Print off handouts of statistics on education for the chalk activity



essential human rights


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2. TSWBAT analyze employment opportunities as an essential humanright and whether or not they agree, citing specific country examplesMaterials, Tools and ResourcesLarge sheets of paper and markersComputer (with speakers)ProjectorArt materialsLooseleaf paperPencils/PensActivitiesHook conversation (5 min)Introduction to employment opportunities (10 min)Video clips (10 min)Discussion/Debate (10 min)Interview Skit Activity (20 min)Creative reflection activity (15 min)HookI will have the students sit in a circle in the beginning of class. I will thenask them to share how their experience at Explo and in this class is going sofar. I would like to get to know them on a personal level, as well asacademic, so I will encourage them to share their favorite thing about Exploso far, and something that is a challenge. I want them to know that I am

here for them in and outside of class if they encountering a particulardifficulty or joy. I also will tell them that I want them to share in a largegroup, because I am sure that when it comes to favorite things or difficultieswith Explo or being away from home, that they are not alone.I like the timing of this activity, since its right after you had a day with no

class (Workshop Wednesday). Students will probably be a bit reticent, butsharing in a structured way could help tooHigh of the week, low of theweek, what theyd like to change before they leave Explo (that is if they

arent spilling when the activity starts, which some groups do!)Procedure1) Introduction to employment opportunities:I will then ask the students "So, so far we have talked about a few potentialhuman rights: clean water, healthy food, gender equality, personal freedom,and education. What about opportunities for employment? What do wethink about that? Would we define it as an essential human right- why/why


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not? Would we put it in the same category as the rest of these? Why/whynot? I would like to get the students' initial reaction before introducing thetopic or video clips, to get their thoughts about it. I will ask the students tothink about these individually, writing notes or responses on scratch paper,if they like.

So, I dont know if this would help (or if youd be interested), but I cameback to Explo last year immediately after being fired from a job because Iwas gay. I have a couple of posts/stories about it I could send, if you wantstudents to see that these issues affect everyone, even those that work atExplo. Let me know Then I will ask that the students share their responses in a large groupsetting. The reasons for not having a small group discussion are two-fold: tobreak up the potential monotony of the routine of class discussions, and toencourage students who are comfortable sharing in small group, to share ina large group setting. I start the discussion in a non-direct manner, to geteveryone comfortable by asking students to raise their hands if they agreethat employment opportunities should be an essential human right. Then Iwill ask students to raise their hands if they disagree. I will call on studentsform both sides who have raised their hands and ask them to elaborate ontheir thoughts/responses. I will then ask the class if we think that we shouldput employment opportunities in the same category as the rest of thepotential human rights we went over in class, or if we should add it to ourclass list of essential human rights.

2) Specific country case studies by way of video clipsAfter our introductory discussion, I will show some video clips illustratingcase studies of struggles of access to employment opportunities, and howdifferent countries dealt (or did not deal with) the issue. This will hopefullyhelp students start thinking about the role of government and internationalorganizations. How involved should they be? Are there any alternativeways to address this issue?3) Discussion/debate:Since this is not a 'cut and dry' human right, that is to say, there is generallya bit more room for debate, I would like to highlight our discussion on thatfact and really tackle these three questions: Why would some defineemployment opportunities as a human right? Why would somedisagree? How should a country/international aid organization addressemployment opportunities concerns? I will ask the students to get intopairs and discuss the three questions, coming up with a few different


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thoughts/examples for each and WRITING THEM DOWN. Each studentshould take notes on their responses and responses of others because thestudents will use these responses to do the Interview Skit Activity. We willhave each pair share the responses to the questions and I will have onestudent for each question writing responses on the board. I will pause after

each group answers, and ask the rest of the class "Does anyone have anyresponses? Any clarifying questions?" I am anticipating, and hoping for adifference of opinions, so as to illustrate the complexity of the issue.Like I said after day 5 or so, Id like to see you change up the types and

order of activities a bit more. Classes that languish while at Explo tend to bethose with a common routine, and I wouldnt want to have students check-out a bit because this is all really interesting stuff!4) Interview Activity:Student will then be asked to get back into their pairs for the Interview SkitActivity. Students will be performing a short (no more than 3 minutes) one-on-one interview skit (one interviewer and one interviewee), with half of thegroups interviewing someone who believes that employment opportunitiesIS an essential human right (could be a person who is without said humanright) and the other half of the groups interviewing someone who does NOTbelieve it is an essential human right. Students will come up with their ownlist of interview questions and responses, but they must touch on reasonswhy that person believes what they do (i.e. concrete examples). Studentswill perform their interview skits to the class.Again, remember how long and time-intensive skits can be. You may evenwant to have them start working on them today, meet that evening withtheir partners and then present to the class the next day.

ClosingCreative reflection activity:I will ask students to write/draw/paint/sketch etc. their thoughts/reaction towhy employment opportunities could be perceived as an essential human

right on sheet provided. All sheets together will form class mosaicillustrating employment opportunities as a human right.Assessment

1. TSSBAT explain why employment opportunities is an essential

human right, citing specific examples we went over in class.


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Filler ActivitiesIf there is time left over, well continue our discussion of employment

opportunities as a human right.ResourcesComputer, projector, art materials for creative reflection, scratch paper andpencilsPrep Work1. Set up video clips2. Review case studies of employment opportunity human rights cases3. Set up chairs in a circle



essential human rights

2. TSWBAT analyze medical care as an essential human right and

whether or not they agree, citing specific country examplesMaterials, Tools and ResourcesLarge sheets of paper and markersComputer (with speakers)ProjectorArt materialsActivitiesHook (10 min)Discussion/Debate (15 min)Video clips (15 min)Introduction to Medical Care (15 min)Creative reflection activity (15 min)


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HookAs students walk in, I will have various statistics written on the board withregards to medical care in different countries, such as how much it wouldcost to get a heart transplant in the US as compared to Costa Rica, India,and Sweden. I will then pass out post-it notes, and ask students to write

down where they are from, and what they know about the health caresystem of their country/state. When they are done, I will ask them to comeup to the board where I have placed the large white sheets of paper andpost it up on the paper. As they go up one by one to post it on the board, Iwill ask them to share what they wrote with the class.If you get a larger classroom, you may think about having a series ofposterboards set up around the classroom with stats, and having studentstake some time wandering between them. You could also integrate this withan individual reflection later in the class day.Procedure1) Discussion/debate:I will start the discussion with the Hook (above), gathering information ofwhere the students are from, and what they health care systems are likethere. I am assuming that some of the students from the United States willtalk about the health care reform that recently passed, but I also want toencourage them to talk about their home state, as there are manydifferences in health care between states. I will ask the students to raise

their hand if they are happy with their home country/state's health caresystem. For those who didn't raise their hand, I will ask them to elaborateand talk about what exactly they think needs to change. Be very careful thisconversation doesnt steer into diatribesas is often the case at programs

like Explo, many students will come in with specific beliefs and littleinformation to back them up. Should be a good opportunity for you to showthem how to have a thoughtful debate about issues, rather than justexchange talking points.We will then use the think-pair-share method and reflect upon threequestions: Why would some define medical care as a human right? Why

would some disagree? How should a country/international aid organizationaddress health care concerns? Students will first reflect on it individually,and then pair up and share their responses. During the discussion, I will befloating around the room, answering any questions and sitting in onconversations. Each time I sit in, however, I still want the discussion to bestudent-led, and student-based. I will ask clarifying questions and challenge


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them to think about cases in a different way perhaps, but I want thestudents to dominate their own conversations.We will then reunite in large group to share responses to the three questionsabove. I will call on each group, and each group will again have a reporter

to share the group's responses. Make sure different students are getting theopportunity to do this. After each group has shared their responses, I willask the rest of the class "Does anyone have any responses? Any clarifyingquestions?"2) Specific country case studies by way of video clips:Next we will move on to video clips illustrating specific examples of countrycase studies with relation to access to medical care. These will hopefullyhighlight the situation in other nations when it comes to health care, andperhaps even juxtapose their own personal experiences. I am hoping arecomparing/contrasting their experiences with those that are shown in thevideos, and that it gets them thinking about what could/should be done tohelp this issue.3) Introduction to medical care:Now that we have had our introductory conversation, shared what we knowfrom our own countries, and saw a couple video case studies highlighting theissue, I will ask the large group, by a show of hands, do we define it as anessential human right? I will then ask each group of responders to

elaborate: why/why not? Next, I want students to respond to: What shouldthe role of government or international organizations be? Should universalhealth care be a basic right in each country? Is this feasible for everycountry? Or, should health care be privatized, with no governmentintervention whatsoever?I think a conversation here about all of the possible solutions would be well-placed. You could brainstorm as many solutions (or partial solutions) toglobal health problems on the board, and then have students match them toparticular countries.

ClosingCreative reflection activity:I will ask students to write/draw/paint/sketch etc. their thoughts/reaction towhy access to medical care could be an essential human right on sheet


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provided. All sheets together will form class mosaic illustrating medical careas a human right.Assessment

1. TSSBAT explain why medical care is an essential human right,

citing specific examples we went over in class.Filler ActivitiesIf there is time left over, well continue our discussion of medical care as a

human right, drawing on more of our own experiences, and comparing thatto those in the videos we watched.ResourcesComputer, projector, art materials for creative reflectionPrep Work1. Set up video clips2. Review statistics and case studies, as well as new health care reform inUS3. Write statistics on the board

________________________________________________________________________Day _10_Essential QuestionWhat can/should be done after violations of human rights have occurred?Objectives

1. TSWBAT understand what is expected of them for their final group

project2. TSWBAT use the concepts they have learned thus far to

brainstorm the concept of their final creative group projectMaterials, Tools and ResourcesLarge sheets of paper and markersComputers (at least 9) (with speakers)ProjectorInvisible Children DVD


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ActivitiesIntroduction to final creative project concept (10 min)Case Studies: LASED and Invisible Children (30 min)Group work time (30 min)HookI will have "Time to Get Creative!!!" written on the board when studentswalk in, and ask the students to think about this question: When faced withsuch complex and immense human rights issues around the world today,what can we as young people do about it? We don't work at the UN, we'renot in political office; what can we do about these issues? I will then saythat this is what we are going to explore today.A very good question with which to start.Procedure1) Introduction to final creative project concept:

Teacher will pass out handout outlining the final creative project. I will thenintroduce the topic with this question: When faced with such complex andimmense human rights issues around the world today, what can we asyoung people do about it using creative media? Students will be split intogroups for a project like this, it is crucial that you choose the groups. andare able to choose whatever human right issues they like (whether we

covered it or not). They then can choose any medium they like (creativewriting, article, painting, drawing, blogging, theatrical performance, poetry,songwriting, etc) and work together to use all the concepts they havelearned in the course to create a final creative piece (possibly to beshowcased in the student art gallery). I would ask your CA on Day 1 whetheryou can be included, I think itd be a great showcase! I will present this tothe large group, explaining the immense power of social and creative mediain our world today, and the potential effect of harnessing that power toaddress human rights issues. This will introduce the case studies to follow,examples of where young people saw a need and used their own passions todo something about it.2) Case studies:Teacher will lead a powerpoint presentation of two case studies of youngpeople who saw a need/issue and got together to do something aboutit. The first of the two case studies that we will use is LA SED (LatinAmerican Sustainability Education and Development)- an organization that


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was founded by young people (myself being one of them) who studiedabroad in Nicaragua and saw a need (powerpoint presentation). The secondcase study will be Invisible Children and the Global Night Commute- anorganization started by college kids who made a movie about child soldiersin Uganda that turned into a international movement. I will show a clip from

their movie "Invisible Children" as well as a clip from the Global NightCommute to illustrate their work.

We normally say no to powerpoint (just because its not really a part of the

Explo culture), but a short one should be fine. Invisible Children is excellentand haunting. Which clip will you be showing?I want to give concrete accessible examples of how young people used theirpassions and talents to make a real change in the world. So often, peoplebecome so jaded and believe that these problems are so big that nothingthey do could possibly matter. I want to emphasize that change, howeversmall, is meaningful and powerful, and that we as young people, have morepower to affect change and address these issues than we ever realize. I willuse the starfish analogy: "A small boy was running up and down the beach,feverishly hurling starfish back into the water before they died. An old manapproached him, "Do you honestly think your work will make a difference?"he asked him skeptically. The boy looked at him with sparkling eyes, held upa starfish and said, "It makes a difference to this one!" and threw thestarfish back into the sea."I want to mobilize the students to, if they feel passionate about something,

to do something about it! And more importantly, that they CAN dosomething about it. Actions, however small, have ripple effects ofgood. Writing government officials, starting clubs at school, raising money,presenting to classes at school (educating others about issues), these thingsare accessible and are hugely beneficial. Art and the media, two of the mostprolific outlets in today's western society and culture, has the power to doamazing things.3) Group work time:I will break students into groups and allow them time to choose their topic,

and brainstorm their concept. During this time, the teacher will firstintroduce the project in large group, then while the students are in smallgroup, be observing and checking in on groups to check theirprogresss. Students will be allowed to research on computers to find atopic/issue that they feel passionate about, or they can use one of the topicswe have gone over in class already. I want, by the end of class, for eachgroup to have an issue that they want to address, and a medium for


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addressing it. I will also say that, while I don't assign homework, if studentswanted to get together outside of class to talk to me or each other abouttheir projects, that it would be hugely beneficial.I would explicitly encourage them to work outside of class. A project like

this, to be done well, needs a good deal of time and effort.I would also have check-ins that are quasi-mandatory. Today is great; theyneed an issue and a medium. Periodic scheduling by you will help them keepon task!ClosingClosing Post it note Activity:In order to leave, students must write down their group members name on apost it, their topic/issue they decided on, and their medium.Assessment

1. TSSBAT understand what is expected of them for their final

project by way of a teacher-led presentation, case study and discussion2. TSSBAT implement concepts we have covered in the course to

brainstorm their vision for their final project in their groupsFiller ActivitiesIf there is time left over, well continue our group work time.Resources

Computers for all If you want all of your students to have computer access,youll have to ask for time in the Computer Lab. This is hard to come by

(there are only two, and some classes are taught there), but requesting itquickly is bestyou can do that in your AV requests. Otherwise, youll have

to ask them to use the computer lab outside of class. Most students dont

bring computers to the program, and Explo doesnt put computers in theclassroom, apart from our computer labs we set up. , projector, art materialsfor creative reflectionPrep Work1. Set up video clips for Global Night Commute2. Cue up DVD3. Set up powerpoint presentation

________________________________________________________________________


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Day _11_Essential QuestionWhat can/should be done after violations of human rights have occurred?Objectives1. TSWBAT understand what is expected of them for their final groupproject

2. TSWBAT use the concepts they have learned thus far to work on

completing their final creative group projectMaterials, Tools and ResourcesChalk/ChalkboardComputers (at least 9) (with speakers)ProjectorArt materialsActivitiesGroup work time (60 min)Clean up (10 min)HookI will have all the art materials laid out for them that they may need as theywalk in the door (sketching paper, pencils, paints, canvas, computers, etc.)for the students to use at their disposal. I have a feeling that today will be a

primarily research day for most (on the computers), but some may be readyto dive in to their creations.Procedure1) Group working time:Today will be a day devoted to students working on their finalprojects. Teacher will be in class observing groups and checking in on themoffering help when needed. If the students want, I will put music on (on thecomputer w/ speakers) as they are working. Will students be able to leavethe classroom? Thatll be fine, just make sure they have to check in with you

toward the end of the period, and that you let the CAs and RDs know thatyour class will be wandering around.ClosingClean up:


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Students will be asked to put all materials away and clean their spacesbefore leaving the room.Assessment


project by way of a prior teacher-led presentation, case study and discussion2. TSSBAT implement concepts from the course into their finalcreative projectFiller ActivitiesThere should not be any time left over, we will be continuing working onfinal projects.ResourcesComputers for all, projector, art materials for final projects.Prep Work1. Set up art materials

________________________________________________________________________Day _12_Essential QuestionWhat can/should be done after violations of human rights have occurred?

Objectives


project2. TSWBAT use the concepts they have learned thus far to work on

completing their final creative group projectMaterials, Tools and ResourcesChalk/ChalkboardComputers (at least 9) (with speakers)ProjectorArt materialsActivitiesGroup work time (60 min)Clean up (10 min)


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HookI will have all the art materials laid out for them that they may need as theywalk in the door (sketching paper, pencils, paints, canvas, computers, etc.)for the students to use at their disposal. Today, some may still beresearching their projects, but I am hoping that all groups will have gotten a

solid start into the creation of their project, because we only will have onemore work day.

Procedure1) Group working time:Today will be a day devoted to students working on their finalprojects. Teacher will be in class observing groups and checking in on themoffering help when needed. If the students want, I will put music on (on thecomputer w/ speakers) as they are working.How are you going to discuss (this goes back a couple days) yourexpectations about the projects? I think that students are going to have a lotof creativity, and your job will be to make sure theyre tackling something

that is both challenging but also possible. Working through how youll framethat to your students could save you a lot of explanation time andoverburdened/underchallenged student groups come Day 13 and during thepresentations.ClosingClean up:Students will be asked to put all materials away and clean their spacesbefore leaving the room.Assessment


project by way of a prior teacher-led presentation, case study and discussion2. TSSBAT implement concepts from the course into their final

creative projectFiller ActivitiesThere should not be any time left over, we will be continuing working onfinal projects.ResourcesComputers for all, projector, art materials for final projects.Prep Work


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1. Set up art materials________________________________________________________________________Day _13_Essential QuestionWhat can/should be done after violations of human rights have occurred?Objectives


project2. TSWBAT use the concepts they have learned thus far to work on

completing their final creative group projectMaterials, Tools and ResourcesChalk/ChalkboardComputers (at least 9) (with speakers)ProjectorArt materialsActivitiesGroup work time (60 min)Clean up (10 min)HookI will have all the art materials laid out for them that they may need as theywalk in the door (sketching paper, pencils, paints, canvas, computers, etc.)for the students to use at their disposal. Today, I am hoping that all groupswill be able to finish their final creative piece, and will remind them of thefact at the beginning of class.Procedure1) Group working time:Today will be a day devoted to students working on their finalprojects. Teacher will be in class observing groups and checking in on themoffering help when needed. If the students want, I will put music on (on thecomputer w/ speakers) as they are working.I believe, if I remember correctly, that the Art Show/Performance space ison the afternoon of Day 13, so your students will have to be done with theirprojects in order to be a part of that event. The Peace Fair, if youre still


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considering having your students get involved there (obviously with asmaller project than these) is Day 10, the third Monday, to give somecontext for your scheduling.ClosingClean up:Students will be asked to put all materials away and clean their spacesbefore leaving the room.Assessment


project by way of a prior teacher-led presentation, case study and discussion2. TSSBAT implement concepts from the course into their final

creative projectFiller ActivitiesThere should not be any time left over, we will be continuing working onfinal projects.ResourcesComputers for all, projector, art materials for final projects.Prep Work1. Set up art materials________________________________________________________________________Day _14_Essential QuestionHow do we define human rights?What can/should be done after violations of human rights have occurred?Objectives

1. TSWBAT use the concepts they have learned in the course to

formulate their ideas of how we define human rights, what should be doneafter violations of human rights have occurred, and also the power of theindividual to create change.Materials, Tools and ResourcesChalk/Chalkboard


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Computers (at least 9) (with speakers) Honestly, this wont be possible,

unless you take the day in the computer lab.ProjectorActivitiesStudent presentations of final projects (45 min)Concluding discussion (15 min)Clean up and Evaluation forms (10 min)HookI will have the chairs set up auditorium-like, and ask that everyone beseated quickly so that we can begin, and give everyone a chance topresent. I will then introduce what we will be doing for the day, andintroduce the final project presentation by re-stating the initial question ofwhich they based their project off of "How can one person make a differenceusing their own passion and creativity?"Procedure1) Final project presentation day:

The student groups will one by one go up to the front and exhibit their finalart piece to the class, explaining their conceptual process, while the teacherfacilitates, addressing these questions: why did they choose thatissue? Why did they choose that medium to express it? What really spoketo them about this issue? What concepts does this piece touch on that wehave gone over in class? Can you cite specific country examples/case

studies? I will write some of these questions on the board so that thestudents can refer to it when introducing their piece.How long will each group have to present? How long will the class/you havefor questions? Think a little more clearly about the logistics inherent in thepresentation day.2) Concluding discussion:

I will then ask that the students get in a circle with their chairs. I will acouple students to pass around treats while we have a final group

conversation. As the students pass the treats out, I will write our finaldiscussion questions on the board: what have we learned in thiscourse? Has this course changed or reinforced our beliefs and opinionsabout human rights? How do we define human rights- has that definitionchanged since the beginning of the course? What can/should be done afterviolations of human rights have occurred? I want everyone to get a chance


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to share, with us going around the circle, responding to the questions on theboard.These are good, broad closing discussion topics.ClosingClean up and filling out evaluation forms:After our discussion, I will thank everyone for taking the course, and askthat the students take 5 minutes or so to fill out an evaluation form of thecourse: basically, what worked? what can be improved upon? After turningin the forms, I will ask that the students clean up their spaces and put thechairs back before being dismissed.

Assessment1. TSSBAT think critically about human rights and its concepts by

way of class discussions, presentations, case studies, and creative projectsused to illustrate points.

2. TSSBAT come away from the course knowing not only how others

define human rights, but how they themselves would define it, citing specificcountry examples/case studies

3. TSSBAT explain the power of the creative and social media today,

with an increased awareness at it's ability to be harnessed and channeled tocreate change, however small, in human rights issuesFiller ActivitiesIf there is time left over, well continue our concluding discussion.ResourcesComputers for all, projectorPrep Work1. Write presentation questions on the board2. Bring treats!3. Print out evaluation forms

Documents

IHR LPs draft 1