Unit 8: Lessons Plans

                      Human Rights

What is going on in Human Rights!

    In this unit we will looking at the Human Rights movement around the world, focusing on leaders like Gandhi and Mandela. In addition, we will examnine the Civil Rights movement in the America. During this unit there will be a variety of projects as well as a major project on a country or a webquest on a figure, group, etc.. related to the national or world civil rights movement. This will depend on the teacher, however, on which assignment you will be expected to do. There will be no test on this unit, the project will replace the test as the major grade for this unit.

Define Human Rights
Student put themselves in groups of 3 and generate a list 6 rights that they believe every person in the world should have. Groups were then asked to come to a consensus on what is most important of these freedoms. Write down any disagreements between group members. Discussed the problems in groups.
Watched  UN Declaration of Rights Video and worked on the handout that goes with it.
Class asked to pick the most important right from the list and draw a picture of it. It could agree or disagree with the UN Declaration of Rights or not
Assign: Chpt 29 sec 3
 

Primary Source Reading p.1014
Read Gandhi Handout
Assign: Read Ch 36 sec 4

Apartheid Packet and timeline
Discussion Mandela and Apartheid
Show Apartheid Passbook and Apartheid laws transparency (relevant laws discuss)
Discussion of segregation in a America and Apartheid in Africa
Martin Luther King Jr. “I have a Dream Speech” video clip
Assign: Read American Journey 532-539 and 566-569 and create a timeline of the American Civil Rights Movement

Discuss importance of Plessy v. Ferguson and Brown v. Board of Education
Video: Eyes on the Prize
Start with second clip:
6 min. Montgomery Bus Boycott
-why was she arrested?
-why was the black community able to respond so quickly?
-should unjust laws be obeyed?

12 min. Little Rock
-how would you like a personal guard?
-how bad must the conditions have been to need one?
-why did the students go back?
-would you have gone back

11 min. Sit-Ins
-How did these people prepare for the sit-ins?
-What would have happened had a black retaliated?
-How did the students fight?
-How did the parents fight?
-Which was more effective?

Before next clip, ask: If you were a mayor, how would you handle this situation?

8 min. Who Shall Lead?
-Discuss differences between SCLC and SNCC
-Why did the protest in Albany fail?
Assign : “We marched to be counted” reading

Review of yesterday
Video: Eyes on the Prize (same as yesterday)
19 min. Birmingham

-What impact did TV have on the movement? (school shootings, War in Iraq, etc..) |
-If you were John Lewis, would you have changed the speech?
-Why did they listen to A. Philip Randolph?
-As a white, would you have joined a march? See question below. Pose question: How many people in this classroom would have participated in marches during the Civil Rights Movement?(check for hands) If you could march for Civil Rights, in the modern era would you?(check for hands again) How many of you would march for gay rights?(see how many hands go up) Ask Why? to start the discussion. I usually turn it back to rights of the individual throughout the discussion and continually asking what makes it any different giving and extending rights to gays vs. that of blacks during the movement. At the end of the discussion make people aware of the parallels that existed in marching for blacks then as exists now for marching for gays.
Read handout: “Lessons from Birmingham”
Overhead of King’s chronology Speech “I see the promised land” speech (show on timeline)
Broadcast from the Past - #18 (1:01mins)
Discuss Malcolm X and his views
Assign: Venn Diagram: King, Gandhi, and Mandela

Discuss the impact of songs as a rally cry for the blacks.
Groups of 4-5 create a song about the civil rights movement covering the major issues. See rubric for details (maybe each verse should be about a different issue/country)

Sing songs
Wrap up the Civil Rights movement and led into the welfare state
Review the political spectrum – how would leftist view Iraq war? What about rightist? These leftist start to dominate politics in many countries during the cold war.
Read page 849 “Welfare State” section, then answer ques. 6 on page 853
Read page 854-855 about Great Britain and answer quest 2 on page 858
Assign : Students will be asked to bring in ideas for creating their own country

Create a country(group)
Assign: Ch 34 sec 2
 

Presented their Country to the class
Class vote on which country they want to live in…
Discussion – How does your country compare to the US?
Assignment: Read China paper on Olympics

Discuss reading on China
Watched video from Channel 1 on China from 1996. Put up transparency comparing channel 1 estimates and the current year.
Read worksheet on Chinas bid for Olympics and discussed