2014 Role of United Nations and Universal Declaration of Human Rights Lesson Plan

AcceleratedDate your papers:

Tuesday, October 7, 2014Wednesday, October 8, 2014

Thursday, October 9, 2014Friday, October 10, 2014

Monday, October 13, 2014

Day One: Tuesday, October 7, 2014• Quiet Question: Type Two Prompt---We are going to be working with two

Written Primary Sources from the Age of Enlightenment Period----the American Bill of Rights and the French Declaration of Human Rights. Working with your partner, you are going to do the following:

• Go through the two Written Primary Sources and use Active Reading Strategies.• Then answer the question assigned to your pair.

Day One: Tuesday, October 7, 2014• Follow Up Questions to the Two Written Primary Documents:• Pair One: Which document emphasizes what the law ought to do and what the people can do? Quote from the document and explain.

• Pair Two: Which document emphasizes what the government shall do and the rights the people shall have? Quote from the document and explain.

• Pair Three: How are the freedoms outlined in Amendment I of the Bill of Rights and those outlined in Articles X and XI of the Rights of Man different? Give examples from both and explain.

• Pair Four: How are the freedoms outlined in Amendment I of the Bill of Rights and those outlined in Articles X and XI of the Rights of Man similar? Give examples from both and explain.

• Pair Five: According to the Bill of Rights, Amendment X , who hold the powers not specifically given to the federal government nor prohibited to the states? Why do you think it is set up this way?

• • Pair Six: According to the Rights of Man, Article III, what is essentially the source of sovereignty? Explain.• • Pair Seven: If you were accused of a criminal act, would you prefer to have the protections of the Bill of Rights or the Rights of Man?

Explain your reasoning with information from the two documents.• • Pair Eight: Which document admits it is not a total listing of men’s rights? Why might that become important? Explain.

Day One: Tuesday, October 7, 2014

• Class: Have pairs present their answers. Students should be filling in the answers for the questions.• • Individual Closure Question-Type Two Prompt: Which document do you feel is

least protective of the rights of the people living under it? • Cite at LEAST FOUR REASONS/EXAMPLES to support your answer and explain

how they support your position.

Day One: Tuesday, October 7, 2014

• Class: Transition to the creation of the United Nations. To introduce us to the United Nations, we are going to watch a few film clips from You Tube. As we do, you are to take notes in the provided United Nations Graphic Organizer. You should take notes in EITHER PENCIL, BLACK, OR BLUE PEN.• “The United Nations: It's Your World” by United Nations with running time of

6:51 minutes• “Eleanor Roosevelt and the Universal Declaration of Human Rights” by

jcsolomon1 with running time of 9:59 minutes• • Homework: Continue to work on your Age of Enlightenment Metaphorical

Representation following the chunking. It is Due Friday, October 10, 2014.

Day Two: Wednesday, October 8, 2014

• Individual: Read the following pages in the class textbook and add to your United Nations Graphic Organizer Notes. You should take the Textbook Notes in EITHER RED, ORANGE, PINK, OR PURPLE PEN.

• • “Universal Declaration of Human Rights” page 145• “Creation and Role of United Nations” pages 1048-1049• “The UN Millennium Development Goals” Infographics Primary Source page 1052• • Class: The teacher is going to begin the United Nations PowerPoint, and you should add to the You

Tube and Textbook notes in the graphic organizer. You should take notes in EITHER PENCIL, BLACK, OR BLUE PEN.

• • Homework: Continue to work on your Age of Enlightenment Metaphorical Representation

following the chunking. Due Friday, October 10, 2014.

Day Three: Thursday, October 9, 2014• Class: The teacher will finish the United Nations PowerPoint, and you should finish adding to the You Tube and

Textbook notes. You should take notes in EITHER PENCIL, BLACK, OR BLUE PEN.• • Pairs: We will be using the Jigsaw Method. You will be assigned one of the Case Studies to read and fill out

the H-O-H DISCUSSION SHEET on. You will be teaching the information to your classmates.• • H-O-H stands for Hands-On-History Activity. The objective is to help you feel comfortable with reading,

analyzing, and discussing intelligently historical issues through different types of supplemental historical readings.

• I want to see evidence throughout the Case Study that you have engaged in Active Reading Strategies----you have underlined or highlighted key passages.

• Your comments, questions, and connections should be on the H-O-H Discussion Sheet.• You should be having an “intellectual conversation” with the supplemental reading.• a) Case Study Three: Human Rightsb) Case Study Four: Genocide and Other Crimes Against Humanity• Homework: Continue to work on your Age of Enlightenment Metaphorical Representation following the

chunking. It is Due Friday, October 10, 2014.

Day Four: Friday, October 10, 2014

•Groups: You are going to be broken up into groups with a Case Study Three Human Rights Pair being matched up with a Case Study Four Genocide and Other Crimes Against Humanity Pair. •You will be teaching each other the material and adding to your H-O-H DISCUSSION SHEET NOTES.

Day Four: Friday, October 10, 2014

• Groups: Once both pairs have finished their presentation, your group will then take the CLASS SET OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS and breakdown how the different ideas of the Age of Enlightenment are found in the articles.• • You will do this in the last part of the United Nations Graphic Organizer.• You will either take a DIRECT QUOTE or PARAPHRASE from the Preamble and

the Articles.• Then make connections between that and what we have learned about the Age

of Enlightenment.• YOU MUST HAVE A MINIMUM OF SEVEN!

Day Four: Friday, October 10, 2014

• Universal Declarations of Human Rights Aspect Specific Enlightenment Connection Explained

• ---Quotes From Preamble ----Main Belief or Key Idea of Enlightenment or Specific Philosophe and Belief• ----Articles Summarized ----Main Belief or Key Idea of Enlightenment

or Specific Philosophe and Belief

Day Five: Monday, October 13, 2014

• Class: The A through Z Review Summative Assessment will be collected.• • Groups: Finish the Universal Declaration of Human Rights and Enlightenment

Connections Activity.• • Homework: Get your notebook in order, revise all work, make sure complete.

It is due the next class period Tuesday, October 14, 2014!• There is no end of unit test.