Unit 2: Unit 2: Grades 6-8 Grades 6-8 Justice or Justice or Injustice?Injustice?

• Grade LevelGrade Level: 6-8 Grade: 6-8 Grade

• Topic:Topic: Justice or Injustice Justice or Injustice

• Unit Goal:Unit Goal: Students learn about human Students learn about human

rights through a rights through a justice/injustice model that justice/injustice model that will bring students into their will bring students into their communities and communities communities and communities into their classroom.into their classroom.

• Participate in a human rights discussionParticipate in a human rights discussion• Define Justice Define Justice • Discuss JusticeDiscuss Justice• Investigate JusticeInvestigate Justice• Make a Wisdom WallMake a Wisdom Wall• Identify human rights issuesIdentify human rights issues• Match the observed issues with the UDHR Match the observed issues with the UDHR • Select an issue on which to take actionSelect an issue on which to take action

A. Observe and identify the human rights A. Observe and identify the human rights issueissueWhat is at the heart of this human What is at the heart of this human rights issue?rights issue?

• Participate in storytellingParticipate in storytelling• Review the interview protocolReview the interview protocol• Use the interview toolsUse the interview tools• Participate in the Image Theater Participate in the Image Theater

activityactivity

B. Describe and share human rights B. Describe and share human rights storiesstories How have our ancestors worked to How have our ancestors worked to promote and protect this human promote and protect this human right? right? Who within our schools, families, Who within our schools, families, and communities promote and and communities promote and protect this human right?protect this human right?

• Participate in small group Participate in small group discussions about the possible discussions about the possible actions students could take in actions students could take in order to have a positive order to have a positive impact on their selected issue.impact on their selected issue.

C. Generate human rights responses and C. Generate human rights responses and make predictions about their impact on make predictions about their impact on the communitythe communityWhat could we do? What will happen What could we do? What will happen if we do that?if we do that?

• Utilize resources and take action on Utilize resources and take action on a human rights issue.a human rights issue.

D. Select a human rights response and D. Select a human rights response and take actiontake actionWhat is the best response or What is the best response or position?position?

E. Interview community members and collect E. Interview community members and collect information about the impact of your human information about the impact of your human

rights actionrights actionWhat happened when we took action? Whose What happened when we took action? Whose

lives did we impact?lives did we impact?

• Use photography and video Use photography and video to document the actions.to document the actions.

F. Reflect and draw conclusions on what you F. Reflect and draw conclusions on what you have learned about promoting and protecting have learned about promoting and protecting

human rightshuman rights What did we learn? Did our action have What did we learn? Did our action have

the intended impact?the intended impact?

• Answer the reflection questions Answer the reflection questions in groups.in groups.

G. Communicate and demonstrate your human G. Communicate and demonstrate your human rights learningrights learning

How can we share what we learned within our How can we share what we learned within our schools, families, and communities?schools, families, and communities?

• Demonstrate learning creatively.Demonstrate learning creatively.• Make a Human Rights Booth. Make a Human Rights Booth.

Unit 4: Unit 4: Grades 9-12 Grades 9-12

Human Human MigrationMigration

• Grade Level:Grade Level: 9-12 9-12• Topic:Topic: US History US History • Unit Goal:Unit Goal: Students compare Students compare

a human rights-related era or a human rights-related era or event in US history to a event in US history to a similar current issue and similar current issue and develop a response.develop a response.

• Select an era or event in history for study.Select an era or event in history for study.• Read the related text/background information.Read the related text/background information.• Start a reflection journal documenting Start a reflection journal documenting

perceived acts of justice or injustice done to perceived acts of justice or injustice done to various groups of people or individuals during various groups of people or individuals during this era or event.this era or event.

• Read the articles of the Universal Declaration Read the articles of the Universal Declaration of Human Rights (UDHR) and the Minnesota of Human Rights (UDHR) and the Minnesota Human Rights Act (MHRA) and match them to Human Rights Act (MHRA) and match them to the identified justices/injustices.the identified justices/injustices.

A. Observe and identify the human rights A. Observe and identify the human rights issueissueWhat is at the heart of this human What is at the heart of this human rights issue?rights issue?

B. Describe and share human rights storiesB. Describe and share human rights stories How have our ancestors worked to promote How have our ancestors worked to promote

and protect this human right? and protect this human right? Who within our schools, families, and Who within our schools, families, and communities promote and protect this communities promote and protect this

human right?human right?• Conduct and in-depth study of the era or Conduct and in-depth study of the era or

event and continue to identify human event and continue to identify human rights issues. rights issues.

• Summarize information from the in-depth Summarize information from the in-depth study using a mind map or web.study using a mind map or web.

• Select significant injustices form the era Select significant injustices form the era and identify those that are named in the and identify those that are named in the UDHR articles.UDHR articles.

• Form groups and created a “common” Form groups and created a “common” story of the era or event by comparing the story of the era or event by comparing the mind maps or webs.mind maps or webs.

B. Describe and share human rights storiesB. Describe and share human rights stories How have our ancestors worked to promote How have our ancestors worked to promote

and protect this human right? and protect this human right? Who within our schools, families, and Who within our schools, families, and

communities promote and protect this human communities promote and protect this human right?right?• Tell the common stories to the class. Tell the common stories to the class.

Students should explain at least one Students should explain at least one human rights issuehuman rights issue

• Select a similar current event to Select a similar current event to research and compare to the historical research and compare to the historical event or era suing a Venn diagram.event or era suing a Venn diagram.

• Survey some community viewpoints of Survey some community viewpoints of the current issue and compile them the current issue and compile them into a survey response matrix. into a survey response matrix.

C. Generate human rights responses and C. Generate human rights responses and make predictions about their impact on the make predictions about their impact on the

communitycommunityWhat could we do? What will happen if What could we do? What will happen if

we do that?we do that?

• Compare the UDHR, MHRA, and U.S. Bill of Compare the UDHR, MHRA, and U.S. Bill of Rights.Rights.

• Compare the survey response matrix to the Compare the survey response matrix to the Venn diagram of the UDHR, MHRA, and Venn diagram of the UDHR, MHRA, and identify the significant justices/injustices.identify the significant justices/injustices.

• Make predictions about the possible outcomes Make predictions about the possible outcomes of the current issue based on the historical era of the current issue based on the historical era or event.or event.

• Brainstorm possible actions to take that would Brainstorm possible actions to take that would help to change the current injustice or support help to change the current injustice or support the current act of justice and possible the current act of justice and possible outcomes of those actionsoutcomes of those actions

D. Select a human rights response and D. Select a human rights response and take actiontake action

What is the best response or What is the best response or

position?position?

• Select two actions and create a flow Select two actions and create a flow chart for each to share with another chart for each to share with another group for feedback.group for feedback.

• Select the best action based on the Select the best action based on the feedback and develop an action plan.feedback and develop an action plan.

• Put the human rights response into Put the human rights response into action. action.

E. Interview community members and collect E. Interview community members and collect information about the impact of your human information about the impact of your human

rights actionrights actionWhat happened when we took action? Whose What happened when we took action? Whose

lives did we impact?lives did we impact?

• Determine what information to Determine what information to record, and how to record it, to record, and how to record it, to document the action and their document the action and their outcomes. outcomes.

F. Reflect and draw conclusions on what you F. Reflect and draw conclusions on what you have learned about promoting and protecting have learned about promoting and protecting

human rightshuman rights What did we learn? Did our action have What did we learn? Did our action have

the intended impact?the intended impact?

• Determine how the action and its Determine how the action and its outcomes can best be outcomes can best be summarized.summarized.

• Present a draft of the conclusion Present a draft of the conclusion to another group for feedback.to another group for feedback.

G. Communicate and demonstrate your human G. Communicate and demonstrate your human rights learningrights learning

How can we share what we learned within our How can we share what we learned within our schools, families, and communities?schools, families, and communities?

• Design ways to demonstrate Design ways to demonstrate learning in a school-wide learning in a school-wide and/or community event.and/or community event.