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7th grade- unit 6- connection 1 Human Rights

1. What are human rights? 2. What is the history of human rights? 3. How did/does American define "human rights"? 4. How are human rights protected? 5. Who, in the world, does not received their human rights?
 * ESSENTIAL QUESTION**

Rights, Inalienable, Injustice, Discrimination, Disadvantages, Race, Gender, Equality,
 * WORD SENSE**

Lesson

Human Rights Video Education: [] Internet access: video camera, headphones for each student (can bring their own from home0 paper, scissors, ||
 * **Name** || OUR Human Right ||
 * **Length** || 4 class days ||
 * **Materials** || Video:
 * **Learner Outcomes** || Students will investigate Humans Rights around the world and in their daily lives ||
 * **Essential Question** || What are Human Rights ||
 * **Activating**
 * (day 1)** || Welcome using "blabberize"

Students will watch the video below. They will be given a blank sheet of paper (no lines) to "fill out" as they watch the video: can have pictures, words, ideas, notes, charts, (text and visuals of any kind)--- Human Rights Video Education: []

Discuss as a class: Ask tough questions throughout class based on what they discuss: Mostly WHY? Why should we have that right? Why should that people group be given thaty right? Why is that right important? Encourage students to think out loud and challenge one another and (you as a teacher). Write down some of these quesitons on the board.

As a class watch the video again. Students can get another page if back is full too. This time instruct students to: think about the questions on the board. document the feelings they have as they watch the video and when those feelings come up. Document what visuals stood out to you the most.

As a class discuss again.

Ask students to make a list of what they believe are some of our "Human Rights"

Students will break into groups (3 students per group) Each student will be given 3 blank sheets of paper (to make text and visual notes as they want)

Each group will watch the following 3 videos about Human rights: (after each video- have a group/class discussion: specifically what stood out the most)

The 30 Human Rights: http://youtu.be/36CUlaqmFi4 Universal Human Rights: http://youtu.be/kJ2XMRJkyv4 What are Human Rights: http://www.youtube.com/watch?v=TPclu_IL23Q&feature=related
 * stop after each human right in the video and discuss the impact and the meaning of the right mentioned and what struck them the most*

After the videos have been watched and discussed students will individually journal through the "experiences" that happened in the class. How the information, videos, discussion, facts, images, ectt... impacted their day. Record those things that had a positive impact, the things that left you feeling (whatever feeling) and what stuck with you the most and why.

As a group have a video "share out" using flip cameras or the recording device on the computers. Share as a group or as individuals some of your notes, visuals, and journal reflections.

Extending Activity: Students will write down the 5 aspects from the day that are still sticking with them. The 5 things that stood out to you the most. Take those 5 things and write one question for each one.... (needs to be more open ended than direct yes/no questions... so at least 3 open ended) || http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CCsQFjAA&url=http%3A%2F%2Fwww.edu.gov.mb.ca%2Fk12%2Fcur%2Fsocstud%2Ffoundation_gr9%2Fblms%2F9-1-2c.pdf&ei=xIRCT4ngOc3jggfzkfGWCA&usg=AFQjCNF2hHJqHWQviJV21IkN-W7GzTlm_w
 * **Connecting**
 * (day 2)** || Break into groups and choose 3 songs from the following list: provided on this pdf:

Listen and document facts, feelings, and draw visuals of the lyrics (all depending on student preference, but text must occur in response to the music.)

After listening to the 3 songs- the groups will pick their favorite.

Then, students will share their questions they came up with the night before. Brainstorm, discuss, pro/con the questions until (as a group) you narrow it down to 3 open ended questions. Each group will share their 3 question to the class... and as a class they will vote on the questions (challenge students in the class about why they are voting for specific questions over other questions)

Each group will have one Humans Rights question they will be investigating. Students will be responsible for creating a 3:30 video to answer their question.
 * They will use flip cams and windows movie maker/ imovie (these tools would have been taught and used prior to this lesson)
 * Must have substantial visuals and data to answer the questions.
 * Students must incorporate their chosen song into their production.
 * Students must include one other web 2.0 tool in their filmed answer (voki, blabberize, xtranormal, slide shows)

Students can investigate the video styles of other Human Rights videos and/or the styles used

Websites to help with investigation: Also- I would encourage students to call the numbers on the websites to ask individuals in the organizations for help to understand their question better.
 * Amnesty International: @http://www.amnesty.org/en/human-rights/human-rights-by-country
 * Human Rights Statistics: @http://filipspagnoli.wordpress.com/stats-on-human-rights/
 * The United Nations explained for schools: []
 * CIA Factbook:[]
 * Encyclopedia Britannica:[]
 * World Book:[|http://www.worldbook.com]
 * Polity IV Project: []
 * OSLO Freedom Forum: http://oslofreedomforum.org

Students will spend the rest of the class investigating their groups question ||
 * **Connecting continued**
 * (day 3)** || Working on collecting visuals, data, text, and interviews to help answer their questions.

Students will create story boards: (they can use the following for their story boards- depending on their interest, style, and knowledge of the tool)
 * butcher block paper (really large paper to draw and write out the flow of their story)
 * story board handout
 * in Microsoft or on a wiki
 * on powerpoint

By the end of the day:

Film video Edit video Peer review and feedback Final edits Turn in video to teacher on a disk as well as upload the video to the class Animoto account and their own account. || (day 4) || Students will watch all the videos on the Animoto class site. They will write a response to each video in the discussion section. Each group will be responsible for viewing their video comments and responding to them. After watching and commenting on each video: class discussion (same as earlier in the week- what stood out the most, interesting facts, text and visuals) Pass around flip cameras for group share out of what they have discovered this week about HUMAN RIGHTS || Summative: group videos, notes, share outs, animoto comments || Share outs, reflections, and student created videos (along with any "catching" visuals the students created and text they generated)
 * **Summarizing**
 * **Assessment** || Formative: questions, notes, reflections
 * **Extending Activity** || Teacher will take all videos (below) and create a master video to show to the class (or school or grade) to "showcase" their collected work.

Students: will create an "intro script" and "conclusion script" (with story board/ images for each) for the "showcase video". The best one will be created and added to the "showcase" video. (students can film people or web 2.0 creations: Xtranormal, voki, blabberize, ect...)

The "showcase" video should be shown to the class once completed. ||