Artifact #4: Social Studies Learning Segment

The social studies learning segment is one of the most complete artifacts I could upload

demonstrating my abilities as a teacher. The artifact includes a few different documents that

together formed my learning segment, demonstrating my ability to design lessons within a unit

plan as well as various formative assessments, followed by a summative assessment. The artifact

begins with the planning, development, and rationale for the learning segment, that focuses on

each lesson building on the other, planning for differentiated instruction and assessments based

on the needs of the learners, varying assessments, instructional supports, and theory-based

reasoning for proceeding as so in my learning segment. The learning segment also includes 3

lessons that build on one another and deepens the scope of learning. I have also included the final

summative assessment to this learning segment which calls for critical thinking and global

problem solving. This learning segment provides evidence to most of the teaching competencies

that I hope to demonstrate I have, including, planning, instruction, and assessment, as well as use

of technology, learner accommodations, culturally responsive teaching, and curriculum and

professional standards.

The learning segment is supported by the InTASC standards for learning differences,

application of content, assessment, planning for instruction, and instructional strategies that lead

to higher level thinking and cross curricular connections. It is supported by the NYS Code of

Ethics that educators advance the intellectual and ethical foundation of the learning community

and the OCT Ethical standards of respect as they model cultural values, social justice,

confidentiality, freedom, democracy and the environment. The learning segment aligns with the

CAEP standards that consider the learner and learning; content; instructional practice; and
professional responsibility. Finally, within curriculum standards, both NYS and Ontario social

studies international cooperation and politics is reflected. You will find the individual standards

and the learning segment and accompanying documents below.

InTASC Standards

Standard #2: Learning Differences The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards

2(a) The teacher designs, adapts, and delivers instruction to address each student’s

diverse learning strengths and needs and creates opportunities for students to demonstrate

their learning in different ways.

2(h) The teacher understands students with exceptional needs, including those associated

with disabilities and giftedness, and knows how to use strategies and resources to address

these needs.

2(i) The teacher knows about second language acquisition processes and knows how to

incorporate instructional strategies and resources to support language acquisition.

Standard #5: Application of Content The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking, creativity, and collaborative

problem solving related to authentic local and global issues.

5(b) The teacher engages learners in applying content knowledge to real world problems

through the lens of interdisciplinary themes (e.g., financial literacy, environmental

literacy).
 5(g) The teacher facilitates learners’ ability to develop diverse social and cultural

perspectives that expand their understanding of local and global issues and create novel

approaches to solving problems.

5(m) The teacher understands critical thinking processes and knows how to help learners

develop high level questioning skills to promote their independent learning.

Standard #6: Assessment The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and

learner’s decision making.

6(a) The teacher balances the use of formative and summative assessment as appropriate

to support, verify, and document learning.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill

as part of the assessment process.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to

identify each student’s learning needs and to develop differentiated learning experiences.

Standard #7: Planning for Instruction The teacher plans instruction that supports every student in

meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-

disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

7(d) The teacher plans for instruction based on formative and summative assessment

data, prior learner knowledge, and learner interest.

7(i) The teacher understands learning theory, human development, cultural diversity, and

individual differences and how these impact ongoing planning.

Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional

strategies to encourage learners to develop deep understanding of content areas and their

connections, and to build skills to apply knowledge in meaningful ways.

8(f) The teacher engages all learners in developing higher order questioning skills and

metacognitive processes.

8(g) The teacher engages learners in using a range of learning skills and technology tools

to access, interpret, evaluate, and apply information.

NYS Code of Ethics

Principle 6 Educators advance the intellectual and ethical foundation of the learning community.

Educators recognize the obligations of the trust placed in them. They share the responsibility for

understanding what is known, pursuing further knowledge, contributing to the generation of

knowledge, and translating knowledge into comprehensible forms. They help students

understand that knowledge is often complex and sometimes paradoxical. Educators are

confidantes, mentors and advocates for their students’ growth and development. As models for

youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.

OCT Ethical Standards

Respect

Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour

human dignity, emotional wellness and cognitive development. In their professional practice,

they model respect for spiritual and cultural values, social justice, confidentiality, freedom,

democracy and the environment.

CAEP/TEAC Standards

Standard 1. Content and Pedagogical Knowledge The provider ensures that candidates develop a

deep understanding of the critical concepts and principles of their discipline and, by completion,

are able to use discipline-specific practices flexibly to advance the learning of all students toward

attainment of college- and career-readiness standards.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning;

content; instructional practice; and professional responsibility.

Curriculum Standards

Ontario Grade 6 Social Studies:

B1. Explain the importance of international cooperation in addressing global issues and evaluate

the effectiveness in the international arena. B2. Use the social studies inquiry process to

investigate some global issues of political, social, economic, and/or environmental importance,

their impact on the global community, and responses to the issues.

NYS Grade 6 Social Studies:

6.5b Political structures developed to establish order, to create and enforce laws, and to enable

decision making.
 Medaille College Department of Education
Learning Segment Prompts

Teacher Candidate’s Name: Mary Shaheen

Date: April 15, 2018
Subject/ Grade Level: Social Studies / 6th Grade Learning
Segment Topic: The Universal Declaration of Human Rights
State your central focus and explain how your plans build on each other to help
students make connections throughout the learning segment. (edTPA Task 1, Prompt 1)
The central focus of this learning segment is to learn and understand the Universal
Declaration of Human Rights; how it applies to them as students here in North America,
as well as how it is applied globally, fostering a better understanding of the world in
which they live, and constructing a context and connection to the world outside of school.

In the first lesson, the Universal Declaration of Human Rights will be introduced to the
students, scaffolding on their prior knowledge of the United Nations and the history of World
War II, as what led the global community to recognize that universal human rights were
essential for ensuring that the atrocities from the war would never happen again and that the
rights would be available to all human beings, protecting them from discrimination.

In the second lesson, we will focus in on discrimination, particularly Article 2 from the
Universal Declaration of Human Rights, about freedom from discrimination. The students will
discuss how discrimination leads to the violation of many other human rights, looking at the
example of the holocaust in class and then researching cases of discrimination on their own for
homework and analyzing how other rights are violated.

In the third lesson, we will focus on the rights to education and essentials (such as food, water,
and shelter), comparing and contrasting these human rights in North America with other parts
of the world.

These lessons will all relate back to the central focus of understanding human rights and the
Universal Declaration of Human Rights document that was agreed upon by the international
community of the United Nations. These lessons will apply knowledge of the human rights to
the student’s world around them, as well as how they are observed internationally.

Create an assessment plan that will describe how you will use multiple forms of
assessments that will provide direct evidence to monitor your students’ progress
toward meeting the central focus of the learning segment. (edTPA Task 1, Prompt 5a)
My assessment plan includes both informal and formal assessments throughout each
lesson, as well as a summative assessment following the learning segment.
In my first lesson, I will informally assess that my students understand how and why the
Universal Declaration of Human Rights was written by facilitating a classroom discussion
with leading questions to check for understanding. Then after reading through each of
the human rights, I will informally assess the students on their understanding of some of
the human rights based on their work as human rights detectives while examining and
marking the picture including people exercising their rights, demanding their rights, and
being denied their rights. The formal assessment from this lesson with be a paragraph
for homework reflecting on why human rights are important.
In my second lesson, I will informally assess my students understanding of
discrimination from a classroom discussing following an activity on inclusion and
exclusion. We will also discuss how discrimination is inherently conflicting with human
rights following a video about a child’s life during the holocaust. I will use leading
questions to informally assess what they have learned and retained. The formal
assessment from this lesson is to conduct research on a case of discrimination and write
a one-page report including a reflection on how discrimination leads to the violation of
many other rights.
In my third lesson, I will informally assess the students understanding of different
human rights issues in other parts of the world through a class discussion after reading
the book Malala’s Magic Pencil. The formal assessment for this class will be through an
individual research investigation conducted from the computer lab, where the students
will research a particular human rights issue happening somewhere in the world today,
list which right is being violated, investigate an organization that is working to improve
the situation, reflecting on a way that they or our class could help, reflecting on why it is
important to protect the human rights of others, and comparing a human rights issue
abroad with life in North America.
My final summative assessment will be a quiz covering the main ideas from the learning
segment and will assess vocabulary, comprehension, and a personal reflection.
All of these assessments provide direct evidence for meeting the central focus of the
learning segment.

Explain how the design or adaptation of your planned assessments allows students
with specific needs to demonstrate their learning. Consider the variety of learners
in your class who may require different strategies/support (e.g. students with IEPs
or 504 plans, English language learners, struggling or underperforming students
or those with gaps in knowledge, and/or gifted students). (edTPA Task 1, Prompt 5b)
I adapted each of the formal assessments within my learning segment to allow students
with special needs to demonstrate their learning. My IEP student will receive extra time
to complete assignments and will be able to have the summative quiz read aloud to them.
The ENL student’s accommodations to the assignments include a shortened response
length and the use of pictures and short sentences in place of paragraphs, as well as
individual assistance during the summative quiz.
As for the informal assessments, I will use prompted or leading questions to help the
student respond to the questions. The ENL student may be able to respond using visuals
from the videos or the book, she may also respond in her native language, Spanish.
I tried to include a variety of discussion questions at varying difficulty levels to meet the
needs of different learners during the informal assessments.

Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with
specific learning needs. (edTPA Task 1, Prompt 3b)
My instructional strategies include a variation of different strategies in order to appeal to
the interests and learning styles of different students. One of the instructional strategies I
use is incorporating both whole group discussions, as well as small group discussions
and activities. The whole group discussions will benefit the whole class to be able to hear
the thoughts of their classmates, and also for the teacher to be able to lead the discussion,
modelling a productive and educational group discussion. The small group discussions
are beneficial to individuals who may not feel comfortable speaking in front of the class;
it also provides the opportunity for certain individuals to lead the discussions using what
they have learned. The small group activities are great because the groups will be
preassigned, so the teacher is able to build groups based on abilities and take into
consideration the students with specific learning needs. This also benefits groups of
students with learning needs because the teacher will be able to give certain groups
more assistance or attention.
Other strategies include, class activities, to get the students active and engaged in what
they are learning; video clips, in order to add visuals to what is being discussed, like
WWII leading up to the signing of the Universal Declaration of Human Rights, or the life
of a child during the holocaust, and watching an animated speech; reading a book to the
class, Malala’s Magic Pencil paints a picture of life outside of what they know, helping the
students connect with another part of the world. The activities help the students to
become actively involved with what they are learning and will benefit each of the
students understanding. The video clips enhance the students understanding, specifically
of the past, or of a different part of the world; they are also extremely beneficial to ENL
learners to help give context to the lesson visually. The book is beneficial to the whole
group as it provides visuals and a true story from a child’s perspective in another part of
the world, which can help the students relate or get a better feel for the place and the
issues.
I will scaffold from what they already know about World War II and the United Nations
to introduce the Universal Declaration of Human Rights, and from there, further scaffold
into more specific information of human rights. This is beneficial for all of the students
because I am building on some prior knowledge which gives them a better basis for
understanding and growth.
Support your instructional strategies through theory and/or research. (edTPA Task 1,
Prompt 3)
I start each of my lessons with an anticipatory set or motivator, which is something that
grasps the groups attention and gets them interested or excited in what we will be doing
for the lesson. Doug Lemov is the theorist who states that “The Hook” is one of the
techniques a teacher should use while structuring their lesson as it grabs the attention of
your students and will help enhance your lesson.
When scaffolding new information from a foundation that the students have already
received, I am following Vygotsky’s theory on the “zone of proximal development”, which
does just that, builds off of what the students have already learned, giving them a basis to
further branch off into new or more specific information.
One of my strategies is to use what the children already know to branch off of or
compare with people in other parts of the world. Piaget talks about schema, using what
the children are exposed to in order to build new knowledge from. In order to help
provide a schema, I expose the students to different videos and a story about a child their
age, to help them build a connection to the material, as it is not something they typically
encounter on a daily basis. Piaget also discusses constructivism, which is where the
children learn more by doing, instead of just being told, which is something I tried to
include in my lessons as an instructional strategy, having the children actively
participating in games/activities throughout the lesson.
I tried to include a variety of learning styles throughout my lessons, like Gardner’s theory
on multiple intelligences, or that children all have different ways of processing
information. This can be seen through the different instructional strategies such as,
group discussions, games, videos, group activities, books and reading, individual
research assignments and reflections, as well as instructional supports, modifications,
and accommodations throughout the lessons depending on the student.

Describe anticipated common misconceptions students might have within your

central focus and how you will address them. (edTPA Task 1, Prompt 3c)
-Students may come into class with certain biases or beliefs from home that are contrary
to some of the human rights, as you never know what families teach at home. I will
address this by demonstrating how different people were treated in the past to highlight
the devastation caused by discrimination and violation of human rights.
-Students may not realize that these human rights are universal because of how they
perceive other countries. I will address this by stating that all of the United Nations
countries have signed the Universal Declaration of Human Rights, though certain
countries may not have the resources or government stability to ensure that all of the
citizens’ rights are met.
-Students may assume that as children they do not have any rights, because they are
always told what to do. I will address this by explaining that children have their own set
of rights and highlight the human rights that affect them personally.

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Mary Shaheen

Date: March 3, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X___
Town:_______ Rural: ______

Grade level: __6______ Number of students in the class: __20______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
504: Physical disability 1 Permanent bathroom pass, access to food/
drink in class, no penalty for missing
assignments for health concerns

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
ENL student 1 Pre-teach important vocabulary and provide
visuals; Provide the student a copy of the
Universal Declaration of Human Rights in
Spanish; modifications to homework
assignments

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson __1____ of a ___3___ Day Learning Segment

Subject and Lesson Topic: Social Studies – Human Rights

Grade Level: 6 Lesson Duration:

45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important
identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the
learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to learn and understand the Universal Declaration
of Human Rights; how it applies to them as students here in North America, as well as how it is
applied globally, fostering a better understanding of the world in which they live, and
constructing a context and connection to the world outside of school by comparing and
contrasting human rights on a global scale.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)

In a previous lesson, the students learned about the United Nations and the role they play in
global affairs and law making; the class made timelines in small groups demonstrating their
understanding of the events leading up to the present day United Nations. The students have
also learned about World War II in a previous unit and have written short stories from the
perspective of children during the war.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will refer back to their knowledge of United Nations as the governing body for universal
human rights and explain how the end of World War II and the atrocities of the war led to the
United Declaration of Human Rights.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central
focus? (edTPA Handbook, Task 1, Prompt 2b)

The students living here in suburban Canada/US are familiar with many of their basic rights,
even without naming them.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use the menial examples of food, water, school, and shelter, to highlight some of the
human rights.

Curriculum Standards
Ontario – B1. Explain the importance of international cooperation in addressing global issues
and evaluate the effectiveness in the international arena. B2. Use the social studies inquiry
process to investigate some global issues of political, social, economic, and/or environmental
importance, their impact on the global community, and responses to the issues.

NY- 6.5b Political structures developed to establish order, to create and enforce laws, and to
enable decision making.

Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include
statements that identify what
students will be able to do by the end
of the lesson and are aligned to the
standards identified above.
Upon completion of this lesson,
students should be able to give
a brief explanation to how the
Universal Declaration of
Human Rights came to pass.
Using formal and/or informal
assessment tools, how will you
evaluate and document your
students’ progress on each of the
objectives?
I will informally assess this by
circulating the class and
asking students questions to
assess understanding.
Assessments
If applicable, explain how you will
adapt assessments to allow
students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
One on one teacher time
with the ENL learner,
providing extra explanation
and referring to the video
clip as a visual.

Upon completion of this lesson, Students will label at least 5-
students should be able to 30 human rights or violations
identify at least 5 different of human rights from the
human rights by seeing them Amnesty International “Right
in practice through visuals. up your Street” activity.
(Appendix 3)
Upon completion of this lesson, Students will write a
students should be able to paragraph for homework
reflect on the importance of reflecting on why human
human rights. rights are important. This will
be the summative assessment
from this lesson.
The ENL student will receive
a list of the human rights in
Spanish in order to match
the articles to the images in
the activity. (Appendix 2)
The ENL student will have
the choice of writing one
sentence or a list of words
referring to the importance
of human rights.

Academic Language Instructional Supports

Demands Strategies teachers provide to help learners
(edTPA Task 1, Prompt 4c) understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Function Applying Students will receive visuals of the different
Looking at your standards human rights or violations to be able to
and objectives, choose the apply the article from the Universal
one Bloom’s word that best
describes the active learning
essential for students to
develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases
students need to be able to
understand and use
Syntax
Describe ways in which
students will organize
language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the
concepts
Instructional Process
Declaration of Human Rights to the
scenario.
-Universal Connect sight words to the visuals.
-Human Rights Hang the poster of the human rights in the
-Violation classroom.
Repetition of these terms throughout the
lesson.
Students will be
writing different Teacher will provide the large paper and
human needs within ask for a student volunteer to be traced.
a traced outline of The teacher will ask prompting question
one of the students about what we need to survive and things
at the front of the that we want; the students will write the
room and then needs on the inside of the traced figure,
writing human wants and the wants on the outside of the figure.
outside of the
outline.
Students will discuss
in small groups the
different human Teacher will provide the activity containing
rights and violations the different human rights and the visual of
that can be seen the people enjoying, demanding, or being
within their activity. denied their rights. (Appendices 3 and 4)
The teacher will assign roles within the
group for each student to search for,
identify, and label.
Accommodations and/or
Modifications and/or
Supports
Anticipatory Set/Motivator
 Teacher will ask for a student volunteer to lie on a big
sheet of paper and have another student trace them,
then will hang up the paper of the outlined student at
the front of the class.
 The teacher will ask the students to vote on a name for
our new traced classmate with a simple show of hands. -Teacher will pre-teach
 The teacher will ask for students to come up to the front vocabulary to the ENL
to write inside _______ (the traced student) what they student explain needs and
need to survive. wants using visuals.
o Anticipated responses: food, water, protection
 If the students respond with things that are not
necessary for survival, like candy, the teacher will ask
whether they absolutely need it to survive, or if it is
something that we enjoy or that enhances our lives.
 The teacher will ask students to write outside of _______
(the traced student) what they want to be happy.
o -Anticipated responses: games, free time, money,
friends, etc.
 The teacher will ask the students if any of them know
their rights and take some time to see what the
students know.
o Anticipated responses: the right to vote, the right
to privacy (you can’t touch me or get in my space,
or look at my phone), that people can’t be violent
towards them.
 -Teacher Talk – Just like our friend (points to the traced
outline of the student) needs certain things to survive
and live a happy life, there are laws in place to make sure
that all of us, as humans, have the proper things we need
to survive and lead a fulfilling life. These are called our
human rights and they cannot be taken away from us.

Instructional Procedures -Teacher will check in with

 Hang the poster of human rights somewhere prominent ENL student to make sure
in the room. (Appendix 1) she remembers what we
 Teacher will use the students’ previous knowledge of had learned about WWII
World War II and the United Nations to scaffold into and the United Nations and
learning about the Universal Declaration of Human explain that the Declaration
Rights. followed the war, using her
 Teacher talk – We are going to watch a brief video clip previous knowledge.
about the history of human rights.
 https://www.youtube.com/watch?v=IwnkcEdleu0
(History of Human Rights, Marc Brasov)
 The purpose of watching the video clip is to add visuals
to the progression of events leading to the creation of -Teacher will give the ENL
the Universal Declaration of Human Rights. student a copy of the
 Have the students discuss in pairs why they think the Declaration both in English
Declaration of Humans Rights was created after World (appendix 3) and in Spanish
War II. (appendix 2).
 Teacher will walk around the classroom listening to
student responses (Formative assessment).
o Leading questions: What do you think life was like
during WWII? You people treated right or
protected by their nations during the war?
o Anticipated Response: that during WWII, people
were treated very poorly, and a lot of people -Teacher will explain the
died, they realized that they needed to have activity to the ENL student
something in writing that would apply to all by pointing at specific
people to protect people as equals - human scenarios in the illustration
rights. and then at the
 Talker Talk- Now that we know how the Universal corresponding article, if
Declaration of Human Rights came to be, you will each class instruction is not clear
get your own copy of the Declaration to keep in your enough.
binder. It is important that we know and protect our
rights and the rights of other.
 Teacher will pass out the individual copies of the
Declaration. (Appendix 3)
 As a group, the teacher and the students will each take
turns reading an article from the Declaration aloud,
round-robin style, if the student does not want to read
the complete article, they may read just one line. After
each article, the teacher will ask the class why this is
important, not teaching, but just listening to what the
students think of each of the rights. Teacher will also
provide time to answer any questions if the students do
not understand what certain rights entail.
 Teacher talk – Now that we have gone over the individual
articles of the Universal Declaration of Human Rights, we
have an activity we are going to do. You will work in pairs
to identify the different human rights that can be found
in this picture (Holds up a copy of the activity picture
[appendix 4]) You are going to become human rights
detectives. You are going to identify which human rights
are being enjoyed, which rights are being denied, and
 which rights are being demanded. You will use 3
different stickers to mark the illustration: You will use a
red sticker to mark a human right that is being denied, a
yellow sticker to mark a human right that is being asked
for or demanded, and a green sticker to mark a human
right that is being enjoyed or exercised. When you mark
each scenario with a sticker, be sure to mark which
article from the Declaration you are referring to. You will
each get your own picture and set of stickers, however
you may work quietly in pairs as Human Rights
detectives.
 Teacher will pass out copies of Illustration and stickers to
each student.
 Students will have about 15 minutes to complete the
detective activity.

Closure

 The teacher will explain how we still have much to learn

about human rights and what we can do to help protect
human rights.
 Teacher talk – We have learned about many rights that - ENL learner may
you may have known and some that you did not know. only write one
For homework tonight, I want you to reflect on what you sentence for
have heard about human rights and write a paragraph homework, or a
explaining why you think that Human Rights are short list of words
important. referring to why
human rights is
important
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as
class handouts, assignments, slides, and interactive white-board images.
-Big paper
-Human rights poster (appendix 1)
-Student copies of the Universal Declaration of Human Rights (appendix 3)
-Spanish copy of the Universal Declaration of Human Rights (appendix 2)
-Student copies of the illustrated human rights detective activity (appendix 4)
-Red, yellow, and green stickers
-Laptop with Youtube video loaded: https://www.youtube.com/watch?v=IwnkcEdleu0
Appendix 1
Appendix 2
Appendix 3
Appendix 4
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Mary Shaheen

Date: March 19, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X___
Town:_______ Rural: ______

Grade level: __6______ Number of students in the class: __20______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
504: Physical disability 1 Permanent bathroom pass, access to food/
drink in class, no penalty for missing
assignments for health concerns.
IEP: Learning Disability 1 Preferential seating close to teacher’s desk,
Test passages, questions, Items, and
multiple-choice options read to the
student, extended time.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ENL student 1 Pre-teach important vocabulary and provide
visuals; Provide the student a copy of the
Universal Declaration of Human Rights in
Spanish; modifications to homework
assignments.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 Lesson __2____ of a ___3___ Day Learning Segment

Subject and Lesson Topic: Social Studies – Human Rights

Grade Level: 6 Lesson Duration:

45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important
identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the
learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to learn and understand the Universal Declaration
of Human Rights; how it applies to them as students here in North America, as well as how it is
applied globally, fostering a better understanding of the world in which they live, and
constructing a context and connection to the world outside of school by comparing and
contrasting human rights on a global scale.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)

In a previous unit, the students learned about the United Nations and the role they play in
global affairs and law making and have learned about World War II. In the previous lesson,
students were introduced to the Universal Declaration of Human Rights and were able to
identify at least 5 rights by the end of the lesson. They watched a video about how the
Universal Declaration of Human Rights was written after World War II to prevent violations of
human rights that were highlighted during the war, followed by a discussion of how WWII
prompted the declaration.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will scaffold from the students’ previous base knowledge of the Universal Declaration on Human Rights, and
discuss the right to non-discrimination, highlighting inclusion.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central
focus? (edTPA Handbook, Task 1, Prompt 2b)

The students living here in suburban Canada/US are familiar with diversity and may have
experienced or witnessed discrimination before.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will activate background knowledge of discrimination and highlight inclusion and exclusion
through a classroom activity, discussion, and video about a child’s perspective of discrimination
during the holocaust; I will also give the students passes for their parents to take them to the
local museum offering a glimpse into the life at a concentration camp.

Curriculum Standards

Ontario – B1. Explain the importance of international cooperation in addressing global issues
and evaluate the effectiveness in the international arena. B2. Use the social studies inquiry
process to investigate some global issues of political, social, economic, and/or environmental
importance, their impact on the global community, and responses to the issues.

NY- 6.5b Political structures developed to establish order, to create and enforce laws, and to
enable decision making.

Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include Using formal and/or informal Assessments
statements that identify what assessment tools, how will you If applicable, explain how you will
students will be able to do by the end evaluate and document your adapt assessments to allow
of the lesson and are aligned to the students’ progress on each of the students with specific needs to
standards identified above. objectives? demonstrate their learning.
(edTPA Task 1, Prompt 5b)
Upon completion of this lesson, This will be informally One on one teacher time
students should be able to assessed by a teacher- with the ENL learner,
identify ways in which facilitated class discussion. providing extra explanation.
discrimination can be seen
around them.

Upon completion of this lesson, This will be done informally as The video will provide visuals
students will assess how a class by watching the video of the discrimination of a
discrimination is inherently “Helga’s Diary: The Holocaust people group that will help
conflicting with human rights. Through the Eyes of a Child” the ENL learner understand.
and discussing aspects of
discrimination.
Upon completion of this lesson, This will be a formal The ENL student will receive
students should be able to assessment, students will additional explanation to
analyze how discrimination in conduct research on a case of the assignment and will only
the past and present lead to
violations of human rights.
discrimination and write a
one-page report including a
reflection on how
discrimination leads to the
violation of many human
rights.
be required to write a half a
page and include pictures.
The IEP student will have
extra time to complete the
assignment.

Academic Language Instructional Supports

Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards
and objectives, choose the
one Bloom’s word that best
describes the active learning
essential for students to
develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases
students need to be able to
understand and use
Syntax
Describe ways in which
students will organize
language (symbols, words,
phrases) to convey meaning.
Strategies teachers provide to help learners
understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Analyzing Through class discussion modelling how
discrimination can lead to several violations
of human rights, student will be able to
analyze and breakdown different situations
-Universal -Sight words at the front on the room
-Human Rights -Hang the poster of the human rights in the
-Violation classroom.
-Discrimination -Repetition of these terms throughout the
-Inclusion lesson.
-Exclusion -The terms discrimination and violation will
be used several times during the class
discussions
-Inclusion and Exclusion will be explained
and used through the Anticipatory Set
activity and discussion
Students will use the
vocabulary in their The use of vocabulary will be modelled
one-page report on throughout the class and sight words will be
discrimination. posted at the front of the room.

Discourse Students will

How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the
concepts
participate in class
discussions using the Teacher will facilitate discussion and direct
learned and the tone of the conversations through
modelled concepts leading questions.
and apply them to
 human rights as a
whole.

Instructional Process Accommodations and/or

Modifications and/or
Supports
Anticipatory Set/Motivator
 When students come into the room the teacher will
have the students participate in an activity without any
explanation for the purpose of the activity. The object of
the activity is to provoke thought and discussion about
discrimination and inclusion that will be broken down
after the activity. -Teacher will provided extra
 First the teacher will have the students form a circle explanation to the ENL
facing outwards and have them close their eyes. While student to explain the
the students’ eyes are closed, the teacher will go around activity
and place a colored sticker on each of the students’
foreheads. The teacher will use 3 different colored
stickers which will divide the class into 3 groups.
 Then the teacher will ask the students to open their eyes
and silently walk around the room to form a group with
the students who have the same colored sticker as
them, without any talking. The students will be able to
see the other students’ stickers but will not know what
color they are without the help of their classmates. They
will figure out a system of grouping by classmates
pointing at what color they can see on another. The class
will be divided into 3 relatively even groups, with
everyone included.
 After the students are in their groups, the teacher will
begin the activity again, placing new colored stickers on
each students’ forehead using 4 different colors. Then
the teacher will ask the students to silently get into new
groups, but this time, the groups must contain students
with one of each of the 4 colors used. This will form 5
equal groups.
 Once the students are in the 5 different groups, the
teacher will begin the activity again for the last time,
placing a new colored sticker on the foreheads of the
students. Using two colors to divide the majority of the
class in 2 groups of 9, but have 2 students with different
colors, for example, one blue and one yellow, separate
from the 9 reds and 9 greens. Then the teacher will
 observe the different reactions from students when they
realize 2 of the students don’t form a group.
 After the groups are formed and a couple people have
been purposely left out, the teacher will ask the students
to take their seats and to take a minute to reflect on the
activity and what the purpose may have been.
 Then the teacher will start a reflective group discussion.
 Teaching prompting questions:
o How did you like this activity?
o How did you feel when you found a group you
could join?
o How did you feel when you could not find a
group to join right away? Were you worried that
there was no group for you?
o To one of the two students who were excluded
from a group in the last round: How did you feel
when you could not find a group to join?
o Have you ever excluded anyone from hanging
out with you?
o Have you ever been excluded at school or by
friends?
o Can you think of people who are often excluded,
maybe in your community?
 Discuss the fact that some people are
often excluded such as people with
disabilities and homeless people.
 The object of this activity and discussion it to have the
students reflect on inclusion and exclusion as inclusion
or non-discrimination is one of the values of human
rights.
Instructional Procedures
 Teacher talk: Can anyone think of how this activity might
relate to what we have learned about Human Rights?
o Anticipated answers:
 That all people are equal and have human
rights.
 That maybe some people are excluded
from certain rights?
 That discrimination is a violation of your
human rights.
 Teacher talk: Those are all good answers. I wanted to get
you guys thinking about what inclusion and exclusion
looks like. More than just that, I wanted to you think
 about why someone might be excluded or discriminated
against. -The ENL student will have
 Teacher talk: Can anyone explain what discrimination is? her copy of the Universal
o Anticipated response: Treating someone Declaration of Human
differently because of what they look like? Rights in Spanish from the
 Teacher talk: That is one way that people are previous week (Appendix 2)
discriminated against. Discrimination is when people are
treated differently or unfairly because of certain
characteristics, like appearance, religion, ethnicity,
gender, age, disability, income, and many other areas!
 Teacher will ask the class to take out their individual
copies of the Universal Declaration of Human Rights.
(Appendix 3)
 Teacher talk: Can anyone remind us what the Universal
Declarations of Human Rights is and why it’s important
to us?
o Anticipated response: A document that lists the
basic freedoms and rights for all human beings so
that we can survive, be treated fairly, live in
peace, have personal freedoms so we are not
controlled by a particular government.
 Teacher talk: Article 2 of the Universal Declaration of
Human Rights states that “We have all these rights in the
Declaration, no matter who we are, where we’re from or
what we believe in.” This is also known as the non-
discrimination or freedom from discrimination right.
 Teacher talk: Do you remember why the Universal Declaration of
Human Rights was written?
o Anticipated response: It was after World War II because so
many people were killed and there was a lot of
discrimination. A lot of countries agreed that they needed
global human rights to protect the people.
 Teacher circulates the room as the discussion and lesson progresses
to keep the students’ attention.
 Teacher talk: Good! The trauma of World War II
solidified that human rights were often not respected or
observed, and the global community was desperate to
recognize the freedoms and rights of all human beings to
protect them from the atrocities they saw during World
War II.
 Teacher talk: Can anyone remember, from when we
learned about World War II, what discrimination caused
the deaths of millions of people?
o Anticipated response: The holocaust and Hitler.
Discriminating against the Jews.
  Teacher talk: Right, during World War II, Jewish people
were stripped of all their rights, homes, possessions,
dignity, family, etc., and were mistreated and ultimately
killed unless they could escape Nazi reach. We are going
to watch a brief video clip sharing the experience of a
child in one of the concentration camps during the
holocaust. While the clip is playing, I want each of you
to make of few notes in your notebook of things that
stick out to you.
 Teacher will put on the clip of “Helga’s Diary: The
Holocaust Through the Eyes of a Child”
https://www.youtube.com/watch?v=h8H_alCdY8c,
which will help students visualize through a child’s
drawings what life in the concentration camps was like
and how millions of people suffered because of
discrimination.
 Teacher talk: I wanted to give you a little glimpse into
the life of a Jewish family during the holocaust as they
were discriminated against and lost several other human
rights along the way. Did anything in particular stick out
to you from the clip?
o Anticipated answers:
 That she never knew what happened to
her father
 That there was never enough food
 That there were no pictures allowed
 That they made the camp look nice for an
inspection and then moved the people to
other camps
 Teacher talk: One thing that stood out to me was when
she said that they couldn’t help being Jews. Sometimes,
there is discrimination against an entire group of people,
simply because of where they are born or their family
background, which aren’t things that can ever be
changed about themselves.

Closure

 Teacher talk: Though many of us have heard about the

holocaust, there have been other cases of entire people
groups who have been discriminated against in the past -The teacher will provide
and even in the present. individual instruction about
the homework assignment
  Teacher talk: Remember discrimination can be due to to the ENL student and tell
many other differences, like race, gender, sexual her she can write only half
orientation, weight, etc. Discrimination happens when a page and include pictures.
people are treated differently based on certain
characteristics. -The teacher will check that
 Teacher talk: For homework, you will have the next few all of the students
days to research a case of discrimination, it can be understand the assignment.
something in the past or present. You will be writing a
one-page paper that will summarize the particular -The IEP student will have
situation you have selected, discuss in what ways it extra time to complete the
violates human rights and then include a personal assignment.
reflection why it’s important to protect article 2 of the
Universal Declaration of Human Rights: Freedom from
discrimination. You may reflect on what you discovered
during your research and things we discussed here in
class.
 The teacher will explain where they can find the
assignment outline in their folders and that it will be due
in 3 days.
 The teacher will tell them it’s important to reflect on the
rights and freedoms that they enjoy on a daily basis and
that in the next social studies class we look at a couple
more human rights, compare them around the world,
and find ways to help protect the rights as a class.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as
class handouts, assignments, slides, and interactive white-board images.
-Human rights poster (appendix 1)
-Student copies of the Universal Declaration of Human Rights (appendix 3)
-Spanish copy of the Universal Declaration of Human Rights (appendix 2)
-Red, yellow, blue and green stickers
-Laptop with Youtube video loaded: https://www.youtube.com/watch?v=h8H_alCdY8c
Appendix 1
Appendix 2
Appendix 3
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Mary Shaheen

Date: April 4, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X___
Town:_______ Rural: ______

Grade level: __6______ Number of students in the class: __20______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
504: Physical disability 1 Permanent bathroom pass, access to food/
drink in class, no penalty for missing
assignments for health concerns.
IEP: Learning Disability 1 Preferential seating close to teacher’s desk,
Test passages, questions, Items, and
multiple-choice options read to the
student, extended time.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ENL student 1 Pre-teach important vocabulary and provide
visuals; Provide the student a copy of the
Universal Declaration of Human Rights in
Spanish; modifications to homework
assignments.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 Lesson __3____ of a ___3___ Day Learning Segment

Subject and Lesson Topic: Social Studies – Human Rights

Grade Level: 6 Lesson Duration:

45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important
identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the
learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to learn and understand the Universal Declaration
of Human Rights; how it applies to them as students here in North America, as well as how it is
applied globally, fostering a better understanding of the world in which they live, and
constructing a context and connection to the world outside of school by comparing and
contrasting human rights on a global scale.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)

In a previous unit, the students learned about the United Nations and the role they play in
global affairs and law making and have learned about World War II, the class made timelines
in small groups demonstrating their understanding of the events leading up to the present day
United Nations and have written short stories from the perspective of children during the war.
In a previous lesson, students were introduced to the Universal Declaration of Human Rights
and were able to identify at least 10 rights by the end of the lesson. They watched a video
about how the Universal Declaration of Human Rights was written after World War II to
prevent violations of human rights that were highlighted during the war, followed by a
discussion of how WWII prompted the declaration. In the previous lesson, students learned
about discrimination and how it leads to many other human rights violations.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will scaffold from the students’ previous knowledge of the Universal Declaration on Human Rights, what they’ve
learned about discrimination and human rights violations, and focus on human rights issues in other parts of the
world and the impact that they, as students, may have on a larger scale.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central
focus? (edTPA Handbook, Task 1, Prompt 2b)

The students enjoy many human rights and freedoms here in suburban, North America. They
have the opportunity to attend school, access clean drinking water, and have protection from
the government, to name a few.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

We will read Malala’s Magic Pencil and discuss the life of Malala Yousafzai, so that the
students can look at someone, who at their age, lived in a very different reality, so that the
students are able to better understand the context of life in other parts of the world.

Curriculum Standards

Ontario – B1. Explain the importance of international cooperation in addressing global issues
and evaluate the effectiveness in the international arena. B2. Use the social studies inquiry
process to investigate some global issues of political, social, economic, and/or environmental
importance, their impact on the global community, and responses to the issues.

NY- 6.5b Political structures developed to establish order, to create and enforce laws, and to
enable decision making.

Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include
statements that identify what
students will be able to do by the end
of the lesson and are aligned to the
standards identified above.
Upon completion of this lesson,
students will gain an
understanding that basic
human rights available to us
here are not always available
in other countries.
Using formal and/or informal
assessment tools, how will you
evaluate and document your
students’ progress on each of the
objectives?
As an informal assessment,
students will discuss the story
of Malala’s Magic Pencil,
comparing the life in the story
with their own lives.
Assessments
If applicable, explain how you will
adapt assessments to allow
students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
Teacher will encourage
students and provide
leading questions if need be.
ENL students can refer back
to the visuals in the book for
prompts.

Upon completion of this lesson, This will be informally Teacher will provide
students should be able to assessed during research time research assistance to
analyze 1 human rights issue in the computer lab and students and will make
formally assessed by herself available to the ENL
globally and present a creative completing a worksheet
way to help.
Upon completion of this lesson, This will be a formally
students should be able to
contrast rights available to
them, with at least 1 other
country.
Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards
and objectives, choose the
one Bloom’s word that best
describes the active learning
essential for students to
develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases
students need to be able to
understand and use
Syntax
Describe ways in which
students will organize
language (symbols, words,
phrases) to convey meaning.
student for further
containing the results of their explanation and guidance.
investigation. (Appendix 1)
The ENL student will receive
assessed through the Human additional explanation to
Rights Investigation the assignment and can
worksheet. (Appendix 1) respond with words, short
sentences, and images.
The IEP student will have
extra time to complete the
assignment.
Academic Language Instructional Supports
Strategies teachers provide to help learners
understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Analysis Students will analyze and compare different
human rights issues by examining the life of
Malala, as well as conducting their own
guided research on a human rights issue in
the computer lab.
-Universal -Sight words at the front on the room
-Human Rights -Poster of the human rights in the
-Violation classroom.
-Discrimination -Repetition of these terms throughout this
-Inclusion lesson and previous lessons.
-Exclusion -The terms discrimination and violation will
-Poverty be discussed as a reminder from the last
-Illiteracy lesson.
-Injustice -The words poverty, illiteracy, injustice, and
-Terrorism terrorism, will be discussed while
considering the life of Malala as well as may
be used as their topic for research, teacher
will also write the definitions on the board.
Students will produce
complete sentences Presenting a human rights issue will be
and paragraphs to modelled by the teacher while discussing
present and compare the life of Malala.
 a human rights issue
in their Human Rights
Investigation
worksheet.

Discourse Students will

How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the
concepts
participate in a class
discussion following Teacher will facilitate discussion and direct
the reading of the the tone of the conversations through
book Malala’s Magic leading questions.
Pencil.

Instructional Process Accommodations and/or

Modifications and/or
Supports
Anticipatory Set/Motivator

 The book “Malala’s Magic Pencil” will be propped up on

the teacher’s desk as the students are entering the class.

 Teacher will collect the students’ homework on

discrimination and briefly recap that human rights are
basic rights and freedoms available to all human beings
that cannot be taken away from them and are protected
by international law.

 Teacher talk: Can anyone remind us what discrimination

is?
o Anticipated response- Discrimination is when
people are treated differently than others
because of their background, color, gender,
religion, disability, and other things.
-The teacher will introduce
 Teacher talk: That’s right, and discrimination provides a the book to the ENL
threat to many other of the human rights like I’m sure student prior to class.
you’ve written about in your homework.

 Teacher talk: I am going to read you a storybook that

was written by a girl who started fighting for the rights of
children and girls at a very young age.
  The teacher will draw attention to the front of the
classroom and read the book “Malala’s Magic Pencil” by
Malala Yousafzai, to the class. The object of this activity
is to open the students’ eyes to life in another part of
the world in the present day and highlight the impact
one child can have on the protection of human rights.

 Teacher talk: What was this book about?

o Anticipated response: It’s about a girl who wrote

about what was happening in her village with
girls not being allowed to go to school.

 Teacher talk: How is life in her village different than life

here?
o Anticipated response: Some children didn’t go to
school. (Teacher’s leading question: Does anyone
remember why those kids were picking through
the garbage dump?)

 Teacher talk: Do you remember when her father

explained that some girls’ families do not allow them to
go to school and that some children are not able to go to
school because they need to work to support their
families? Can you imagine if you weren’t allowed to go
to school because of your gender? How would that make
you feel?
o Anticipated responses: Angry, upset, frustrated,
shocked, determined

Instructional Procedures

 Teacher talk: The author of the book, Malala Yousafzai,

was your age when she started speaking out for girls and
children in her village, giving them a voice to fight for
their basic human rights to live in a peaceful
environment and go to school. People all over the world
started listening. Malala started writing a blog under a
different name for the BBC about life under the Taliban
rule, describing how she felt about her school closing
because the terrorist group in power did not believe in
educating girls. Malala shed light on many human rights
issues found in her community. One day when Malala
was on the school bus going home, Taliban gunmen
 came onto the bus and asked who Malala was, then they -Teacher will provide ENL
shot her in the head. Her chance of survival did not look student with transcript of
good, but doctors all over the world offered to treat her, the speech.
and she ended up going to UK to recover. Even after
being shot, Malala continued to fight for the rights of
girls and children all over the world pushing for their
human right to be met.

 Teacher talk: I will play you a brief video clip of a speech

Malala gave at the United Nations.
https://www.youtube.com/watch?v=9TxT6-uvJKQ

 The purpose of listening to the speech is to demonstrate

the platform and power that one child can have on
fighting for basic human rights to be met.

 Teacher talk: In her speech at the United Nations, Malala

encourages students to educate themselves and use
their voices to speak out against poverty, injustice, and
ignorance. That millions of children are not in schools,
and that there is a lot of suffering and people looking for
peace. She calls us to action against illiteracy, poverty,
and terrorism.

 Teacher will write the definitions of poverty, injustice,

ignorance, illiteracy, and terrorism on the board.

 Teacher talk: At such a young age, Malala was able to

influence people world-wide, and to this day she is
building schools and speaking out for women and
children’s rights. Here in NY/ONT, we may not see
terrorists fighting to keep girls out of school, we may -The teacher will give the
have access to food and clean water, we might be able ENL and IEP students
to see a doctor when we are sick, or have protection individual attention while
from our government, but it is not that way in some they conduct their
other parts of the world. It is our responsibility to research.
protect human rights all over the world. As 6th graders,
you can still have a big impact internationally.

 Teacher talk: Today, we are going to head to the

computer lab and you will be conducting a human rights
investigation on one of the Human Rights issues going on
in the world today, such as poverty, homelessness,
torture, injustice, education, clean water, health care, or
 another issue of your choice. You will look at where the
issue takes place and exam what certain organizations
are doing about it. You will need to think about how you
or your class could help. You will also be comparing it to
life here. You will see all of the specifics required on your
handout once we get to the lab. (Appendix 1)

 The teacher will walk the class to the computer lab and
get everyone situated at a computer. She will then hand
out the investigation activity and prompt the students to
read over it before beginning.

 As the students are conducting their research, the

teacher will circulate the classroom checking in with the
work of each of the students and offering extra
assistance to the ENL learners.

 Students may have difficulty finding information online,

such as finding specific examples of the human rights
issue. Teacher will help any struggling students with
their online navigation and research.

Closure

 The teacher will lead the students back to the classroom

and collect their worksheets. If any student hasn’t
finished the worksheet, they may complete it at home
and hand it in the following day when the class discusses
what was discovered during their human rights -The IEP student will have
investigation. extra time to complete the
assignment.
 Teacher talk: That is all the time we have for today, but
tomorrow we will go over some of the things you
discovered while conducting your human rights
investigation. We will also have a quiz on Human Rights
and what you have learned in the last 3 social studies
classes. The quiz will be on Tuesday, so be sure to start
review your notes!

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as
class handouts, assignments, slides, and interactive white-board images.
 -Student copies of the Universal Declaration of Human Rights (appendix 2)
-Laptop with Youtube video loaded: https://www.youtube.com/watch?v=9TxT6-uvJKQ
-Copy of book Malala’s Magic Pencil (read aloud version -
https://www.youtube.com/watch?v=uSrC-GNbjQg )
-Student handouts/worksheet for “My Human Rights Investigation” (appendix 1)

Appendix 1

Name: _________________________________ Date: _________________________

6.)
1.) What are people doing about the issue? Can you name a few organizations that are working
My Human Rights Investigation
to help the people affected by this issue or that are fighting against this human rights
You will conduct research on one human rights issue and use it to complete the information
required on this page. You may choose from any human rights issues, some examples to choose violation?
from are: poverty, clean water, education, social injustice, homelessness, torture, terrorism,
women’s rights, health care, or another issue as long as I’ve cleared it. ___________________________________________________________________________

1.) Human Rights Issue: ________________________________________________ ___________________________________________________________________________

2.) Name some of the countries where this is a current issue: 7.) ___________________________________________________________________________

___________________________________________________________________________ 2.) Examine one of the organizations. What exactly are they doing? Where are they working?

___________________________________________________________________________ How many people have they helped? Are they creating or promoting any change? Why is

3.) Can you give a specific example of this issue happening in the world today: their work important? Respond by writing a paragraph about the organization.

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

4.) Which human right(s) or freedom(s) is(are) being violated: ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

5.) Why is the violation of this right a problem? ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

1 ___________________________________________________________________________

2
8.) What can you do to help? Think about a way that you could help protect these rights, even

if they don’t personally affect you. Explain one idea you have about something that you or

your class could do to help protect or raise awareness for the human rights issue you’ve

chosen.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

9.) Why do you think it is important for us to protect the rights of people in other parts of the

world? Is it our responsibility?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

10.) How does the issue you examined compare to life here in North America with another

country?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3
Appendix 2
Name: _____________________________ Date: _____________________________

Human Rights Quiz

1.) In your own words, describe what a human right is:

______________________________________________________________________________________

__________________________________________________________

2.) Use the words in the box to complete the sentences:

Discrimination Universal Declaration of Human Rights

Poverty Violation
World War II Terrorism
Inclusive Illiteracy
Malala Yousafzai Holocaust

a) After ___________________________the international community recognized the need for a

_____________________________________ to ensure that all people would be given respect, basic

care, and protection.

b) Millions of Jews were killed during the ____________________________ , even though they couldn’t

change the fact that they were Jewish.

c) When you treat somebody differently or unfairly because of things like their race, religion, gender,

appearance or disability, this is called ________________________.

d) The Universal Declaration of Human Rights is _____________________________ of all people,

meaning that everyone is equal in having these basic rights and freedoms, nobody is left out.

e) When rights are taken away or not given to someone, this is a ______________________ or their basic

human rights.

f) Young activists like ____________________________________ speak out about different human

rights issues, like access to education and children’s rights, and encourage others to do the same.

g) When you are not educated in a particular subject and cannot read or write, this is called:

__________________________.

h) Many people in the world live in _____________________________, meaning that they are extremely

poor and do not have enough to cover basic needs.

 i) ____________________________ is when a group of people use violence and intimidation against

civilians in the pursuit of political power.

3.) Name one human rights issue and share a way that you can help:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________

4.) What do you think the most important human right is and why?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________