Lesson 3: Human Rights Introduction

Grade 10 English
Context: This lesson will be taught as part of the introduction to the
learning segment focused on In the Time of the Butterflies.
Standards:

[This lesson will focus on the first standard, particularly parts c and d. The
second standard By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9-10 text complexity band
independently and proficiently is practiced in the independent
practice/assessment using the nonfiction text the Universal Declaration of
Human Rights.]

Learning Outcomes: Students will collaborate through (non-verbal

discussion) in order to gain a basic understanding of human rights through
discovery and reflection.
Materials:
Powerpoint
(https://docs.google.com/presentation/d/13qHiK9FBrVpvlFO7JDBqNTHV1oQVok
X0YgRA-N0VDtE/edit?usp=sharing)

Dry erase board

Dry erase markers
Post it notes
Large Post it notes
Regular markers
Worksheets
Universal Declaration of Human Rights document print out
(http://www.un.org/en/universal-declaration-human-rights/)
Large Post it notes with Questions (front and back)
This is a silent class. There will be no verbal communication at all.
Instructions to students will be given via powerpoint.
COLLABORATIVE ACTIVITY 1: What Does it Mean to be a Human? (10
mins)
Draw circle on board
Give students dry erase markers
With your dry erase markers, write qualities that define being a
human inside the circle on the board.
Sympathy
Intelligence
Emotion
Ability to reason
Ability to love
Ability to recognize beauty
Live in community
What is needed to protect these qualities of a human being?
On your post notes, write your answers and place
them outside of the circle.

 Education
Friendship
A loving family
Freedom
Go to the questions on the large post it notes around the room
and discuss them in groups by writing on the large post it notes.
QUESTIONS: (8 min)
What does it mean to be fully human? How is that different from
just "being alive" or "surviving"?
Based on this list, what do people need to live in dignity?
Are all human beings essentially equal? What is the value of
human differences?
Can any of our "essential" human qualities be taken from us?
For example, only human beings can communicate with complex
language; are you human if you lose the power of speech?

COLLABORATIVE ACTIVITY 2: RIGHTS (10 min)

What is a right? What counts as a human right?
Students participate by writing responses on board
with dry erase markers.
Lets look back at what we said was necessary to protect,
enhance, and fully develop the qualities of a human being.
Move the post-it notes into the best category:
SURVIVAL/SUBSISTENCE
HUMAN DIGNITY
CONVENIENCES AND LUXURIES
Go to the questions on the large post it notes around the room
and discuss them in groups by writing on the large post it notes.
QUESTIONS: (8 min)
Should human rights address only what a human being needs
to survive? Why or why not?
Should human rights also protect those things you classified
under "conveniences and luxuries"? Why or why not?
Some people in the world have only what is necessary to
survive, while others have luxury and convenience. Is this situation

just? Is it a human rights violation?

Can something be done to equalize the enjoyment of human
dignity? Should something be done? If so, how? And by whom?
After they are done answering questions, end talking ban.
Okay, you all can talk now! Was it frustrating not to
talk?
Explain reasoning for silent class: (5 min)
Today we had a silent class because when peoples
human rights are violated, they lose their voice. We still could
communicate with written language, and it still felt limited.
The thing about human rights is they are universal.
All humans have them
If one human doesnt, all of our human
rights are broken
Were not free, until all are free
Injustice anywhere is a threat to justice
everywhere.
Our liberty is bound together
We are bound by the common thread of humanity to
uphold one anothers rights
Its all of our responsibility to be a voice for those
whose rights are violated
We cant all be a voice for everything
No one person can be an
advocate for every people group and every cause
Find your passion, start there.
Your homework is to focus in
on one of these.
How can I move forward with
this human rights issue?
Independent Practice/Assessment: Explain Worksheet (2 min)
Link to Worksheet:
https://docs.google.com/document/d/1Mhu9fp1Evuqw1FIgGKiXZXXr1Of1n
LQqwK4RGLhujO4/edit?usp=sharing
Give students Universal Declaration of Human Rights

document print out and worksheet.

Explain: The Universal Declaration of Human Rights is a
declaration that was adopted by the United Nations General
Assembly in 1948. A group of representatives from around the world
discussed the same concepts that we have focused on today, and
this document shows their conclusions on what should be considered
human rights.
Instruct students to complete worksheet for homework.
Wrap it Up! (3 min)
Reflect in Daybook on todays lesson. Some things you might write about:
Take aways from todays lesson
What struck you?
What did you learn?
How did this class make you feel?
General thoughts
Sources Utilized:
http://hrlibrary.umn.edu/edumat/hreduseries/hereandnow/Part3/Activity1.htm
http://www.un.org/en/universal-declaration-human-rights/