Civics in a Digital Republic: A Transformative Curriculum

Lesson 3: Global Community: Human Rights Resource Center

A.3 Global Community HUMAN RIGHTS RESOURCE CENTER SUMMARY The University of Minnesota has created a resource center for students, educators , and human rights advocates to help educate and engage the populace . The Human Rights Resource Center provides lesson plans, materials, videos, and books to any interested person, many of which are free. Some materials include: • Close the Gap—A five part documentary highlighting the disparities between race, class, and place. The DVD’s are free and come with educator/ community guides and ideas for action. • Topic Books—Six books are available online that explores the topics of economic and social justice, children’s rights and responsibilities, lesbian , gay, bisexual and transgendered rights, freedom of religion and belief , the rights of persons with disabilities, and a human rights education handbook. • Beyond September 11—The attacks of September 11 marked a pivotal moment in United States history. The activities of beyond September 11 engage students in reading the histories of those impacted by the attacks, collecting oral histories, analyzing primary source documents, and suggesting ways to mark the anniversary. • Sustainable Economics Curriculum—The Sustainable Economics Curriculum sets up eight modules that cover the following topics: what is economics, economic systems, market system and consumer culture, products, the environment and consumer choices, business practices and competition, measuring economic success, the role of government, and trade and the global economy. • Students will define and understand human rights. 24 RIGHTS OF THE INDIVIDUAL A.3 RIGHTS OF THE INDIVIDUAL Global Community HUMAN RIGHTS RESOURCE CENTER continued 25 • Students will identify human rights violations around the world for specific groups and sub-cultures. • Students will collect data on human rights in their school and community . PROCEDURE • The teacher needs to request the material from the Human Rights Resource Center. • The teacher will need to review the material and make content decisions for their classrooms. • We urge the teacher to consider using both the civic and economic material in their classroom. • One option is to download the digital books. • Divide the class into six groups. • Read the books and have the students develop a digital presentation to share the material presented to them. • They should emphasize the individual’s role and responsibilities related to Human Rights. Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. Time Allotment • Five class periods. One hour per class. A.3 RIGHTS OF THE INDIVIDUAL Global Community HUMAN RIGHTS RESOURCE CENTER continued 26 MATERIALS & RESOURCES Instructional Materials Materials will vary depending on the lesson(s) selected from the Human Rights Resource Center web site: (http://www1.umn.edu/humanrts/edumat /activities.shtm) • Close the Gap—Set of Five DVDs, DVD player, television, educator resource guide • Human Rights Education Series—Topic books • Beyond September 11—Video clips, computer, Internet access, newspaper clip Resources • Curriculum Toolbox STANDARDS & ASSESSMENT Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives , community volunteerism). • SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution , Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.12 Students will determine how conflicts between the rights of A.3 RIGHTS OF THE INDIVIDUAL Global Community HUMAN RIGHTS RESOURCE CENTER continued 27 citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.G.2 Students will conduct research using demographic data to interpret , debate, and evaluate the geopolitical implications of a variety of global issues: the environment and environment protection, political and cultural boundaries, women...