 Hand in your syllabus to the basket.  Have out paper and a pencil, you are taking notes.

 Students will be  Introduced to the subject of human rights  Move towards an understanding of the nature of human rights  Understand the meaning of the term “human rights”  Introduced to the UDHR (Universal Declaration of Human Rights) and other human rights documents and to some of the Nuremberg Laws

 Historical Context:  After the horrors of World War II it was felt in many countries that an international charter human rights (the concept of human rights goes back to Greek and Roman times, proclaiming that “men are born and remain free and equal in rights” the phrase HUMAN rights dates from World War II) would reduce the chances that such atrocities would be repeated. As a result, the United Nations Commission on Human Rights was established and by 1948, a Universal Declaration of Human Rights (UDHR) had been drawn up. The UDHR is an important document for curbing unjust behavior by governments.

 Through the Declaration itself is not legally enforceable, the International Conventions that emanate from it and are ratified by individual countries are expected to be incorporated into appropriate national legislation which is, then, enforceable; in addition, countries that are signatories to such conventions are expected to submit reports on their national compliance to the appropriate UN body. “Watchdog” organizations also help to monitor compliance.

 The word rights is used in a number of different contexts to include legal, moral, and human rights. Those rights which are though to have universal application are known as human rights.  Legal rights are laid down by law. Some countries (such as the U.S.) have a Bill of Rights. In others, such rights are written into their Constitutions. In still others (such as the UK), legal rights are not written down in either a Constitution or a Bill of Rights; instead, it is assumed that a person has the right to do something until a ruling to the contrary has been made by a court or by Parliament.

 Moral rights is often taken to mean rights which are not enshrined in any formal code but which nonetheless are held to be reasonable; examples might be the right to privacy or the right to confidentiality.  It is recognized that human rights are not realized in some cases because of other interests of the state. Rationales invoked to limit human rights included:  National security  The economic well-being of a country  Public health and morals  The preservation of law and order  The need to respect the rights of others  In view of these exceptions it becomes harder to define a list of human rights that should always apply, whatever the circumstances.

 Each group will get a game board and cards, please cut out your groups game cards first.  One person in the group should deal out the cards. It’s ok it some one has more.  Without talking to anyone else, each person reads through their cards and places each one face up, where they think it should go on the board.  When everyone in the group has decided where to place their cards, still without talking, everyone looks carefully at the cards that have been placed on the board by the other members of the group. If a player feels that a card has been placed in the wrong section, he turns it over so that it is now facing down on the board.  When everyone has had a chance to consider each of the cards on the board, the cards that have not been turned over are those on which everyone agrees.  Each group now looks together at each of the cards which are face down. It’s the groups job to reach a consensus on where each of these cards should go.

 The cards in the center of the board describe rights which all believe should apply to everyone – no matter who they are, regardless of age, gender, religion, etc. – in all circumstances. These comprise the group’s list of HUMAN RIGHTS. On a separate sheet of paper, the group needs to record these rights.

 The group now looks at the cards in the other two sections: in most cases and in some cases and examines the language of the cards, looking for ways to re-write the language in such a way that these cards too can be moved to the center section, in every case. If such language can be found and a consensus reached to move the cards, these statements are also added to the list of human rights.

 After you have your lists, please compare what your group wrote down and the UDHR.  On the back of your list of human rights, explain how they are similar and different. Hand in (with all names) when you are finished.

 On a sticky note, write the most important human right. Please make sure your name is on it and place it on my door before you leave.  Have a great 4 day weekend.

 Answer the following question: What are human rights and using the UDHR, which one is the most important and why? Why Study Human Rights?

 Read through the Nazi Laws passed against German Jews and mark or underline those sections which break one of the human rights on the UDNR.

 You might have noticed that, in removing many human rights, the Nazis were not actually breaking German law. They had legally passed valid new laws which denied basic human rights. Legal rights may not be the same as human rights.

 Read the sheet on International Humanitarian Law. You can circle, highlight, underline as you wish. Answer the questions on your own sheet of paper and hand them in before you leave class.

 In groups of 2, you will get 1 lab top (I will sign them out to you) and complete the following assignment.  Once your computers are turned on, go to the following site:  Many people have used art, photography and film to create interpretations of the UDHR. One organization, Youth for Human Rights, created a series of Public Service Announcements targeted for an audience of children and teenagers. They made a PSA for each of the 30 rights, trying to make the UDHR and each individual right connect to this specific audience.

 As a class, we will watch the first one, Born Free and Equal. Born Free and EqualBorn Free and Equal  We will answer the following questions as a class:  Note the article number and name  Write a brief description of the video itself  Write an individual response considering what the video made you think, how it made you feel and how the video impacted your understanding of the article in any way.

 With your partner, you will watch the remaining PSA. Answering the following questions for each video:  Note the article number and name  Write a brief description of the video itself  Write an individual response considering what the video made you think, how it made you feel and how the video impacted your understanding of the article in any way.  When you are finished viewing all the PSA, please answer the following:  Which of the videos did you find to have the greatest impact? Why?  Which of the videos did you find to have the least impact? Why?  Which of the videos changed your understanding of particular articles? Why?  Which of the rights seems most important to you?  Which of the rights seems to be most violated - from what you know - around the world?  Which of the rights seems to be most protected?  Hand in your completed assignment to the basket.

Students will create an original artistic interpretation of the articles from the Universal Declaration of Human Rights with their groups.

 We Are All Born Free Illustrations We Are All Born Free Illustrations Students will be creating a picture book for the UDHR. In your group, discuss and decide who is responsible for each article.

 Include the article number and text from the article itself.  Visually represent the article assigned.  Be an original illustration and/or collage.  They must be neat and colorful.  Be completed on a white 8.5x11 piece of printer paper. One article per piece.  Once all article are completed, they need to be formed into a book with a cover page.

 This will count as an assessment grade and be shown to the front office to demonstrate what is being learned in class. Take your time and make it your best work.

 Complete your children’s book and hand into the basket. This is a test grade.

 Why do you think people become inspired to change the world around them? Why would someone fight for the rights of others? Explain.

 Dan Eldon's Story Dan Eldon's Story  Dan Eldon's Video Dan Eldon's Video

 In groups of two, use the following website, pick 5 different defenders. And answer the following questions:  What did you find so interesting about the change maker who has inspired you?  What does it make you think about?  What feelings does it ‘spark’ in you?  How can you take what you learned from these change-makers to help defend human rights in your own life?  Hand this in when you are finished. Please make sure put both names on the paper you hand in. 

Finding Your Spark What is your Spark? What inspires you toward action?

 Research two different topics with your partner (PARTNER THIS MEANS 2 NOT A GROUP OF 3, 4, 5, 6, 7, 8, 9, 10, etc). You will come up with a PowerPoint presentation to present to the class on Monday, September 30 th. You will have two class periods to complete this task. It will count as an assessment grade.