Lesson Title: Responsibilities- who has them?

Date: November 17, 2014

Name: (Teacher Name) Subject: Social Studies Grade/Level: 10-1 Time: 80 mins

Prescribed Curriculum Outcome(s):

Albert Program of Studies- Social Studies 10-1 (Key Issue: To what extent should we embrace globalization?)
General Outcome 1- Students will explore the impacts of globalization on their lives.
o Specific Outcome 1.5: explore understandings and dimensions of globalization (political, economics,
social, other contemporary examples)
Geneeral Outcome 4- Students will assess their roles and responsibilities in a globalizing world.
o Specific Outcome 4.2: recognize and appreciate the importance of human rights in determining quality
of life
o Specific Outcome 4.7: evaluate relationships between globalization and democratization and human
rights

Abstract:

This is the third lesson in a four-part series addressing the interdisciplinary essential question of How does poverty affect life?
The lesson will introduce students to the Universal Declaration of Human Rights (1948) and will elicit conversation on the nature
of basic human freedoms and rights in relation to government.

Prerequisite Concepts and Skills:

Students have previously studied the basis of globalization including definitions, scope, and history. The teacher will scaffold past
knowledge and experience within the personal lives of students and what they view as their rights as a human.

Instructional Objective(s):

Each student will progress in their critical thinking of the issue of poverty and its affects on life. At the end of this lesson students
will by able to identify the reasoning for the writing of the Universal Declaration of Human Rights, and identify one specific article
within the document and directly relate it to the issue of poverty.

Materials and Resources:

- Tables or desks, clear of any distractions.
- Computers with internet access
- Copy of the Universal Declaration of Human Rights (1948) for each student. Obtainable from
http://www.un.org/en/documents/udhr/history.shtml.

Lesson Activities:
Teacher Action Student Action Time
Introduction (Hook and lesson set up):
The teacher will begin by asking students what they think
are basic human rights. Students will be asked to consider
these follow-up questions while think, pair, sharing:
-What makes a right?
-Are there any situations that void a right?
-What is injustice?
-When have you experience injustice?


Students will engage in class and small
group discussions.

20 mins
Body:
The teacher will hand out a copy the Universal Declaration of
Human Rights to each student. Together, the class will read
through the document.

The teacher will share the history of the document,
including the formation of the United Nations following
WWII and the adoption of it as the basis for international
human rights.

The teacher will ask the students to pick one (1) article
within the text and examine how it relates either directly or
indirectly to poverty. Students will be asked to form small
groups to discuss and present back to the group.
They will consider the following questions:
-Are the rights described in the document truly universal?
-Who has the responsibility to ensure they are?
-Are those in poverty having their rights met?
-Based upon the notion of Economic Globalism discussed
in the previous lesson, are these rights being address?



Students will review the text.








Students will review the text and
brainstorm in small group how this is
related to poverty.


Students will share their ideas with the
whole group.
10 mins



5 mins




20 mins




20 mins


Closure:
The teacher will thank to the students for their participation
in the small group activities.

The teacher will pose the Exit Question:
-What universal human right is most important to you, why?


Students will be required to complete the
exit question on their individual blogs by
the end of the week.
5 mins









Assessment:

- A pre-assessment will occur through the lesson opener, determining where students are at in terms of understanding
what basic human rights are.
- Formative assessment will occur through the in-class small group presentations following the discussions and document
analysis.
- The teacher will assess the students engagement and understanding through their weekly blog post.

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

- As this lesson incorporates both direct instruction and small group discussion, there is must room for differentiation. The
teach will be available for the lesson entirety.
- Should a student be having trouble with comprehension of the notion of human rights, they will be given examples from
peers and the teacher in order to help to make a real life connection.
- ELL learners will be paired with their peers to review the document. The teacher will also join this group to aid in
comprehension. Ample review time of the document will be included to ensure comprehension.

Behaviour Modification:

- Should any one student be disengaged, the student will be asked a prompting question from the teacher.
- For any one student, the lesson can be repeated individually at a later time.

Extensions:

Should students have a strong grasp of the understanding of human rights, possible extensions include a discussion of the
reasoning for the creation of the document accompanied by such questions as:
-What role does globalization play in human rights?

Lesson Close:
The lesson will end with the teacher thanking the students.

References:
Alberta Learning Curriculum Standards Branch. (2005). Social Studies Kindergarten to Grade 12 Program of Studies.

United Nations. (2014). Universal Declaration of Human Rights. [online access].
http://www.un.org/en/documents/udhr/history.shtml.

Reflections: