Assignment #2: Lesson Plan

Madison MacKeracher
11173115
Julie Maeir
February 17, 2017

Lesson Plan

Date: February 17, 2017 Time Frame: 65 mins

Subject: Social Studies 20 Grade: 11

Topic: Essential Question (from unit, if applicable):

What does it mean to be human and what are human rights?

Do we all have access to all human rights?

If a human right is something that belongs to everyone, give me an

example of when you think a human has been taken away? Whether its
something that has happened in your own life or in a current event?

Materials:

30 small whiteboards

30 whiteboard markers

30 whiteboard erasers

30 pencils

30 exit slips (recipe cards)

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students need to be able to think critically as well as ask questions.
Outcome(s): The students will know these 4 core objectives
1. Human rights are those rights which people in society collectively have
decided they will honour because people are morally entitled to them;
(know)
2. Dialectical thinking as the process of searching out the oppositions,
conflicts, contrasts, contradictions, and differences in the content of a
subject or issue in order to find a unifying idea without discarding the
internal tension;
 a. The steps of the problem-solving process;
b. The conflict-resolution process; and
c. The decision-making process.
3. In considering life of dignity and humanity:
a. There are rights everyone is entitled to regardless of their
contribution to society.
b. There are obligations everyone in society must assume for others.
PGP Goals:
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and
support their growth as social, intellectual, physical and spiritual beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Have the students participating in the questioning in the group

discussion. Writing on the whiteboards and showing different answers to
the discussing questions.

This will also help in the assessment of learning and how the students
respond to the last question.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.

The exit slip the students will complete an exit slip with the question:

If a human right is something that belongs to everyone, give me an example of

when you think a human has been taken away? Whether its something that
has happened in your own life or in a current event?
Stage 3- Procedures:

10
mins
Motivational/Anticipatory Set (introducing topic while engaging the students)

1. As a class, we will brainstorm ideas of what we think make us human.

2. Write the words "HUMAN" and "RIGHTS" at the top of chart paper or a
blackboard. Below the word "human" draw a circle or the outline of a
human being.

a. Ask participants to brainstorm what qualities define a human

being and write the words or symbols inside the circle. For
example, "intelligence," "sympathy."

b. Next ask participants what they think is needed in order to

protect, enhance, and fully develop these qualities of a human
being. List their answers outside the circle, and ask participants to
explain them. For example, "education," "friendship," "loving
family."

Main Procedures/Strategies:

1. Class Discussion: Use the whiteboards (students will write answers then
hold them up)

c. Are all human beings essentially equal? What is the value of

human differences?
20 mins
d. 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?

e. What happens when a person or government attempts to deprive

someone of something that is necessary to who we are as humans?

f. What would happen if you had to give up one of these human

necessities?

3. What is a Right?

a. Brainstorm for the many meanings "right" can have (e.g.,

"correct," "opposite of left," "just.") Consider common
 expressions like "Were within our rights" or "You have no
right to say that." Record these different meanings on the
board. What is the meaning of "right" when we speak of a
human right?

b. In small groups or all together, brainstorm a definition for

human rights and write these possibilities on the
20 mins board. Try to evolve a definition that everyone can
agree upon and write it on a chart sheet by itself.

c. Write on the board this definition of human rights:

Human rights belong to all people regardless of their sex,
race, color, language, national origin, age, class, religion, or
political beliefs. They are universal, inalienable, indivisible,
and interdependent.

d. What does it mean to be inalienable, invisible and

interdependent?

4. Human right vs. human privilege

a. The students will be asked numerous questions they will walk to

either one side of the classroom or the other. The questions will
have to do with whether the option is a right or a privilege.

i. Example questions:

1. Access to TV
7 mins
2. Access to clean drinking water

3. Freedom of speech

4. Access to cellphones

Closing of lesson:

Exit 8 slip:
mins
The final question that lets the students walk out the door.

The question is: If a human right is something that belongs to everyone,

give me an example of when you think a human has been taken away?
Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)