Final Khader Unit Leps

Lesson Plan Template
Date: April 25, 2022 Teacher’s Name: Ms. Khader

Subject: Social Studies Grade level: 10th
Learning Segment Title: Human Rights Violations
Length of each lesson: 50 Minutes
Central Focus:
This instructional unit will look at human rights violations with particular emphasis on events of
the 20 and 21st centuries. In order for students to look at violations of human rights, they need to
th
understand what they are. Therefore, the first lesson of this unit will be centered on establishing a
knowledge foundation of human rights and the role of the United Nations in defining and enforcing
them. Students will engage directly with the primary source of the United Nations Universal Declaration
of Human Rights, which students will be encouraged to consistently refer back to throughout the unit. In
the second and third days of this plan, students will critically study genocide and look specifically at
Apartheid in South Africa to understand how and why systems developed with the purpose of violating
human rights. Students will be confronted with the horrors of genocide to understand the role of
politics, economics, and social factors in national, ethnic, and religious identities. By examining past
violations of human rights violations, students will think critically about how the United Nations and
international awareness of human rights still do not prevent them from being violated. They will see this
by spending a day learning about the Apartheid regime, Nelson Mandela, and segregation in South
Africa. Further, this teaching will culminate on the final day of this Unit Plan that will focus on a current
event, the crisis in Ukraine. By studying an event that directly affects their lifetimes, students will see
how history is always being made and their role in Social Studies. On the fourth day of this unit, students
will learn about the institutions and organizations in place to prevent such atrocities from occurring and
punish the leaders and governments who instigate them. This will involve taking a deep dive into the
United Nations and looking specifically at the International Criminal Court. The fourth and fifth lessons
will encourage students to take on the role of citizens and apply what they have learned about the
United Nations and human rights to the military situation and humanitarian crisis actively going on in
Ukraine. Students will be encouraged to retain their understanding of human rights in their interactions
outside of school for the rest of their lives.
Essential Question(s):
What are human rights? Why do we need them?
What was Apartheid? How did it end?
What is genocide?
How are violations of human rights punished? What is the International Criminal Court?
Are human rights being violated in Ukraine? What role does the United Nations in the crisis?
Learning Standards:
NYS10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated
worldwide attention and concern. The United Nations Universal Declaration of Human Rights has
provided a set of principles to guide efforts to protect threatened groups Page 27 Grades 9-12 and has
served as a lens through which historical occurrences of oppression can be evaluated. (Standards: 2, 5;
Themes: ID, TCC, SOC, GOV, CIV)
10.10a Following World War II, the United Nations Universal Declaration of Human Rights (1948)
was written. This provides a set of principles to guide efforts to protect threatened groups.
Students will investigate and analyze the historical context of the Holocaust, Nuremberg
Trials, and Tokyo Trials and their impacts on the UN Universal Declaration of Human
Rights.
Students will examine the articles contained in the UN Universal Declaration of Human
Rights.
10.10b Governments, groups, and individuals have responded in various ways to the human
atrocities committed in the 20th and 21st centuries.
Students will explore multinational treaties and international court systems that bind
countries to adhere to international human rights.
Students will explore international organizations that work to maintain peace, stability,
and economic prosperity, and to protect nations and people from oppressive
governments and political violence.*
10.10c Historical and contemporary violations of human rights can be evaluated, using the
principles and articles established within the UN Universal Declaration of Human Rights
Students will examine the atrocities committed under Augusto Pinochet, Deng Xiaoping,
and Slobodan Milosevic in light of the principles and articles within the UN Universal
Declaration of Human Rights.
Students will examine and analyze the roles of perpetrators and bystanders in human
rights violations in Cambodia, Rwanda, and Darfur in light of the principles and articles
within the UN Universal Declaration of Human Rights.
Students will examine the policy of apartheid in South Africa and the growth of the
antiapartheid movements, exploring Nelson Mandela’s role in these movements and in
the post-apartheid period.
Students will explore efforts to address human rights violations by individuals and
groups, including the efforts of Mother Teresa, Aung San Suu Kyi, and the Mothers of
the Plaza de Mayo.
Academic Language
Language Function In this unit, students will be defining, explaining, analyzing, and
evaluating.
Students will be able to define human rights and explain why they are
necessary.
Students will be able to define Apartheid and explain how it was a
systematic violation of human rights.
Students will be able to define genocide and apply the principles of the
UN Declaration of Human Rights to modern and historical instances of
genocide.
Students will be able to define international crimes, analyze the
International Criminal Court, and evaluate the effectiveness of the ICC.
*
There is no explicit NYS learning standard that addresses the specific and active conflict going on between
Ukraine, Russia, and the international community which is the topic for the fifth day of this learning segment.
However, this standard does address themes and topics that are relevant to discuss this current event such as the
United Nations, human rights violations, punishing/reacting to governments, etc.
Vocabulary Human rights, inalienable, endowed, sovereignty, asylum.
Apartheid, Afrikaans, segregation, discrimination, pass laws, interior
passport, African National Congress, Defiance Campaign, Nobel Peace
Prize.
Genocide, United Nations, persecution.
ICC, The Presidency, The Judicial Divisions, The Registry, The Office of
the Prosecutor, Rome Statue, tribunal, Paris Peace Conference, Trust
Fund for Victims.
NATO, Security Council
Syntax Teacher will use modeling, prompting, and targeted questions to
scaffold instruction for students to receive.
Students will be organizing their language using a diverse arrangement
of organizers throughout this unit including T-Charts, worksheets,
written reflections, and claims with evidence.
The unit PowerPoint will feature sentences that utilize academic
vocabulary in a structural context and will provide examples for
students to model how to organize their thoughts.
Discourse Students will critically read and analyze a primary source (the UN
Universal Declaration of Human Rights). They will apply this core
document throughout the unit.
Students will frequently verbally communicate in group and whole-
class discussions.
Students will reflect in writing their takeaways and understanding of
the content.
Differentiation
Special Needs of Students Throughout this unit, group work is used as a frequent tool
for students to engage with one another. These groups will
be carefully selected by the teacher to bring students
approaching the standards to be in contact with at-level and
beyond-level students. This is designed so that students can
collaborate and learn from one another through their
discussions. Students below or approaching standard can be
provided with guided notes or direct online access to the
PowerPoint to support them during the direct instruction
portion of the class and to review on their own.
Pre-assessment & Student Readiness Teacher will begin every lesson with a Do Now that is
designed to get students into the correct mindset for the
day’s topic, measure students’ receptiveness to learning,
and determines their prior knowledge of the day’s topic. If
necessary (when students struggle with recall), Do Now time
will be used to review the prior knowledge necessary for
students to have as their foundation for what they will be
learning next. From the first lesson through the last,
students will have learned about human rights violations in a
timeline that connects history to their present reality.
Students will be able to see how what they are learning
applies and matters in the world outside of school.
Content Differentiation Teacher will present their instruction through both audio
(lecture) and visual (PowerPoint) mediums for students of
different learning styles to receive the content in the way
they prefer. Students will receive a vocabulary definitions
sheet at the start of the unit and be exposed to academic
vocabulary multiple times throughout the LEPs in different
forms so that they can observe and visualize how to use
vocabulary in context. Teacher will have further resources
(such as handouts and online materials) ready to give to
students if they are still struggling with the content after the
completion of the lesson or if they need work strengthening
their foundation of knowledge
Process Differentiation Students will be sat in groups to have peers to collaborate
and brainstorm with. Teacher will consider how the class
environment (from desk arrangement to florescent lighting)
affects students’ ability to learn and will make the necessary
accommodations to ensure that students feel comfortable
to learn. The difficulty level of assignments will be modified
for students based on their performance ability to ensure
that everyone is being challenged, but to their respective
limits. For example, on day one of the unit students who are
below or approaching standard can be tasked with more
shallow coding, meanwhile, students who are above
standard will be challenged with deep coding (critical
thinking). Indications of such modifications will be clarified,
and appropriate evaluative criteria provided.
Product Differentiation Students will get opportunities to practice autonomy and
flexibility in their reflection homework assignments where
they can write on their unique takeaways specific to them
from the day’s lessons with minimal restrictions (other than
paragraph count or vocabulary limit). Assignments for
students below or approaching standard will be graded with
a modified rubric.
Day 1 of 5
Lesson Topic: Introduction to Human Rights
Outcomes Assessments
Students will be able to: Students will be assessed on their Exit Slip
- Define human rights responses to the prompts:
- Explore the origins of the United Nations - Describe something new that you learned
- Summarize the UN Declaration of Human - Described something that interested you
Rights - Describe something you want to learn
more about
Also, students will be assessed on their

homework assignment which is a one-paragraph
reflection on the day’s lesson.
Procedure:
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge (7 minutes)
Students will complete the Do Now: What emotions do you feel when you read?
- Example responses: “I get excited at things I like,” “I get sad or happy at emotional moments,”
etc.
This Do Now is a preassessment to determine student readiness and get them into the mindset of
reacting to the text, which is the foundation of the coding pre-reading strategy this lesson utilizes.
Initial Phase Direct Instruction (15 minutes)

1. Teacher will present a PowerPoint on the history of the United Nations to provide students with
a foundation of knowledge.
2. Next, teacher will introduce the pre-reading strategy CODING THE TEXT.
3. First teacher and students will come up with a key and agree upon symbols to signify certain
reactions drawing upon the ones discussed in the Do Now. This key will be displayed on the
board and include easy-to-replicate codes.
Example:
Code Meaning
! (exclamation point) Excitement, shock
? (question mark) Confusion, question to be asked
* (star/asterisk) Key point
4. Together the class will read through the Preamble to the United Nations Universal Declaration
of Human Rights which will be projected on the board. Students will be prompted to raise their
hands or share aloud as they are reading if there is something they want to react to/question
and teacher will model how to code text.
Middle Phase (20 minutes)

1. Guided Practice
a. Students will be divided into groups and assigned specific articles of the UN Universal
Declaration of Human Rights.
b. Together they will read their assigned sections and react to the text using the shallow
codes.
c. Teacher will walk around the group answering questions, asking questions, and making
sure students are on task.
2. Independent Practice
a. Students will read their assigned sections individually using codes specific to text
analysis. These codes are:
i. MI= Main Idea
ii. NC= New Concept
iii. V= Vocabulary (words students don’t know or academic language terms)
iv. PF= Political Factor
v. SF= Social Factor
vi. EF= Economic Factor
b. Each group will be prompted into summarizing their assigned articles to share with the
class.
Concluding Phase (8 minutes)

3. Closure/Summary
a. Teacher will conclude the group work by asking each student group to share what
human rights their assigned articles protected.
b. Writing to Learn assessment: Exit Slip
i. Students will do an Exit Slip where they must describe something new that they
learned, describe something that interested them, and describe something they
want to learn more about.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
- For homework students will write two paragraphs reflecting on what they already knew about
human rights and how what they learned today will affect how they will see the world moving
forward?
Materials: (items, technology, etc.)

- Instructional Unit PowerPoint, Human Rights, slides 2-10.
https://docs.google.com/presentation/d/1tRvZIUOBkEtOUbqWAdio1_r5JH36TW5o/edit?
usp=sharing&ouid=103100327233338035666&rtpof=true&sd=true
- SMART Board/projector
- Whiteboard markers
- UN Universal Declaration of Human Rights handouts
Resources: (reference any “borrowed” materials)
TED-Ed. (2015). What are the universal human rights? - Benedetta Berti.
https://www.youtube.com/watch?v=nDgIVseTkuE&t=1s
United Nations. (1948). Universal Declaration of Human Rights.

https://www.un.org/sites/un2.un.org/files/udhr.pdf
Day 2 of 5
Lesson Topic: Apartheid
Students will be able to: Students will be assessed on their performance in
- Define Apartheid. the Kahoot! Based on how many questions they
- Describe the role of Nelson Mandela in got right and wrong.
fighting discrimination and racism.
- Explain how the system of Apartheid Students will be assessed on their homework
violated human rights. which is a worksheet about sketching what you
see when prompted with vocab and key ideas.
Procedure:
Students will complete the Do Now: What do you know about Nelson Mandela?
- Example responses include: “I know about the Mandela Effect.”
This Do Now serves as a preassessment to determine students’ prior knowledge of the day’s topic. If
students do not have high prior knowledge of Mandela, teacher will give a brief preview of what they
will be learning (EX: “Nelson Mandela was a civil rights activist who was a primary advocate in the
struggle that successfully overturned Apartheid, a caste system that implemented systematic racism.”)

1. Teacher will review the unit PowerPoint on the history of South Africa and the rise of Apartheid.
Students will be taking notes on the slides and lecture to build their knowledge on the subject.

2. Guided Practice
a. Teacher will introduce the article of the day, “The Harsh Reality of Life Under Apartheid
in South Africa,” and the during reading strategy of the day which will be VISUALIZING THE
TEXT.
b. Activity: While reading the article students will stop at every image in the text, analyze
the picture, and come up with a new caption to describe the picture in relation to how they
read.
c. Teacher will model this activity by reading the first chunk of text out loud with the class.
At the first image, teacher will stop and think aloud their process for coming up with a
new caption. This may sound like: “I just read that Apartheid was a system of
discrimination against the majority Black population. This season reads ‘Caution Beware
of Natives’ so I can assume this sign was put up by the Apartheid regime to enforce
racism…”
d. Old caption: A sign common in Johannesburg, South Africa, reading 'Caution Beware Of
Natives'.
Example New Caption: A sign put up by the Apartheid regime to reinforce racist
perceptions of the native population. Pictured two Black men walking towards the sign
in a dejected manner showing how often they come across systems of discrimination
towards them.
e. Students will read the article, “The Harsh Reality of Life Under Apartheid in South Africa”
using the Visualization strategy.

4. Closure/Summary
a. Students will participate in a Kahoot game that asks text-based questions and utilizes
the images from the article.
b. By using images from the article, connections are being made from their reading activity
to this part of the lesson and students will be able to recall information by seeing the
photographs they just analyzed.
c. Teacher will end the class with a whole-class discussion that revisits the question from
the Do Now. Students should now be able to answer this question in-depth based on
their takeaways from the lesson and show that they can describe the role of Nelson
Mandela in fighting discrimination and racism.
- Writing to Learn assessment: Drawing and Illustrating
o For homework, students will complete a worksheet using a partial visualization strategy
Sketching. Students will be prompted to draw what they visualize about vocabulary
words as well as key phrases and historical figures. There will be one example already
completed on their sheets that will serve as a model of what is expected.

- Kahoot! Game: https://create.kahoot.it/details/e27d8ea9-4368-444c-b29f-4abe712b1561
- History.com article on Apartheid
- SMART Board/projector
Blakemore, E. (2019, April 26). The Harsh Reality of Life Under Apartheid in South Africa. History.com.
Retrieved February 27, 2022, from https://www.history.com/news/apartheid-policies-photos-
nelson-mandela.
Day 3 of 5
Lesson Topic: Genocide
Students will be able to: Students will be assessed according to the
- Define genocide. evaluative criteria for their:
- Analyze modern and historical genocides. - T-Charts
- Apply the UN Declaration of Human - Exit Slip response
Rights. - Homework assignment
Procedure:
Students will complete the Do Now activity that will prompt them to physically write down what they
remember about the UN Declaration of Human Rights.
This Do Now serves as a preassessment for the day’s lesson by determining how much students
remember from their previous learning. Based on the student responses to this Do Now, if they struggle
to recall teacher will conduct a review of the key points of the UN Declaration of Human Rights
(https://www.un.org/sites/un2.un.org/files/udhr.pdf).

1. Teacher will go through the instructional unit PowerPoint to provide a definition of genocide
and provide students their foundation of knowledge for the day. Teacher will reinforce the concept
of genocide using the Holocaust and the UN Declaration of Human Rights.

2. Guided Practice
a. Class will transition to a reading of the intro to Genocide Primer document
(https://www.holocaustcenterseattle.org/images/PDF/GENOCIDE_Intro.pdf).
a. A hybrid of two post-reading strategies will be used, TURN AND TALK as well as
EVALUATIVE QUESTIONING.
b. After reading the primer, students in groups will first engage in a turn and talk to discuss
their initial reactions to the text with their peers.
i. Teaching the Strategy: Teacher will prompt students that turn and talk means
engaging in educational conversation with your partner. The rules of the
conversation include remaining on topic, listening to your partner, contributing
productively with your responses, and being respectful of both each other and
the topic of discussion. Teacher will emphasize that students engage in turn and
talk all the time in the hallways, cafeteria, and social lives outside of school- the
only difference here is that the goal is to talk about the text.
c. Next, students will pick two topics to analytically focus on (such as Armenia and the
Holocaust or Bosnia and Rwanda). Students will be tasked with completing a T-Chart using
the evaluation questions to guide what they are recording. These questions are:
ii. Who was the targeted group?
iii. Who perpetrated the genocide?
iv. How did the philosophical and/or physical motives classify this as genocide?
Was it justified?
v. Did this occur after the formation of the United Nations? If so, what actions or
inaction did they take?
vi. How is genocide accepted/rejected?
Concluding Phase Closure/Summary (8 minutes)

Teacher will transition into a whole group where they ask the class: Was the Holocaust, the genocide
that prompted the UN Declaration of Human Rights, the first and only genocide?
- This question is designed to encourage students to think about the motives of genocide.
- The goal of this discussion is to emphasize that genocide has happened before the UN
Declaration of Human Rights and has happened even after its passage.
- Teacher must end this discussion on a hopeful note by asking students what they can do to
prevent justice. This question is addressed in the Genocide Primer, however, it must be
emphasized that the way to confront genocide is to stand up to injustice.
Writing to Learn assessment: Exit Slip

Students will complete an Exit Slip that prompts them to:
1.) Define genocide.
2.) Summarize one instance of genocide they read about and discussed in class.
Learning of the day will be reinforced with a homework assignment. Students must complete a one-
page reflection on genocide where they answer the question: “Was the United States’ treatment of the
Indigenous genocide?” This question is designed to encourage students to think critically about genocide
and how historical events can be analyzed with modern definitions and framework.
1.) Identify their stance on the question.
2.) Describe the Indigenous and United States perspectives.
3.) Analyze how this event does (or does not) classify as genocide with evidence.
4.) Refer to the UN Declaration of Human Rights at least once.

- The UN Declaration of Human Rights document.
- The Holocaust Center for Humanity Genocide pamphlet.
- Projector/SMART Board
Holocaust Center for Humanity. (n.d.). Genocide.

https://www.holocaustcenterseattle.org/images/PDF/GENOCIDE_Intro.pdf
United Nations. (1948). Universal Declaration of Human Rights.

https://www.un.org/sites/un2.un.org/files/udhr.pdf
Day 4 of 5
Lesson Topic: The International Criminal Court
- Define international crimes. evaluative criteria for their:
- Describe the role of the International - Independent practice worksheet.
Criminal Court. - One paragraph reflection summarizing
- Explain how countries are held the day’s lesson.
accountable for genocide and crimes
against humanity.
Procedure:
Teacher will prompt students to complete a Do Now activity, “If the principal did something wrong, how
would you hold them accountable?”
This Do Now is designed as a preassessment to get students in the correct mindset to receive the day’s
lesson. The question encourages students to think about the long-term consequences of human rights
violations. Whereas in the past couple of lessons students will have learned about the violations of
human rights themselves, this question is designed to have students think critically about the aftermath
of said violations. They are being prompted to predict and elaborate with evidence.

1. Educator will teach slides 31-44 from the instructional unit PowerPoint that will provide
students a knowledge foundation on the day’s topic. Before going through the slides, teacher will
bring to attention the word wall which will feature the key academic vocabulary of this instructional
unit.
a. The vocabulary strategy utilized in this lesson is REPEATED EXPOSURE. This means that
throughout this lesson, academic vocabulary will be revisited in varying depths and
contexts. Thus, vocabulary will be highlighted and underlined in the PowerPoint so that
students can visualize academic language in use.

2. Guided Practice
a. As a class, students will watch a video produced by United 4 Social Change that reviews
the functions, history, and applications of the International Criminal Court.
b. While watching the video, students will be prompted to take note when vocabulary
terms are used in the video.
c. After being exposed to academic vocabulary visually in PowerPoint, this is an auditory
way to expose students to vocabulary. By prompting students to take note of the usage of
vocabulary in the video, teacher is encouraging the students to familiarize themselves with
hearing academic language in use.
a. Students will work in groups on a worksheet that highlights the content, but also, the
academic language of the lesson. Students will take 7-10 minutes to complete this
worksheet. Teacher will walk around the room to assist students with technical and content
questions.
i. Content Differentiation: Students will have access to the PowerPoint, either through
technological devices or hardcopy, to assist in recall.
b. Once the class is completed, teacher will review the worksheet with students reading
their answers out loud.

4. Closure/Summary
a. Writing to Learn assessment: Exit Slip
i. Students will be instructed to complete an Exit Slip activity where they will be
prompted to write down one academic vocabulary term that they feel the least
confident in their understanding of. This will be done anonymously so that
students can be honest and do not feel peer pressure or embarrassment in
admitting something they do not know in front of their peers.
b. Students will then crumble this paper into a small paper ball and throw it into the center
of the room. Teacher will then go through each paper and do a review on each term
that students write, exposing them once more to vocab and increasing all student’s
familiarity with these terms. Teacher will take the initiative to further use, elaborate on,
and expose students to these terms in lessons moving forward.
For homework, students will receive two assignments:
1. Students will complete a one-paragraph (5-7 sentences) summarization of the day’s lesson.
Students will be prompted to include at least five vocabulary terms to practice using them in
context.
2. Complete an admit slip that will be turned in tomorrow as students arrive to class as admission.
Students will be asked if they think United Nations has succeeded in upholding its mission to
persevere and protect international human rights and to explain why they think this.

- United 4 Social Change video, “International Criminal Court: A Court of Last Resort - Human
Rights Series.”
- Projector/SMART Board
United 4 Social Change. (2021). International Criminal Court: A Court of Last Resort - Human Rights
Series. https://www.youtube.com/watch?v=1z7P3phILzk&t=69s
Day 5 of 5
Lesson Topic: Crisis in Ukraine
- Explain the current crisis in Ukraine. evaluative criteria for their:
- Describe the historical significance of the - Admit Slip.
conflict. - One paragraph reflective homework
- Apply the UN Declaration of Human assignment.
Rights to the situation between
Ukrainians and Russians.
Procedure:
Writing to Learn assessment: Admit Slip
- As students arrive to class, they will use their admit slip which they completed for homework
the previous night as their ticket for admission. *
- Teacher will instruct students to engage in a Turn and Talk exercise where they share with their
group members their responses and justifications for the Admit Slip prompt, Has the United
Nations succeeded in upholding its mission to persevere and protect international human
rights?
- As students are having productive group discussions, teacher will review the Admit Slip
responses to incorporate their responses into the day’s lesson (EX: If a student says that the
United Nations has not succeeded because they have not prevented recent human rights
violations, teacher will bring this up in talking about their role in the Ukraine and Russia conflict).
Teacher will transition into a Do Now where students are asked to share what they know about the
current crisis in Ukraine? They can include what they have heard on the news, if their parents have
discussed it, or anything they might have heard from peers.
- Example response: “My dad watches the news all the time and they are always talking about
Russia. Something bad is happening there”
This Do Now is assigned as a preassessment to determine what prior knowledge students have about
the day’s topic. Getting a sense of what students already know is significant when teaching current
events. Teacher will make an effort to include student responses to the Admit Slip into class discussion
and their instruction for the rest of the day.

1. Teacher will utilize PowerPoint slides 45-60 to provide students with a foundation of knowledge
on the current crisis in Ukraine. Teacher will review clips from current news outlets and historical
background. This will serve to give students an even level of prior knowledge before they delve into
their assigned articles.

2. Guided Practice
**
Student who did not complete the Admit Slip will be directed to sit in the hallway outside of class to work on
their assignment until it is completed, and admission is then permitted. Student will still receive a check minus for
late submission but are still being held responsible for completing the assignment.
a. The middle phase of this lesson will involve “reading” political cartoons and conducting
an in-depth analysis using an adapted during-reading strategy QAR.
i. Teaching the strategy: To read these cartoons and find the answer to the
question “What is the cartoon mean?” students will go through three levels of
this strategy. In the first level, students will look at what is right there by
identifying objects, people, and places. Then, students will put it all together
and combine their observations into a single statement. Finally, they will make
connections between what they learned in the initial phase of the lesson as the
final step in their analysis.
b. Teacher will model this strategy on one political cartoon as a whole-class activity before
sending the students off to independently analyze.
a. Students will be divided into pairs and small groups of three and be assigned a political
cartoon. They will replicate the QAR strategy as was modeled and conduct an analysis of
the cartoon with one member of the group acting as the recorder of the conversation
and another member acting as the advocate who will share with the whole class what
they concluded.
b. After their discussion, the class will reconvene with each group sharing what they
discussed and concluded to be the ultimate meaning of their given cartoon.

4. Closure/Summary
a. To conclude, teacher will engage students in a whole-class discussion that questions the
role of the United Nations in the world. This discussion will prompt students to share
their thoughts on if human rights are being violated in Ukraine and Russia, contemplate
how the UN Declaration of Human Rights applies to this, and asserts the power that
knowledge of this situation has in making us all better citizens.
For homework, students will be tasked with a one-paragraph reflection where they must:
- Describe the historical background of the conflict between Russia and Ukraine,
- Explain the current crisis, and
- Based on what they learned today, predict what will happen next.

- WBNS 10TV YouTube video.
- Political cartoon handouts/electronic links.
- SMART Board/projector.

WBNS 10TV. (2022). At least 40 killed in 'full-scale war' as Russia invades Ukraine.
https://www.youtube.com/watch?v=qjNnxYbTBnc

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Lesson Plan Template

Date: April 25, 2022 Teacher’s Name: Ms. Khader

What was Apartheid? How did it end?

Also, students will be assessed on their

Initial Phase Direct Instruction (15 minutes)

Middle Phase (20 minutes)

Concluding Phase (8 minutes)

Materials: (items, technology, etc.)

Resources: (reference any “borrowed” materials)

United Nations. (1948). Universal Declaration of Human Rights.

Initial Phase Direct Instruction (15 minutes)

Middle Phase (20 minutes)

Concluding Phase (10 minutes)

Materials: (items, technology, etc.)

Resources: (reference any “borrowed” materials)

Initial Phase Direct Instruction (15 minutes)

Middle Phase (22 minutes)

Concluding Phase Closure/Summary (8 minutes)

Writing to Learn assessment: Exit Slip

Materials: (items, technology, etc.)

Resources: (reference any “borrowed” materials)

Holocaust Center for Humanity. (n.d.). Genocide.

United Nations. (1948). Universal Declaration of Human Rights.

Initial Phase Direct Instruction (15 minutes)

Middle Phase (23 minutes)

Concluding Phase (5 minutes)

Materials: (items, technology, etc.)

Resources: (reference any “borrowed” materials)

Initial Phase Direct Instruction (15 minutes)

Middle Phase (22 minutes)

Concluding Phase (7 minutes)

Materials: (items, technology, etc.)

Resources: (reference any “borrowed” materials)

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