BlackQueen10's+responsibilities

- 6-8 learning objectives - 2 lesson plans—inc. safety in one - Bibliographical information—send Tynetta cited sources - Summary Activity Matrix

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Push to Action Objectives and Acitivites

Purpose: To have students become active agents of Human Rights Issues and participate in their community pushing for change of child injustices.

Day One:

Objectives: Students will be able to analyze The Universal Declaration of Human Rights and incorporate the articles into their child injustices assignments.

Procedure for Teachers: Before class the teacher will have printed out the articles of The Universal Declaration of Human Rights (TUDHR). The teacher will have separated the articles into three sections for each three groups (Child Prostitution, Child Soldiers, and Sweat Shop Workers) Also, the teacher will have gone over the unit dealing with Child Injustices which includes Child Prostitution, Child Soldiers, and Sweat Shop Workers. 1. The teacher will tell the students to get into their assigned groups. 2. The teacher will pass out sections of TDHR to each group 3. The teacher will tell the students the following: You all have different sections of TUDHR. You job will be to find the articles that associate with the certain child injustice you are dealing with. For example group one is dealing with child prostitution. Therefore it is their job to look for articles pertaining to the rights of people not to be sold for sex. If you are working on child soldiers, it is your job to look for articles dealing with the right of people not to be forced into combat. If you are working on sweat shop workers it is your job to look for articles pertaining to the right of people not to be enslaved. Once you find your articles write them down on paper. All of you should be writing down the articles so you can have the same copy as everyone in the group. You can start now. 4. The teacher will give the students time to find articles pertaining to their assigned injustice. 5. When enough time passes the teacher will tell everyone to stop, get up and move to the table to your right. 6. Once the students move the teacher will tell the students to continue doing what they were doing at the last table. The teacher will give them time to copy down the articles from their new table. 7. When enough time has passed, the teacher will tell the students to get up and move to the next table at the right of them. 8. The teacher will tell the students to continue doing what they were doing at the last table at their new table. 9. When enough time has passed the teacher will tell the class to stop writing and get ready to discuss. 10. The teacher will ask the following discussion questions: Why is it important to notice these issues and to raise awareness about such issues? Whose job is it to be aware of these issues? Whose job is it in implement change regarding these issues? What are some methods that you could do to get the school and your community involved in raising awareness of these issues? 11. Once discussion is over the teacher will tell the students to consider and take notes on what they have talked about because tomorrow they will be working on implementing strategies to raise awareness of the issues that they have been assigned to. 12. Once the note taking is over the teacher will ask each group to write down all of the articles that they found for their assigned issues and hand in that paper to the teacher for a group grade. The teacher will tell the students they must have at least ten articles pertaining to their assigned issue.

Procedure for Students: Before Class, the students will all have been assigned into three groups. One group will be active agents for ending Child Prostitution. One group will be active agents for ending Child Soldiers. The last group will be agents for ending Sweat Shop Workers. Also before class the students will have gone over all the issues dealing with Child Prostitution, Child Soldiers, and Sweat Shop Workers. 1. Students will get into their assigned groups. 2. Students will receive sections of TUDHR. 3. Students will start to look at and write down articles pertaining to their assigned injustice. 4. Once prompted, students will get up and move to the table on the right side of them. 5. The students will then sit down and continue what they were doing at the last table. 6. When prompted, the students will move to the table at the right of them. 7. Students will continue looking for articles at their new table. 8. When told, the students will stop writing down articles and prepare to discuss. 9. The students will take notes on the discussion that just took place because they will have to come up with strategies to raise awareness about the issues that they are assigned to. 10. Students will write down all of the articles pertaining to their assigned injustice to the teacher for a group grade.

Assessment: The students will be turning in their papers which have their list of articles pertaining to their assigned injustice. Each group will need to have at least ten articles to receive an 100 on the assignment.

Accommodations: For ESOL students they will be paired with another native speaker of English. ESOL students are allowed to have a dictionary and or electronic translator to complete the assignment. Because it is group work, ESOL students can converse with others if they do not understand. I will work closely with any students that speaks little English.

Day Two

Objectives: Student will be able to raise awareness of their injustices that they represent.

Procedure for Teachers: Before class, the teacher will have printed out a worksheet which contains what the students are to be looking for when they use the internet in the computer lab. The teacher will gather all the students up and guide them to the computer lab. 1. The teacher will tell the students to sit next your group members 2. The teacher will pass out the worksheet once everyone is sitting next to their group members. 3. The teacher will explain the following: On the worksheet you will see what you are suppose to be doing in the computer lab. First you are to look up agencies that help with solving the problem pertaining to the injustices you all are assigned. Then you are to make flyers to place around the school to help others become aware of these issues. Because there are many of you, I suggest that you all split up the work. Some group members can look up the agencies and other people in the same group can start working on the fliers. The worksheet that I have passed out includes what agencies you are to be looking up and what should be on your flyers. You must also include ways to keep teens you age safe from child prostitution recruiters, child soldiers recruiters, and sweat shop recruitment. This should be included on your flyers. If you have any questions please raise your hand. You will have the whole class period to do this assignment and you can finish up at home. This assignment is due tomorrow. 4. The teacher will pass out one USB to each group. The teacher will explain that any flyers that they come up with must be saved onto this USB so that after class is over the teacher can see the progress and grade the group for doing work. The teacher will remind the groups that they must save their work also so that they can work on it after class, after school, and for homework. The teacher will explain that they have to work together to put this assignment off.

Procedure for Students: Before class, the students will make their way to the computer lab. 1. The students will sit next to their group members. 2. The students will receive the worksheet. 3. The students will listen as the teacher explains what they are to be doing today. 4. The students will receive an USB for each group. The students are to save their progress onto this USB so that the teacher can see if they were doing any work today. The students will be reminded that although they are saving their work for the teacher, they must have their own way of saving their work so that they can finish the assignment at home. 5. The students will began working on what they are suppose to be doing: Looking up agencies that are avocates of stopping child prostitution, of stopping child soldiers, and of stopping sweat shop working. They are also to be making flyers to raise awareness of this issue to other members in the school. They are also to be coming up with ways to tell other teens how to protect themselves from recruiters of these injustices.