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MadisonMacKeracher
Understanding By Design Unit Template
Developed By MadisonMacKeracher
Studentswilldevelopthetraitsofbeinglifelonglearnersaswellasengagedcitizens,theywilldeveloptheabilitytoreflectanduse
theirknowledgeofhumanrightstohopefullyfightfortherightsofothers,etc.Whichwillgivethemtheopportunitytolearnfrom
todayandtaketheseskillsintothefuturewiththem,aswellasbecomingacitizenthattakespartinrevolutionizingandstandingup
fortherightsofothers.Studentswillbeabletorecognizehowtheybenefitfromhumanrightsandhowothermaynotbenefitfrom
thosesamerights.Whichwillultimatelybuildasenseofself,andcommunitywithinthembecausetheyknowmoreaboutthemselves
andthehumanrightsthattheyaccessandtherightsthatothersdoaswell.
Studentswilldevelopthinkingthroughclassdiscussionaswellasexaminingtheresponsibilityofhumanrightsandtherightsthat
manyofustakeadvantageofeveryday.Aswellasexaminethatnoteveryonereceivesthesamehumanrights.Studentswillalsobegin
tounderstandtheirownidentityaspeopleandhowtheirrightsrelatetohumanrights,studentswillalsoexaminehowthe
interdependenceoftheirrightsandtheirknowledgeofrightsforallpeopleandhowsomepeopledonothaveaccesstoorarenot
giventhosebasichumanrights.Studentswillalsobecomesociallyresponsibleandlearntodevelopliteraciesbyrecognizingthelack
ofhumanrightsthatsomepeoplehaveaccesstoaswellasrecognizewhereweareprivilegedwhenourhumanrightsarerarely
denied.Beingsociallyresponsiblewouldmeanthatthestudentsrecognizethattherearesomeinequalitiesinpeoplesaccessorability
toexercisetheirownhumanrights.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Foundationalobjectives
1. Humanrightsarethoserightswhichpeopleinsocietycollectivelyhavedecidedtheywillhonourbecausepeoplearemorallyentitled
tothem;
2. Dialecticalthinkingastheprocessofsearchingouttheoppositions,conflicts,contrasts,contradictions,anddifferencesinthecontent
ofasubjectorissueinordertofindaunifyingideawithoutdiscardingtheinternaltension;
a. Thestepsoftheproblemsolvingprocess;
b. Theconflictresolutionprocess;and
c. Thedecisionmakingprocess.
3. Inconsideringlifeofdignityandhumanity:
a. Therearerightseveryoneisentitledtoregardlessoftheircontributiontosociety.
b. Thereareobligationseveryoneinsocietymustassumeforothers.
Knowledge
1. Knowthedialecticalthinkingistheprocessofsearchingoutthecontradictionsandconflictsofanissueinordertofindaunifying
ideaoranagreementwithoutignoringthecauseofthetension
2. Knowthathumanrightsarethoserightsthatanindividualisentitledtosimplybecausesheorheishuman.
3. Knowthatahumanrightclaimbyanindividualorgroupimposesasetofresponsibilitiesandobligationswhichotherindividualsand
groupsmusthonour
4. Knowthathumanrightsaremorethandemandsforrights;theyinvolveamoralentitlementtotherightinquestionwhichother
peopleinsocietycollectivelyhavedecidedtheywillhonour
5. Knowthatthemoralityofhumanrightsisbasedonthehumanityandtheinherentdignityoftheindividual
6. Knowthathumanrightsareuniversalandassuchapplytoallpeopleregardlessofnationality,race,religion,politicalbeliefs,age,or
gender.
Skills/Abilities
1. Learnandpractiseusingconceptstocategorizeandclassifyinformationsothattheinformationcanbeanalyzed
2. Learnandpractiseusingthethinkingskillsof:
a. Statinghypothesesthataretestableandguidethesearchfordata;and
b. Presentinganalysestoconfirmordisconfirmthehypothesesindialecticalthinking
3. Learntousetheprocessofdialecticalthinking.
Studentswillunderstandthathumanrightsareuniversal Whatrightsshouldpeoplebeentitledtoregardlessoftheir
Willknowthatdialecticalthinkingisaboutfindingaresolution contributiontosociety?
orinformationbydoingresearch. Whatobligationsshouldeveryoneinsocietyassumefor
others?
Aretheresituationswhentakingawaysomeoneshuman
Related misconceptions
rightsisjustifiable?(
Thathumanrightsareaccessiblebyeveryone(intheorythey To what extent does power or the lack of power affect
aresupposedtobebuthowdoweexplainIndigenous individuals?
communitiesthatdonothavecleandrinkingwater.) Why do human rights need to be protected?
Isonehumanrightmorevaluablethananother?
Shouldwediscontinuetradewithothercountriesthatabuse
humanrights?
Whataresomebasichumanrightsthathavebeendeniedto
manyFNMIcommunities?
Whatisthedifferencesandcommonaltiesofhumanrights
andtreatyrights?
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this result of their work in this unit. These will come from the
unit. indicators.
Themeaningofahumanrightaswelltheywillknowhowto Studentswilldeveloptheirskillsindeeper
researchandfindinformationtosupportclaims. understandingandthinking
Theywillknowhowtodealwithinternalconflictsinregardsto Studentswillalsodeveloptheyreskillsinpublic
humanrights. speaking.
Worldissuesinregardstohumanrights Studentswilldevelopskillsinresearchingand
Haveawiderangeofhumanrights developingwellinformedopinionsand
understandings.
Stage 2 Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Final piece of assessment (final project for unit)
What should students accomplish by
completing this task?
The students will be able to demonstrate their knowledge of human rights as a hole as well as
R Role one specific human right in depth.
What role (perspective) will your The students will be in groups of two and they will research human rights issues, they will each
students be taking?
argue a side whether they agree or disagree then they will have a debate during the last class.
A Audience
Who is the relevant audience? This assessment will help me to change, modify or adjust my teaching strategies as give me
some feedback to show the people who supervise me.
S Situation The debate will take place in the classroom and the students are challenged to research their
The context or challenge provided to
the student. topics and then present them trying to convince us of their findings.
P Product, Performance
A debate, so a written hand in assignment as well as a well informed and well researched topic
What product/performance will the that they will orally communicate to their peers and myself during class time.
student
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
Each week students will be given the opportunity to write a
reflection about the things they have learned in the reflection they I will give each student a self-assessment.
will be given the opportunity to ask questions about what they still (See it attached at the end of the document.)
are unsure about, things they think they have a good
understanding of and something they would like to talk more
about.
Thestudentsaregoingtostartatthebasicofhumanrights,therecanbesomepriorknowledgebutwearegoingtobreakitdownsimply.
Startingwiththedefinitionofhumanrights,allthewayuptoexploringhumanrightsandrightsviolationsintheworld.Ithinkthatthestudents
willhavesomeknowledgeofthissubjectbecausetheyaresoconnectedtotheworldtheyhaveaccesstoinformationattheirfingertips.The
learningforthiscanbestoccurintheclassroomaswellthroughresearch.IthinkthatifwearedoingthislessonintheschoolthatIaminwe
mighthavesomestudentsthattheseissuesarerelevanttosoIwouldsaybeingconscious
How will you engage students at the beginning of the unit? (motivational set)
Intro to human rights
Inordertoenjoythisright,weneedtolearnwhatourrightsandresponsibilitiesare,andtolearntorespectotherpeoplesviews.Instructions
Writeoneofthefollowinghumanrightsvaluesoneachlargepieceofpaperandplacethemin4differentplacesaroundtheroom.
Humanrightsvalues:inclusion,respect,cooperationandrespectfordiversity.
Askstudentstostandnexttothevaluethatismostimportanttothem.Formateamwiththestudentswhohavegatheredaroundthe
samevalue.
Asktheteamstodiscusswhatthevaluetheyhaveselectedmeanstothemintheirdailylives,andtogiveconcreteexamples.
Havethemwritedownexamplesandbrainstormideas.
After10minshavethestudentschooseonepersonfromtheirgrouptoreadofftheirlist
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Lesson Activities CCCs Resources
Title
1 Developing
1. Asaclass,wewillbrainstormideasofwhatwethinkmakeushuman. Thinking PowerPoint
Rights? 2. Writethewords"HUMAN"and"RIGHTS"atthetopofchartpaperora withquestions
Whatare blackboard.Belowtheword"human"drawacircleortheoutlineofahuman Developing
they? being. Literacies Whiteboards
a. Askparticipantstobrainstormwhatqualitiesdefineahumanbeing (erasersand
andwritethewordsorsymbolsinsidethecircle.Forexample, markers)
"intelligence,""sympathy."
b. Nextaskparticipantswhattheythinkisneededinordertoprotect, Paper,Pens
enhance,andfullydevelopthesequalitiesofahumanbeing.Listtheir
answersoutsidethecircle,andaskparticipantstoexplainthem.For
example,"education,""friendship,""lovingfamily.
1. ClassDiscussion:Usethewhiteboards(studentswillwriteanswersthenhold
themup)
c. Areallhumanbeingsessentiallyequal?Whatisthevalueofhuman
differences?
d. Cananyofour"essential"humanqualitiesbetakenfromus?For
example,onlyhumanbeingscancommunicatewithcomplex
language;areyouhumanifyoulosethepowerofspeech?
e. Whathappenswhenapersonorgovernmentattemptstodeprive
someoneofsomethingthatisnecessarytowhoweareashumans?
f. Whatwouldhappenifyouhadtogiveuponeofthesehuman
necessities?
3. WhatisaRight?
a. Brainstormforthemanymeanings"right"canhave(e.g.,"correct,"
"oppositeofleft,""just.")Considercommonexpressionslike"Were
withinourrights"or"Youhavenorighttosaythat."Recordthese
differentmeaningsontheboard.Whatisthemeaningof"right"when
wespeakofahumanright?
b. Insmallgroupsoralltogether,brainstormadefinitionforhuman
rightsandwritethesepossibilitiesontheboard.Trytoevolvea
definitionthateveryonecanagreeuponandwriteitonachartsheetby
itself.
c. Writeontheboardthisdefinitionofhumanrights:
Humanrightsbelongtoallpeopleregardlessoftheirsex,race,color,
language,nationalorigin,age,class,religion,orpoliticalbeliefs.
Theyareuniversal,inalienable,indivisible,andinterdependent.
d. Whatdoesitmeantobeinalienable,invisibleandinterdependent?
4. Humanrightvs.humanprivilege
a. Thestudentswillbeaskednumerousquestionstheywillwalktoeither
onesideoftheclassroomortheother.Thequestionswillhavetodo
withwhethertheoptionisarightoraprivilege.
i. Examplequestions:
1. AccesstoTV
2. Accesstocleandrinkingwater
3. Freedomofspeech
4. Accesstocellphones
Exitslip:
Thefinalquestionthatletsthestudentswalkoutthedoor.
Thequestionis:Ifahumanrightissomethingthatbelongstoeveryone,givemean
exampleofwhenyouthinkahumanhasbeentakenaway?
2 Canadian WhatisCanadasChartersofRightsandFreedoms?Doesitoutlinethesame Developing Computers
Human humanrights? Social
rights Havethestudentsgointogroupsandlearnabouthumanrightsviolationsin Responsibility KWLCharts
issues Canada
o Cleandrinkingwateronreserves(accesstobasichumanneeds)
o ViolenceagainstIndigenousWomeninCanada
o GarmentIndustryAbuses
o AsylumSeekersandMigrantRights
o RightsonIndigenousPeople
Nexthavethembranchoffintojigsawgroupswheretheyteacheachotherthe
thingsthattheyresearchedandsharewithoneanothertheirfindings.
Formativeassessment:HavethestudentsdoaKWLchartaboutwhatthey
know,whattheywanttoknowandwhattheywanttolearn.
3 Indigenous WhatarerightsthatIndigenouspeoplehavefoughtfor? Developing PowerPoint
Human 20minsofPowerPointlecture,andnotetaking.Iwouldprobablycollaborate Social
Rightsand withanelderforthislesson,eitherinterviewthemandaskthemaseriesof Responsibility BookTreaty
the questionstoputinthePowerPoint Eldersof
Treaties o Whatdotreatiesmeantoyou? Developing Saskatchewan
Rights o Whatdotreatiesrightsandhumanrightshaveincommonfromyour Identityand
understanding? Interdependence
o WhataresomehumanrightsviolationsthatyouthinkIndigenous
peopleareaffectedby?
o Whataresomethingsthatyouthinkwecandotohelpfightforthose
whodonthaveaccesstobasichumanrights?
UsetheBookTreatyEldersofSaskatchewantooutlinetheelementsofthe
treatiesandwhattheymeantforindigenouspeopleswellbeingaswellas
theirrights.
Whatisthedifferencebetweentreatyrightsandhumanrights?Istherea
difference?
ExitSlip:
o 321methodwhatare3thingsyoulearned,2thingstheyfound
interestingand1questiontheystillhaveaboutthematerial.
4 Takethestudentstothegrocerystore(thisisifweareclosetoagrocery Developing Copyofthe
store) Literacies OteshaProject
Wherethe o Splitthestudentsintogroupsandhaveeachgrouptakeasectionofthe Book
heckdoes list. Developing
ourfood o Havethestudentspredictwhattheythinkwillhappenatthegrocery Social 30copiesof
come store Responsibility theworldmap
from? OteshaProjectActivity
TheOteshaProject
Coffee,Cocoa/FoodWhatisfairtrade?
Investigate#2:MakeaWorldMapofthecountriesoforiginofthefollowingitemsat
thelocalgrocerystore:coffee,tea,sugar,cocoapowder,bananas,apples,kiwis,
mangoes,grapes,pineapple,oranges,garlic,tomatoes,broccoli,spinach,potatoes,
basil,flowerbouquets,andtwotypesofpottedplants.Besideeachcountry,writeits
GDPpercapitanoticethedifferencebetweenthenumbers!
6 Dothisasimulationofhowgoodscangetproducedandtraded. Developing
UndercoverTeacherSimulation:Cleanyourclassroom!Assignworkandreward Identityand
(withcandiesorfairtradechocolatepieces)accordingtotherubricbelow(basedon Interdependence Computers
30studentsand100piecesofcandy) Teacher
1. Longdifficult,manuallabour(scrubbing,cleaning,collectinggarbagefrom Developing Simulation
floorandallover)15students1pieceeach[CoffeeFarmers] Thinking CueCards
2. Supervisingthemanuallabour5students2pieceseach[CoffeeCoyote
middleman) Fairtrade
3. Easermanuallabour(transportingthegarbagebagstothedumpster)5 candy
students2pieceseach[Transporters]
4. Easiermanuallabour(postingnewpostersormaterials,openingorclosing Computers
curtains)5students4pieceseach[Staffatcompanycoffeeshopsin
Canada]
5. You(theteacher)announcethatyouwillkeeptheremaining35piecesof
candyasarewardforoptimizingclassefficiency[CEO]
Messyuptheroominadvancetoenhancetheexperiences,andallowtimeattheend
fordiscussion.Isthisfair?Sharetheremaining35candiesattheendofthe
simulation,ordontyourcall!
o Doalittlepresentationofahumanrightsissueintodaysworld
WorkPeriodtoworkonthedebate
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
4 3 2 1
Thorough and in- Broad and well-developed Adequate and Limited and insufficient
depth knowledge and knowledge and understanding simplistic knowledge knowledge and
understanding of of human rights. and understanding of understanding of human
human rights. Uses knowledge and skills in a human rights. rights.
Uses knowledge and variety of learning tasks Uses knowledge and Struggles to use knowledge
skills in complex Uses in familiar and new skills in common and skills in learning tasks
learning tasks. learning situations. learning tasks, Can experience success
Uses in diverse and Uses in familiar when learning situations
unique situations learning situations. are rehearsed and highly
structured
4 3 2 1
Thoroughandindepth Broadandwelldeveloped Adequateandsimplistic Limitedandinsufficient
knowledgeand knowledgeand knowledgeand knowledgeand
understandingofmultiple understandingofmultiple understandingofmultiple understandingofmultiple
perspectives perspectives perspectives perspectives
Usesknowledgeand Usesknowledgeand Usesknowledgeand Strugglestouse
skillsincomplexlearning skillsinavarietyof skillsincommonlearning knowledgeandskillsin
tasks. learningtasks tasks simplelearningtasks
Usesindiverseand Usesinfamiliarandnew Usesinfamiliarlearning Canexperiencesuccess
uniquesituations. learningsituations. situations. whenlearningsituations
arerehearsedorhighly
structured.
Explores the topics through research and new information
4 3 2 1
Thorough and in-depth Broad and well-developed Adequate and simplistic Limited and insufficient
understanding of the understanding of the understanding of the understanding of the
research and inquiry research process research process research process
process Often participates in Sometimes participates in When a situation is highly
Active inquiry and critical active inquiry and uses active inquiry and uses structured or rehearsed,
and creative thinking critical and creative critical and creative will participate in some
Conducts research thinking thinking simple inquiry
ethically using varied Conducts research Conducts research Rarely concerned with
methods and sources ethically using varied ethically using a few ethical research or
Applies skills of methods and sources sources metacognition
metacognition, reflecting Applies skills of Can apply skills of
upon what has been metacognition, reflecting metacognition at times,
learned and what needs to upon what has been reflecting upon what has
be learned learned and what needs to been learned and what
be learned needs to be learned
Ability to communicate own ideas through informed and well researched communication
4 3 2 1
Communicates ideas and Communicates ideas and Communicates ideas and Communicates ideas and
understanding in a clear, understanding a clear, understanding a clear and understanding in an
persuasive and engaging somewhat persuasive and simple manner inadequate and insufficient
manner interesting manner Communicates in common manner
Communicates in diverse and Communicates in various ways Makes general comments and
unique ways ways Will sometimes support ideas lacks support for ideas
Able to support ideas in an Often able to support their in informed ways discussed
informed and convincing ideas in informed and Able to comprehend, Will experience some success
manner convincing ways interpret, and express in situations that are
Comprehends, interprets, and Comprehends, interprets, and information and ideas simply. rehearsed or highly
expresses information and expresses information and Basic communication skills structured.
ideas clearly and purposefully ideas clearly and Inadequate communication
Excellent communication purposefully. skills for grade.
skills. Good communication skills.
Student Self-Assessment & Reflections Name ________________________________________ Class __________________________
Give a brief description of the project or activity you have completed. What did you like about this project or activity? What were you able
to do well?
What did you not like about this project or activity? What problems What did you learn about yourself? Strengths, interests, preferences,
did you have? Why? and needs
Strengths: Skills and attributes students are good at and help describe their
character (physical /mental characteristics)
Interests: Things that draw attention, curiosity and help engage students
Preferences: Evaluate or judge in the sense of liking or disliking an object,
experience, situation or setting
Needs: Accommodations or supports needed