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HUMAN RIGHTS EXAMINATION LESSON PLAN UNDERGROUND RAILROAD: A FREEDOM MOVEMENT Standards CC.1.2.4.

L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.4.4.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. CC.1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. Objectives SWBAT argue the importance of honoring human rights for every person. SWBAT analyze primary sources to determine how slavery in the United States violated human rights. Materials Butcher paper Bill of Rights and the Universal Declaration of Human Rights handout Markers Instruction sheets Promethean Board with PPT Highlighters Tape Hook (5 minutes) Teacher will ask students if slavery was a violation of human rights. Teacher will ask students to describe what human rights looks like. Teacher will ask if every human being deserves the same rights. As a class, students will volunteer their ideas on human rights as teacher creates a concept map on the Promethean Board, using their ideas. Introduction to New Material (5 minutes) Teacher will explain to students that they will be examining two human rights billsone was written at the birth of our nation, and the other was created about 70 years ago. Teacher will briefly explain that after World War II (less than 100 years after the Civil War), many nations came together to form an organization called the United Nations. Together, nations collaborated on coming up with human rights laws that apply to every person in the world. Unfortunately, slavery still exists in some places. Learning Activity One (10-15 minutes) Students will be given instruction sheets to follow so they can guide themselves at their own pace. Teacher will present each group with a student-friendly version of the Bill of Rights and the Universal Declaration of Human Rights. The four members of the two groups will be divided into two pairs. One pair of students will be given the Bill of Rights and the

second pair will be given the Universal Declaration of Human Rights. Each member of the pair will take turns reading the articles in their bills out loud as the other silently follows along or coaches as necessary. Learning Activity Two (5 minutes) Students will discuss with their partners which articles they think are the most important and how those articles are/were violated by slavery. Students will highlight the most important articles that stripped slaves of their rights. Activity Three (10-15 minutes) Pairs will decide which of the articles they highlighted were the most important to keep people from living in slavery. They will choose their top three choices and one student will write those three in the left hand column on the butcher paper. The second student will explain how that right was violated during slavery. Both students in each pair will decide why their chosen articles are so important. Articles of the ______________ violated by slavery 1. 2. 3. How was this article violated during slavery? Why is it important to honor this article?

Closing (5 minutes) Each pair of students will present their posters to the other pair in the group. Pairs will discuss the similarities and differences in both of the documents. All students will write down what they learned on their sticky notes to be posed on the on-going KWL chart. Assessment: Students will answer the following writing prompt in their writing journals. 1. How were the two documents similar? 2. How did slavery violate the rights written in your documents? 3. What can we do to prevent slavery from ever occurring again? Students will use the articles on human rights as evidence to support their arguments in the writing of their persuasive essays against the Fugitive Slave Act and slavery.

Instruction sheet 1. Resource manager: collect two documents and two pieces of butcher paper from the front of the classroom. 2. Take turns reading each of the following articles out loud. (Remember, an article is part of a law.) 3. Highlight the articles that you feel violated the rights of people who are/were enslaved. 4. Right the name of the document you are reading in the blank space at the top of the first column. 5. Out of all of the articles you highlighted, choose the three articles you think violated slaves rights the most. One partner will copy these down in the first column on your butcher paper. 6. In the second column, explain how this human right was violated by slave owners. 7. In the third column, explain why you think this article is important and should not be violated.

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