Page 129 - John Fawkner College SIPP Flipbook V3

humanities Year 10

Session 1: Session 2: Session 3: Session 4:

Getting knowledge ready and Pre-Test The role of The United Nations The Universal Declaration of Human The Fight for Civil Rights beyond

Rights Australia’s borders

Learning intentions: Learning intentions: Learning intentions: Learning intentions:
To gain an understanding about Civil Rights To examine the role of The United Nations with Human Rights. To examine the Universal Declaration of Human Rights. To analyse the civil rights movements that made head-
lines around the world.

Starter: Starter: Starter: Starter:
Explain to the students that we are studying Civil Rights Prior Knowledge activity, write down on the board what the stu- Brief overview of the role of the United Nations by the Prior Knowledge activity, write down on the board what
because it is a part of curriculum and it has had a ma- dents learnt from last lesson. teacher. the students learnt from last lesson.
jor effect on people. Warm-up activity:
• Word splash: Warm-up activity: Warm up activity
Warm-up activity (Pre-Test): • Resolution, authorise, Law, hate and discrimination. • Students are to brainstorm their knowledge on the • Students are reminded of the intentions of the Univer-
• Students are required • What is the role of the UN? United Nations. sal Declaration of Human Rights.
• Students are to brainstorm their knowledge on Civil • Class discussion • How and why was the United Nations created? • Teacher to mention about what was happening in
Rights. • Where is the headquarters of the United Nations? America in the 1950s and 1960s.
• Ask students to answer the question Questions:
• “What do you want to learn about Civil Rights?” • What are the aims of the United Nations? Main activity Main activity
• Word splash (key Civil Rights terms) • When and why was it formed? Watch “Story of Human Rights” and answer the following • As a class, read through p.124-127 and discuss key
• Freedom, Rights, Equality, Demonstrate, Inspira- • What is your view of the United Nations? questions terms and issues.
tional • Class discussion. 1. What are human rights? • Discuss following topics
• Documentary: 2. Why are they universal? • International Agreements
• Show students a quick overview documentary Main activity 3. How many human rights are listed in the Universal • The Montgomery bus boycott.
about Civil Rights. • As a class read through the information on the United Na- Declaration? • Dr Martin Luther King
tions. Discuss key issues and terms. (Worksheet provided in 4. Has the Universal Declaration stopped all human rights • The Black Power movement
shared drive). violations? (If not give examples) • Students are to answer questions from the text book
Main activity • Students are required to complete questions 1-6 from the 5. Name two historical fgures that have made human History Alive 10. Questions 1-8
• On the share drive, there is a fipchart about the worksheet. Their answers must be in full sentences and in rights more “than just words on paper”. • Conclude the lesson with the documentary of the
overview on Civil Rights. As a class read through their workbooks. Black Power movement and demonstrations.
and discuss key issues and events. In pairs, research the following questions
• Explain to the students about how important the Extension activity: • Why did the UN create the Universal Declaration of
Declaration of Human Rights is. On page 84-85 Humanities History Alive 10 textbook. Read and Human Rights? (What are their aims?)
• Discuss key issues and ideas. complete questions on the “Bodies of the UN”. • When and where was it created?
• Show students a documentary about Civil Rights • Go on the UN website and locate the full version
movements. of the Universal Declaration of Human Rights and
choose three articles and put them in your own
words.

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