Create a Research Presentation
1 Anticipatory Set
Ask how man students have jobs, when they started working, and how dangerous their jobs are.
Show students the video at the top of this page. After students have watched the video, ask them to reflect on why children shouldn't have to mine for Mica.
Next, watch the second video (about Ghana). Have students discuss if/why this video is more effective than the one about India.
2 Direct Instruction
Discuss the origins of The Universal Declaration of Human Rights. Show the background video and give students a copy/link to the document.
(See student instructions)
After students have discussed and shared their interpretations of the human rights, check for understanding. Create examples of the human rights being enjoyed/denied with multiple choice answers corresponding to rights. Use plickers to assess students understanding of the rights.
After being introduced to The Universal Declaration of Human Rights, each student should be assigned one of the rights. He/she should explain what the right means and explain how he/she enjoys this right. If possible, students should try to explain one way this right might be/have been denied to someone else.
3 Direct Instruction (part two)
Explore humanrightswatch.org with students. Discuss articles on there (or in Newsela or rewordify if you want to adapt to various reading levels) using Socratic Dialogue or whatever discussion model you prefer.
Have students identify violations of The Universal Declaration of Human Rights with examples from the articles.
Help students identify things that made the sites more effective. Refer back to the two videos from Made in a Free World. Discuss images, captions, links, graphs, etc.
4 Independent Practice
Have students choose a particular right or a particular geographic region to research on humanrightswatch.org. Their task will be to collect research (maybe store it on Zotero) on the violations and consider what can/should be done.
5 Independent Practice: Multimedia Presentation
Students will synthesize their research to educate their peers on the issue. They should create a podcast or TED Talk or digital story or website for this purpose. Students might need help with these digital tools.
This is the assignment sheet/rubric I use.
Students will upload their project to Google Classroom. They will be required to view and comment on at least two of their peers' work.
Make sure to teach students the expectation for comments.
Encourage students to tweet out their work to educate others, too.
Key Standards Supported
Reading Informational Text
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking & Listening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions and carry out assigned roles.
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes