Homework
Periods 1 and 2 English 9 - Answer all the questions on the Human Rights page you received in class today.
Period 4 English 10 - Finish annotating Charles Napoleon de Cardi's A Short Description of the Natives of the Niger Coast Protectorate.
Periods 1 and 2 English 9 - Answer all the questions on the Human Rights page you received in class today.
Period 4 English 10 - Finish annotating Charles Napoleon de Cardi's A Short Description of the Natives of the Niger Coast Protectorate.
In Class
English 9
Class began with a group brainstorm on the different meanings of the word "right." Students volunteered definitions that included correct, the opposite of left, obligation, fair, a direction/position, etc. I then presented the students with a few sentences that used the word "right."
You have to fight for your right to party.
You do not have the right to say that.
I disagree with you but I will defend your right to say that.
Students then looked at the different connotations of "right" that they brainstormed and matched them to how "right" is being used in those sentences. Next, I asked students to work in their table groups to agree on and write a definition for the "Human Rights." Students had varying answers that included: The rights you are born with. The rights that are given to you. The rights you have such as freedom of speech. After discussing each definition and identifying the difference between the definition The rights you are born with vs. The rights that are given to you (the first refers to rights that every human being has at the time of birth and the second refers to rights you are granted by your government as you reach different milestones within your life) I showed students this definition of human rights:
Human rights belong to all people regardless of their sex, race, color, language, national origin, age, class, religion, or political beliefs. They are universal, inalienable, indivisible, and interdependent.
As a class, we discussed what was meant by universal, inalienable, indivisible, and interdependent. We then responded to the quick write for today:
Refer to your quick write from yesterday and the chart that your group created. Place each item listed as necessary to fully develop human qualities under one of these headings: survival/subsistence, human dignity, conveniences and luxuries. For example, is education is listed on many charts as being necessary to for humans to develop their intelligence. Would you place education under survival? To human dignity? Is education a convenience or a luxury? What about family? Friendship? Love? Security? Freedom? and all the other ideas you came up with yesterday?
Here is an example of the quick write:
SURVIVAL/SUBSISTENCE HUMAN DIGNITY CONVENIENCES AND LUXURIES
education love
freedom
family
After the quick write students broke into table group discussions. Their goal was to work together as a table to come up with responses to the following 4 questions:
We ended the period by reviewing the homework. Here is a copy of the handout:
English 9
Class began with a group brainstorm on the different meanings of the word "right." Students volunteered definitions that included correct, the opposite of left, obligation, fair, a direction/position, etc. I then presented the students with a few sentences that used the word "right."
You have to fight for your right to party.
You do not have the right to say that.
I disagree with you but I will defend your right to say that.
Students then looked at the different connotations of "right" that they brainstormed and matched them to how "right" is being used in those sentences. Next, I asked students to work in their table groups to agree on and write a definition for the "Human Rights." Students had varying answers that included: The rights you are born with. The rights that are given to you. The rights you have such as freedom of speech. After discussing each definition and identifying the difference between the definition The rights you are born with vs. The rights that are given to you (the first refers to rights that every human being has at the time of birth and the second refers to rights you are granted by your government as you reach different milestones within your life) I showed students this definition of human rights:
Human rights belong to all people regardless of their sex, race, color, language, national origin, age, class, religion, or political beliefs. They are universal, inalienable, indivisible, and interdependent.
As a class, we discussed what was meant by universal, inalienable, indivisible, and interdependent. We then responded to the quick write for today:
Refer to your quick write from yesterday and the chart that your group created. Place each item listed as necessary to fully develop human qualities under one of these headings: survival/subsistence, human dignity, conveniences and luxuries. For example, is education is listed on many charts as being necessary to for humans to develop their intelligence. Would you place education under survival? To human dignity? Is education a convenience or a luxury? What about family? Friendship? Love? Security? Freedom? and all the other ideas you came up with yesterday?
Here is an example of the quick write:
SURVIVAL/SUBSISTENCE HUMAN DIGNITY CONVENIENCES AND LUXURIES
education love
freedom
family
After the quick write students broke into table group discussions. Their goal was to work together as a table to come up with responses to the following 4 questions:
- Should human rights address only what a human being needs to survive? Why or why not?
- Should human rights also protect those things you classified under "conveniences and luxuries"? Why or why not?
- Some people in the world have only what is necessary to survive while others have luxury and convenience. Is this situation just? Is it a human rights violation?
- Can something be done to equalize the enjoyment of human dignity? Should something be done? If so, how? And by whom?
We ended the period by reviewing the homework. Here is a copy of the handout:
human_rights.pdf |
English 10
Period 4
Students began class by organizing their dialectical journals for part 2 of Things Fall Apart and submitting them for grading. We also took the time to review missing assignments.
Next, students were introduced to an article written by Charles Napoleon de Cardi. This historical document was written in 1899 and it provides a historic look into the Niger River Delta region and the impact of European interests in the region. Students were given 40 minutes to annotate the reading and answer the 6 focus questions provided on the document. Additionally, students were instructed to look for evidence of European impact within this region and the conflicts that emerged. We finished class by beginning a discussion on the article and we will pick this up tomorrow. Students can also expect to write a rhetorical precis on the article to demonstrate their understanding. A copy of the article can be found here:
Period 4
Students began class by organizing their dialectical journals for part 2 of Things Fall Apart and submitting them for grading. We also took the time to review missing assignments.
Next, students were introduced to an article written by Charles Napoleon de Cardi. This historical document was written in 1899 and it provides a historic look into the Niger River Delta region and the impact of European interests in the region. Students were given 40 minutes to annotate the reading and answer the 6 focus questions provided on the document. Additionally, students were instructed to look for evidence of European impact within this region and the conflicts that emerged. We finished class by beginning a discussion on the article and we will pick this up tomorrow. Students can also expect to write a rhetorical precis on the article to demonstrate their understanding. A copy of the article can be found here:
de_cardi.pdf |