Human rights 3
•Download as PPTX, PDF•
0 likes•129 views
1. The document discusses a lesson on human rights that examines the Universal Declaration of Human Rights. 2. Students are asked to read the Declaration and choose the three most important human rights from the left, middle, and right columns to share with the class. 3. As homework, students must list five human rights and five responsibilities in their blue books to ensure those rights are protected.
Report
Share
Report
Share
Recommended
Human rights 7
1. The document outlines the plan for a class that will examine capital punishment through readings, debate, and reflective writing.
2. Students will first write their views on whether Ireland should have the death penalty. They will then read passages on capital punishment and answer map questions.
3. The class will discuss arguments for and against the death penalty to prepare for a walking debate where students will argue for their stance on the issue.
Human rights 1
1. The class will work together to create a large poster showing the timeline of human rights by having each student contribute one element.
2. Students will work in pairs, with each pair summarizing one of 16 important dates in the history of human rights in 30 words or less and drawing a simple image to represent it.
3. All the student contributions will then be combined into one large poster to display the evolution of human rights over time through teamwork.
Human dignity 2
The document provides instructions for an activity examining human dignity. Students will first pass their homework around the room for collection. They will then read passages explaining discrimination, prejudice, and stereotyping. Next, students will participate in a "Lifeboat" activity in their reflective journals where they must choose which fictional people from a scenario live or die. Finally, students are assigned a homework task involving questions about the profiles they read.
Human rights 6
This document outlines a lesson plan on human rights and compromise. It includes instructions for students to work in teams to act out scenarios requiring compromise. The objectives are to examine human rights conflicts, practice compromise, and act respectfully. Students will read examples, choose a scenario, write scripts, and perform with a director. The homework is to write about compromise in a blue book.
Rights and Responsibilities 1
This document contains the plan and instructions for a CSPE (Civic, Social and Political Education) class. The objectives are to begin the CSPE course, learn what it means to be human, and learn how to structure answers to questions. Students will watch a music video and write sentences about it. They will then discuss what CSPE stands for and the importance of wellbeing. Students will read passages about diversity, human dignity, human rights, and responsibilities. They will answer questions in full sentences and write reflective journals examining diversity in Ireland. Homework includes school information sheets and reflective journals.
Human rights 4
1. The document discusses examining the UN Convention on the Rights of the Child (UNCRC) in class. Students will read sections of the convention and take notes on key points like survival, development, participation, and protection rights.
2. The plan is to have students read sections aloud, note important details, and write out rights from each category. They will then draw pictures representing the different rights.
3. The homework is to draw pictures in the blue book representing one right from each section of the UNCRC and complete a reflective journal page.
Human rights 5
1. The class will read about how human rights are classified into seven categories and take notes on each.
2. Students will then choose the most important category and give a reason for their choice.
3. To reinforce their selection, students will find the picture in the classroom representing the category they chose.
Human rights 8
The document outlines the plan for a human rights lesson. The objectives are to examine responsibilities for human rights and have students create a poem. Students will read a poem about human rights and fill in spaces to create their own version. They will then write examples for seven human rights responsibilities based on pictures. For homework, students can optionally create a poem with artwork for a chance to receive a green card.
Recommended
Human rights 7
1. The document outlines the plan for a class that will examine capital punishment through readings, debate, and reflective writing.
2. Students will first write their views on whether Ireland should have the death penalty. They will then read passages on capital punishment and answer map questions.
3. The class will discuss arguments for and against the death penalty to prepare for a walking debate where students will argue for their stance on the issue.
Human rights 1
1. The class will work together to create a large poster showing the timeline of human rights by having each student contribute one element.
2. Students will work in pairs, with each pair summarizing one of 16 important dates in the history of human rights in 30 words or less and drawing a simple image to represent it.
3. All the student contributions will then be combined into one large poster to display the evolution of human rights over time through teamwork.
Human dignity 2
The document provides instructions for an activity examining human dignity. Students will first pass their homework around the room for collection. They will then read passages explaining discrimination, prejudice, and stereotyping. Next, students will participate in a "Lifeboat" activity in their reflective journals where they must choose which fictional people from a scenario live or die. Finally, students are assigned a homework task involving questions about the profiles they read.
Human rights 6
This document outlines a lesson plan on human rights and compromise. It includes instructions for students to work in teams to act out scenarios requiring compromise. The objectives are to examine human rights conflicts, practice compromise, and act respectfully. Students will read examples, choose a scenario, write scripts, and perform with a director. The homework is to write about compromise in a blue book.
Rights and Responsibilities 1
This document contains the plan and instructions for a CSPE (Civic, Social and Political Education) class. The objectives are to begin the CSPE course, learn what it means to be human, and learn how to structure answers to questions. Students will watch a music video and write sentences about it. They will then discuss what CSPE stands for and the importance of wellbeing. Students will read passages about diversity, human dignity, human rights, and responsibilities. They will answer questions in full sentences and write reflective journals examining diversity in Ireland. Homework includes school information sheets and reflective journals.
Human rights 4
1. The document discusses examining the UN Convention on the Rights of the Child (UNCRC) in class. Students will read sections of the convention and take notes on key points like survival, development, participation, and protection rights.
2. The plan is to have students read sections aloud, note important details, and write out rights from each category. They will then draw pictures representing the different rights.
3. The homework is to draw pictures in the blue book representing one right from each section of the UNCRC and complete a reflective journal page.
Human rights 5
1. The class will read about how human rights are classified into seven categories and take notes on each.
2. Students will then choose the most important category and give a reason for their choice.
3. To reinforce their selection, students will find the picture in the classroom representing the category they chose.
Human rights 8
The document outlines the plan for a human rights lesson. The objectives are to examine responsibilities for human rights and have students create a poem. Students will read a poem about human rights and fill in spaces to create their own version. They will then write examples for seven human rights responsibilities based on pictures. For homework, students can optionally create a poem with artwork for a chance to receive a green card.
Human rights 11
This document provides the plan and objectives for a class on human rights and examining life without basic human needs. The class will focus on hunger and water scarcity over two sessions. Students will read passages and answer questions to build empathy and understanding of what it's like to live without food or clean water security. Homework involves ranking project ideas to help address these issues and improve human dignity.
Human dignity 10 (Needs and Wants)
This document outlines the objectives and plan for a class on needs and wants. The objectives are to finish chapter three of the reading and draw and examine Maslow's pyramid. The plan is to have 6 volunteers read passages from pages 32-34 of the green book aloud. As a class, they will then look at Maslow's pyramid and pictures to understand the different levels of needs. Students will draw the pyramid on their own page and fill in the top triangle with 10 large words. They will then complete two reflective journal activities individually and then compare their responses with classmates.
Human rights 9
This document outlines the plan for a human rights class. The objectives are to examine how people defend and help each other and link the classwork to action projects. The class will involve readings, note-taking, and answering questions on topics like volunteering, fundraising, protests, petitions, and raising awareness. Homework involves filling pages in a blue book to argue a point and answer multiple choice questions.
Human dignity 1
The document outlines a classroom lesson plan on the topic of human dignity. It includes watching a video about human dignity, writing examples of feeling disrespected, discussing the importance of self-respect, and reading from a book to define the term. As homework, students are asked to write a half page description of what human dignity means to them based on the class discussion and materials.
Rights and Responsibilities 3
This document outlines the lesson plan and activities for a citizenship class. The lesson focuses on active citizenship in communities. Students will watch a video promoting investment in the town of Drogheda. They will then analyze pictures related to issues communities face like racism, traffic, homelessness etc. and suggest recommendations and actions. The homework assigns students to complete reflective journal questions and prepare posters for next week's lesson on artistic expression.
Human dignity 7
This document outlines the plan and objectives for a lesson on human dignity and gender inequality. The lesson will:
1) Examine issues of gender inequality and education through reading passages from a book and taking notes.
2) Study an infographic on human dignity and have students answer comprehension questions.
3) Assign homework for students to find an image representing human dignity issues to use for a poster project next week.
0 Introduction 1st years citizenship
This document provides a seating plan and agenda for a C.S.P.E. (Civic, Social and Political Education) class for first years. The teacher introduces themselves and outlines the objectives of understanding what C.S.P.E. is and what it means to be a citizen. Students are asked to write their name and a short fact about themselves as they take their assigned seat. The plan involves reading from the course book about C.S.P.E. and citizenship, with some students volunteering to read passages aloud. Homework includes filling out a page with information about their school and answering questions in their reflective journal using the readings.
Human rights 10
The document outlines the plan for a Human Rights class that will examine sample action project ideas and have students comment on other classes' projects. Students will read about and discuss two examples of action projects in detail, answering comprehension questions. They will also brainstorm and write down additional action project ideas. There is no other homework assigned for the day.
B human dignity 3 racism + christmas report
The document outlines the plan for a class that discusses racism and the Christmas report. The class will first introduce the Christmas report and take questions. They will then read a passage from the green book about racism and discuss questions related to the reading. For homework, students will design an anti-racism t-shirt. The Christmas report requirements include a 100-word reflection on CSPE, a personal reflection/summary/report, and extra marks for typed, multi-colored pen paragraphs.
Human dignity 3
This document outlines a lesson plan about racism and human dignity. The objectives are to examine racism, discuss how it can occur in schools, and consider ways to stop discrimination. Students will read a story about racism, answer questions about how a man's dignity is affected, and why no one defended him. They will also examine a picture showing one person smiling and others frowning, and reflect on why prejudice and stereotyping occur. The homework assignment asks students to design an anti-racism t-shirt.
A rights and responsibilities 1 being human
This document provides an outline for a class lesson plan that focuses on civic, social, and political education. It includes the following key points:
1. Students will watch a music video and write responses, then discuss concepts like diversity, dignity, and human rights from their textbooks.
2. The objectives are to understand what it means to be human and learn how to structure answers to questions.
3. A reading and note-taking activity is planned to cover topics like human rights, responsibilities, and how diversity makes the world a better place.
4. An activity instructs students to find information from an infographic and answer related questions in full sentences.
E human rights 14 test
This document provides instructions and questions for an open book test on civic studies and human rights. It directs students to answer questions about how they prepared for the test, their rights and responsibilities, examples of active citizenship and human rights violations, a human rights champion, the Universal Declaration of Human Rights, opinions on the death penalty, and to draw a poster on helping human rights. It concludes by assigning homework to plan a poster representing what was covered during the year.
Human rights 12
The document outlines the plan for a class on human rights that focuses on the challenges of accessing clean water around the world. Students will read passages about water issues, discuss the meaning of related words, and note key points from the readings. They will then play a math game using water collection statistics from different countries before being assigned a homework creating an infographic about water using information from the class.
B human dignity 1 self-respect
This document outlines a lesson plan on the topic of human dignity. The objectives are to explain the meaning of "human dignity" and understand why self-respect and self-worth are important. Students will watch a video, take notes from assigned reading, and share examples of times they felt disrespected. They will then read from their textbook to copy and rank concepts related to human dignity.
Human dignity 9
This document outlines the objectives and plan for a class where students will present posters they created for a project. The objectives are to have each pair of students present their poster to the class, explaining what they did for the project, and to have the class vote on their favorite poster. The plan details that each pair of presenters will show their poster and answer questions, while other students provide constructive feedback and one nice comment. At the end, students will vote for their favorite poster.
A rights and responsibilities 2 community
This document provides instructions and content for a lesson on communities. It includes notes on defining a community, objectives about explaining what a community is using the example of a school, and tasks for students to complete in their reflective journals about rights within a school community. Students are asked to take notes, answer questions in their journals about various members' rights in a school, discuss their answers with peers, and potentially share responses with the class. The overall lesson focuses on exploring the concept of community through the example of a school.
Development 1 and introduced project
The document outlines a lesson plan that examines poverty and homelessness through readings, videos, and a writing assignment where students write a short story from the perspective of a homeless person. It also discusses a Christmas research project where students will write a one page description of a charity. The lesson includes class discussions, comprehension questions, and instructions for various activities.
Human dignity 5
The document provides instructions for a classroom activity where students will learn and practice Braille and basic sign language. They will watch a video about Louis Braille and his invention of the Braille writing system. Students are then asked to copy a Braille cell and try writing their name and a secret message in Braille by representing letters with dot patterns. They are also instructed to try communicating using basic sign language. No homework is assigned for the week, but students are encouraged to share what they learned about Braille and sign language with others.
Human dignity 4
This document provides an agenda and lesson plan for a class that examines human dignity and disabilities. It includes the following:
1. Students will read passages and answer questions about discrimination faced by people with disabilities.
2. They will analyze an infographic and complete a reflective journal activity.
3. The teacher will introduce a one-page Christmas report assignment where students describe their experiences in the class.
Human dignity 8
1. Students will work in pairs to create posters on the topic of human dignity that provide information for other first years.
2. Each pair will split roles between artist, writer, researcher, presenter, and organizer to complete the project.
3. Pairs will draw rough drafts, then create a final poster incorporating images and explanations to attract attention and share their message about human dignity.
C human rights 4 child rights
This document provides instructions for a classroom lesson on the UN Convention on the Rights of the Child. The lesson involves students reading about and taking notes on the four categories of children's rights outlined in the Convention: survival rights, development rights, participation rights, and protection rights. Students will note down specific rights from a list in their workbook and then do a drawing exercise representing each category of rights in their journal. Next week's class will involve making posters related to children's rights.
More Related Content
What's hot
Human rights 11
This document provides the plan and objectives for a class on human rights and examining life without basic human needs. The class will focus on hunger and water scarcity over two sessions. Students will read passages and answer questions to build empathy and understanding of what it's like to live without food or clean water security. Homework involves ranking project ideas to help address these issues and improve human dignity.
Human dignity 10 (Needs and Wants)
This document outlines the objectives and plan for a class on needs and wants. The objectives are to finish chapter three of the reading and draw and examine Maslow's pyramid. The plan is to have 6 volunteers read passages from pages 32-34 of the green book aloud. As a class, they will then look at Maslow's pyramid and pictures to understand the different levels of needs. Students will draw the pyramid on their own page and fill in the top triangle with 10 large words. They will then complete two reflective journal activities individually and then compare their responses with classmates.
Human rights 9
This document outlines the plan for a human rights class. The objectives are to examine how people defend and help each other and link the classwork to action projects. The class will involve readings, note-taking, and answering questions on topics like volunteering, fundraising, protests, petitions, and raising awareness. Homework involves filling pages in a blue book to argue a point and answer multiple choice questions.
Human dignity 1
The document outlines a classroom lesson plan on the topic of human dignity. It includes watching a video about human dignity, writing examples of feeling disrespected, discussing the importance of self-respect, and reading from a book to define the term. As homework, students are asked to write a half page description of what human dignity means to them based on the class discussion and materials.
Rights and Responsibilities 3
This document outlines the lesson plan and activities for a citizenship class. The lesson focuses on active citizenship in communities. Students will watch a video promoting investment in the town of Drogheda. They will then analyze pictures related to issues communities face like racism, traffic, homelessness etc. and suggest recommendations and actions. The homework assigns students to complete reflective journal questions and prepare posters for next week's lesson on artistic expression.
Human dignity 7
This document outlines the plan and objectives for a lesson on human dignity and gender inequality. The lesson will:
1) Examine issues of gender inequality and education through reading passages from a book and taking notes.
2) Study an infographic on human dignity and have students answer comprehension questions.
3) Assign homework for students to find an image representing human dignity issues to use for a poster project next week.
0 Introduction 1st years citizenship
This document provides a seating plan and agenda for a C.S.P.E. (Civic, Social and Political Education) class for first years. The teacher introduces themselves and outlines the objectives of understanding what C.S.P.E. is and what it means to be a citizen. Students are asked to write their name and a short fact about themselves as they take their assigned seat. The plan involves reading from the course book about C.S.P.E. and citizenship, with some students volunteering to read passages aloud. Homework includes filling out a page with information about their school and answering questions in their reflective journal using the readings.
Human rights 10
The document outlines the plan for a Human Rights class that will examine sample action project ideas and have students comment on other classes' projects. Students will read about and discuss two examples of action projects in detail, answering comprehension questions. They will also brainstorm and write down additional action project ideas. There is no other homework assigned for the day.
B human dignity 3 racism + christmas report
The document outlines the plan for a class that discusses racism and the Christmas report. The class will first introduce the Christmas report and take questions. They will then read a passage from the green book about racism and discuss questions related to the reading. For homework, students will design an anti-racism t-shirt. The Christmas report requirements include a 100-word reflection on CSPE, a personal reflection/summary/report, and extra marks for typed, multi-colored pen paragraphs.
Human dignity 3
This document outlines a lesson plan about racism and human dignity. The objectives are to examine racism, discuss how it can occur in schools, and consider ways to stop discrimination. Students will read a story about racism, answer questions about how a man's dignity is affected, and why no one defended him. They will also examine a picture showing one person smiling and others frowning, and reflect on why prejudice and stereotyping occur. The homework assignment asks students to design an anti-racism t-shirt.
A rights and responsibilities 1 being human
This document provides an outline for a class lesson plan that focuses on civic, social, and political education. It includes the following key points:
1. Students will watch a music video and write responses, then discuss concepts like diversity, dignity, and human rights from their textbooks.
2. The objectives are to understand what it means to be human and learn how to structure answers to questions.
3. A reading and note-taking activity is planned to cover topics like human rights, responsibilities, and how diversity makes the world a better place.
4. An activity instructs students to find information from an infographic and answer related questions in full sentences.
E human rights 14 test
This document provides instructions and questions for an open book test on civic studies and human rights. It directs students to answer questions about how they prepared for the test, their rights and responsibilities, examples of active citizenship and human rights violations, a human rights champion, the Universal Declaration of Human Rights, opinions on the death penalty, and to draw a poster on helping human rights. It concludes by assigning homework to plan a poster representing what was covered during the year.
Human rights 12
The document outlines the plan for a class on human rights that focuses on the challenges of accessing clean water around the world. Students will read passages about water issues, discuss the meaning of related words, and note key points from the readings. They will then play a math game using water collection statistics from different countries before being assigned a homework creating an infographic about water using information from the class.
B human dignity 1 self-respect
This document outlines a lesson plan on the topic of human dignity. The objectives are to explain the meaning of "human dignity" and understand why self-respect and self-worth are important. Students will watch a video, take notes from assigned reading, and share examples of times they felt disrespected. They will then read from their textbook to copy and rank concepts related to human dignity.
Human dignity 9
This document outlines the objectives and plan for a class where students will present posters they created for a project. The objectives are to have each pair of students present their poster to the class, explaining what they did for the project, and to have the class vote on their favorite poster. The plan details that each pair of presenters will show their poster and answer questions, while other students provide constructive feedback and one nice comment. At the end, students will vote for their favorite poster.
A rights and responsibilities 2 community
This document provides instructions and content for a lesson on communities. It includes notes on defining a community, objectives about explaining what a community is using the example of a school, and tasks for students to complete in their reflective journals about rights within a school community. Students are asked to take notes, answer questions in their journals about various members' rights in a school, discuss their answers with peers, and potentially share responses with the class. The overall lesson focuses on exploring the concept of community through the example of a school.
Development 1 and introduced project
The document outlines a lesson plan that examines poverty and homelessness through readings, videos, and a writing assignment where students write a short story from the perspective of a homeless person. It also discusses a Christmas research project where students will write a one page description of a charity. The lesson includes class discussions, comprehension questions, and instructions for various activities.
Human dignity 5
The document provides instructions for a classroom activity where students will learn and practice Braille and basic sign language. They will watch a video about Louis Braille and his invention of the Braille writing system. Students are then asked to copy a Braille cell and try writing their name and a secret message in Braille by representing letters with dot patterns. They are also instructed to try communicating using basic sign language. No homework is assigned for the week, but students are encouraged to share what they learned about Braille and sign language with others.
Human dignity 4
This document provides an agenda and lesson plan for a class that examines human dignity and disabilities. It includes the following:
1. Students will read passages and answer questions about discrimination faced by people with disabilities.
2. They will analyze an infographic and complete a reflective journal activity.
3. The teacher will introduce a one-page Christmas report assignment where students describe their experiences in the class.
Human dignity 8
1. Students will work in pairs to create posters on the topic of human dignity that provide information for other first years.
2. Each pair will split roles between artist, writer, researcher, presenter, and organizer to complete the project.
3. Pairs will draw rough drafts, then create a final poster incorporating images and explanations to attract attention and share their message about human dignity.
What's hot (20)
Similar to Human rights 3
C human rights 4 child rights
This document provides instructions for a classroom lesson on the UN Convention on the Rights of the Child. The lesson involves students reading about and taking notes on the four categories of children's rights outlined in the Convention: survival rights, development rights, participation rights, and protection rights. Students will note down specific rights from a list in their workbook and then do a drawing exercise representing each category of rights in their journal. Next week's class will involve making posters related to children's rights.
Effecting global change 2
This document provides an outline for a lesson plan on the United Nations. It includes instructions for warm-up activities, a definition of the UN, and a discussion question about pre-1945 events that encouraged international cooperation. It then outlines reading and note-taking on pages describing the General Assembly, Security Council, and Economic and Social Council of the UN. Students are asked to examine photos and write a blog post explaining the structure of either the UN or US presidency in their reflective journals. Homework includes continuing work on an action project and filling out a reflective journal.
Week 1 What is Global Social JusticeIntroductionSimply put, .docx
Week 1: What is Global Social Justice?
Introduction
Simply put, social justice is the concept of a "just" society based on a foundation of human rights. Most agree with the idea of basic human rights for all, yet, the nature of human rights varies dramatically around the world. When you consider social justice on a global level, think about the challenge of achieving a "just" society for every human being. What is considered "right" or "just" for all? Is it possible to have a universal acceptance of one interpretation of social justice?
This week you consider varied interpretations of social justice. You explore classic documents and analyze them for Western bias and universal applicability. Finally, you explain your personal ideology regarding social justice.
Learning Resources
Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.
· Enter your MyWalden user name: ([email protected]) and password (3#icldyoB1) at the prompt. (if necessary)
Readings
· Book Excerpt: Wronka, J. M. (2008). Chapter 2: Before and beyond the universal declaration of human rights. In Human rights and social justice: Social action and service for the helping and health professions (pp. 43–65). Los Angeles, CA: Sage Publications.
· Book Excerpt: Gil, David G. (2008). Foreword. In J. M. Wronka, Human rights and social justice: Social action and service for the helping and health professions (pp. xvii–xviii). Los Angeles, CA: Sage Publications.
· Book Excerpt: Wronka, J. M. (2008). Part I: Human rights as the bedrock of social justice. In Human rights and social justice: Social action and service for the helping and health professions (pp. 5–36). Los Angeles, CA: Sage Publications.
· Book Excerpt: Wronka, J. M. (2008). Preface. In Human rights and social justice: Social action and service for the helping and health professions (pp. xix–xxiii). Los Angeles, CA: Sage Publications.
· Article: The U.S. National Archives and Records Administration. (1789). Thebill of rights. Retrieved December 9, 2010, from http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html
· Article: Roosevelt, F.D. (1944). The economic bill of rights. Franklin D. Roosevelt American Heritage Center Museum. Retrieved December 9, 2010, from http://www.fdrheritage.org/bill_of_rights.htm
· Article: United Nations, International Forum for Social Development. (2006). Dimensions of international justice and social justice. In Social justice in an open world: The role of the United Nations. Retrieved from http://www.un.org/esa/socdev/documents/ifsd/SocialJustice.pdf
· Article: United Nations. (1948). The universal declaration of human rights. Retrieved December 9, 2010, from http://www.un.org/en/documents/udhr/
Media
· Interactive Map: Social Justice Issues
Transcripts of the Interactive Map, "Social Justice Issues," are available at the following links:
IntroductionHuman Rights ViolationsCausesInterventionsSocial Justice Outcomes
.
C human rights 1 hr timeline
1. The class will create a large poster with contributions from each student to examine the "Road to Human Rights" timeline.
2. Students will work in pairs to create displays for one of 16 important dates/events in the history of human rights, such as the Magna Carta or the Universal Declaration of Human Rights.
3. The individual displays will then be combined into a single large poster to illustrate the progression of human rights over time.
Human rights
This document provides an overview of international human rights, including:
1. A definition of human rights as belonging to all humans regardless of attributes and emerging from natural law and state recognition.
2. The historical roots of human rights in 18th/19th century concepts of sovereignty and movements against slavery and for minorities.
3. The role of the UN and post-WWII context in establishing universal human rights standards and laws.
4. A brief summary of major international human rights laws and mechanisms, including the UN Charter, Universal Declaration of Human Rights, and Covenants.
HuamRightsIntroInternationalHumanRights2008.pdf
This document provides an overview of international human rights, including:
1. A definition of human rights as belonging to all humans regardless of attributes and emerging from natural law and state recognition.
2. The historical roots of human rights in 18th/19th century concepts of sovereignty and movements against slavery and for minorities.
3. The role of the UN and post-WWII context in establishing universal human rights standards and laws.
Assignment Human RightsPeacebuilding can be successful only.docx
Assignment: Human Rights
Peacebuilding can be successful only when human rights are protected. In 1948, the General Assembly of the United Nations adopted the Universal Declaration of Human Rights. The Declaration includes 30 articles, and each article details a unique human right, such as the right to nationality, the right to education, and the right to life, liberty, and security of person. Despite the Declaration, human rights are not always protected before, during, or after conflict.
To prepare for this assignment:
Review Chapter 3 in your course text,
The Little Book of Strategic Peacebuilding
. Pay particular attention to the information on human needs and human rights.
Review the article, "What Human Rights Are," and note the definition of human rights.
Review the "Universal Declaration of Human Rights," and focus on the details of each human right.
Review the article, "China: Tiananmen's Unhealed Wounds" and think about how human rights violations can contribute to conflict.
Select a conflict, current or historical, that involves (or involved) a human rights issue(s) or violation(s).* Reflect on why and how the human right(s) or violation(s) contributed to or otherwise played a role in the conflict.
Consider why human rights are essential for peace.
* The Optional Resources can assist you in selecting a conflict. You also may select one with which you are familiar or one you discover through research on your own.
The assignment: 2 pages
Briefly describe the conflict that you selected and the human rights issue(s) or violation(s) involved in the conflict.
Explain why and how the human rights issue(s) or violation(s) contributes (or contributed) to this conflict.
Using this example, explain why human rights are essential for peace.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources
not
included in the Learning Resources for this course.
.
The story of human rights
This document provides a brief history of human rights declarations and organizations from ancient times to the modern era. It discusses some of the earliest declarations of rights including those established by Cyrus the Great of Persia in 539 BC and provisions of the 1215 Magna Carta. It then outlines several seminal human rights documents and organizations in the 18th through 20th centuries such as the US Declaration of Independence, the Universal Declaration of Human Rights, and Amnesty International. The document concludes with a proposed classroom activity asking students to address a human rights problem and develop a solution.
090210 world free society 50m
The document discusses concepts related to democracy and Enlightenment thought. It provides summaries of key philosophers like Locke, Montesquieu, Rousseau and their ideas about natural rights, social contract theory, separation of powers and the will of the majority. Students are prompted to discuss these concepts and what constitutes a free and just society. The document also includes assignments for students to complete like analyzing videos on democracy and ranking characteristics of a perfect society.
Chapter 11. What is organizational behavior2. Define the fiel.docx
Chapter 1
1. What is organizational behavior?
2. Define the fields of psychology and sociology. How have the fields of psychology and sociology contributed to our understanding of organizational behavior?
3. What is withdrawal behavior? What are some of the forms of withdrawal behavior? What is the impact on organizations?
4. What is group cohesion? When is a group cohesive? When is a group not cohesive?
Chapter 2
1. What are the 2 major forms of workplace diversity? Define them and give at least 3 examples of each.
2. List and define 3 (of the 6) different kinds of workplace discrimination.
3. Discuss the effects of diversity within a group on group performance, both helpful and not helpful.
Chapter 3
1. What are the five major causes of job satisfaction? Discuss each of them.
2. List, compare and contrast the four ways that employees can express job dissatisfaction.
Chapter4
1. Explain how emotions and moods are different from each other. List the six basic emotions.
2. Explain the significance of emotions.
Chapter 12
1. What is leadership? How is it different from management?
2. What are the conclusions of trait theories of leadership?
3. What are the three key characteristics of charismatic leaders?
Chapter 13
1. Contrast leadership and power. What are at least 2 differences between them?
2. List and discuss the three (3) bases of formal power.
GESM 110 “Surrealism in France, Spain and Mexico”, Fall 2016
Material to be covered on the midterm:
Three short films:
La Coquille et le clergyman, Germaine Dulac, screenplay by Antonin Artaud,
1928.
Le Retour à la Raison, Man Ray, 1923.
L’Étoile de mer, Man Ray, 1928.
http://www.openculture.com/2011/07/the_seashell_and_the_clergyman_the_world
s_first_surrealist_film.html
http://www.openculture.com/2012/04/man_ray_and_the_icinema_puri_four_surrea
list_films_from_the_1920s.html
Breton, André. Manifesto of Surrealism, 1924.
Breton, André. Soluble Fish, 1924.
Nadeau, Maurice. The History of Surrealism through Part Three, p172.
Freud, Sigmund. The Interpretation of Dreams, Chapters 1 & 2, posted on Bb.
You will write two essays, choosing from 4 options. Please bring blue books to
the midterm. Plan to spend 30-35min per essay question, with 5-10min to read
over your work. Organize your essays into an introduction, body of your
argument and conclusion.
You will need to be able to define Surrealism, using your own words or quoting
from the readings. Be prepared to discuss when and where the Surrealist
movement took place, as well as the historical context. You may be asked to
incorporate information from your presentation in a reflection-type question.
(Which artist/writer did you study, why were they an important/significant part
of the movement, some specific pieces they created, and lasting effects of their
ideas/art/writing as well as the “limits” of Surrealism or Surrealist thought.)
http://www.openculture.com/2011/07/the ...
Inr 4075 human rights protection lecture 1 professor masl
This document provides an overview of a college lecture on human rights protection. It discusses the basic tenets of human rights, the development of international protections from the League of Nations to the United Nations, key institutions and agreements, and challenges relating to cultural relativism. The lecture covers the origins and evolution of the concept of inherent rights to all humans, the formation of international laws and organizations to uphold these rights, and debates around universal standards versus cultural differences.
083110 world enlightenment 100m
1) The document discusses the Enlightenment period and key philosophers like Hobbes, Locke, Montesquieu, and Rousseau. It focuses on their ideas about government and society.
2) Hobbes believed people enter into a social contract to have security and protection from a sovereign power like a monarch. Locke believed people are born with natural rights and consent to government in exchange for protection of those rights.
3) Montesquieu argued for separation of government powers into legislative, executive, and judicial branches to prevent abuse of power. Rousseau said the will of the majority should rule but could be dangerous. Salons hosted discussions of new ideas.
An Introduction To Human Rights
This presentation is a compilation of slides taken from several sources to introduce human rights for social workers
Based on Arendt’s analysis of human rights, do you think human rig.docx
Based on Arendt’s analysis of human rights, do you think human rights are
sufficient for protecting vulnerable populations including refugees illegal
immigrants, and people forced into exile? What are some of Arendt’s reasons? Use a current event to explain your analysis.
YOU SHOULD READ THE LECTURE FIRST
For more detail
WhatsApp: +15412856343
Human Rights /
Humans as Political Beings
Lecture 2.4
Natural Rights, Civil Rights, Human Rights
So far, in this unit of the course, the notion of
“rights” has come up several times. Both Hobbes,
Locke, and Mills discuss rights in some way.
As you may recall, Hobbes defines right as a type of
liberty, the freedom to do something without
impediment. Both Hobbes and Locke believe that
humans have natural rights, that is inherent
freedoms that they are endowed with by nature. In
other words, because humans and the world are
they way they are, humans come with pre-given
rights. For Hobbes the principle right held by
humans was to do whatever it takes to survive. For
Locke it was to defend one’s property (including
one’s life).
For Hobbes, when humans enter a social contract
and form a government with laws, they give up
their natural rights. For Locke, the institution of
government provides a way of guaranteeing one’s
natural rights by codifying those rights into law. When
a sovereign power establishes rights for its citizens
and laws for protecting those rights, we get civil
rights.
Natural rights apply in the state of nature while civil
rights apply in civilization. Human rights refer to
those rights which humans hold simply because they
are human. Such rights are closer in kind to natural
rights, but are often reflected in civil rights.
The notion of human rights gets invoked frequently in
discussions of violations of human dignity and ethics.
But where do human rights come from? Are they
real? Who guarantees them? How effective are
they in protecting vulnerable people? Do
other-than-human beings have rights, too?
Amartya Sen, 1933 -
Sen was born in West Bengal India in 1933. He
received is B.A., M.A., and Ph.D. in Economics at
Trinity College in Cambridge, England. His research
has included topics such as social choice theory,
economic theory, ethics and political philosophy,
welfare economics, theory of measurement,
decision theory, development economics, public
health, and gender studies. His interest in global
welfare and human rights was partly inspired by his
experience of witnessing famine in India.
Sen has served on various economic advisory
boards including the American Economic
Association. He has also received numerous awards
for his work, the most prestigious of which was the
Nobel Prize in economics.
Sen currently teaches at Harvard University.
Hannah Arendt,
1906-1975
Arendt was born in Linden, Germany in 1906 to a Jewish
family. She studied under the German philosophers
Martin Heidegg ...
Source Investigator WorksheetAn important part of being an his.docx
Source Investigator Worksheet
An important part of being an historian is acting as a detective and investigating your sources before using them in a paper. In this activity, you are the detective! To use a source effectively, you will need to understand everything you can about it, including author, the relation of the author to the subject he or she is writing about, what the source says, and so on. Be sure to properly cite each source in APA formatting.
Answering these questions below is an important first step in writing your final paper!
Part I: Primary Source Investigation!
Instructions: Choose one of your primary sources and answer the questions below in your own words. With the exception of Question 1, all answers should be at least 100 words.
1. What is the name of your source and when was it produced?
2. Who was the author/creator of this document and how is the author related to the event he/she is writing about?
3. How credible is the author on his/her subject and what are some potential biases the author may have had?
4. List three things in the document that are important to your topic’s focus.
5. Why do you think the document was written?
6. How will this source contribute to your paper’s focus?
Part II: Secondary Source Investigation!
Instructions: Choose one of your secondary sources and answer the questions below in your own words. All answers should be at least 100 words.
1. What is the name of your chosen document?
2. Who was the author of this document and why is the author qualified to write about this topic?
3. What historical event/topic is the author writing about and what is his/her main argument?
4. List three things in the document that are important to your topic’s focus.
5. How will this source contribute to your paper?
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What is your topic and focus question?
1. Topic: Civil Rights Movement in the 1960s
Focus Question: The Civil Rights Movement, once unified, splintered in the early 1960s. What contributed to this split, and what happened to the movement as a result?
In mid-1960s, numerous black activists began to lose faith in the civil rights developments that had targeted the most obvious forms of discrimination. The end of court-mandated segregation didn’t give immediate equality upon blacks or reform a political system that.
100509 Wh Socialism 50m
1) The document provides an agenda for a class discussing socialism in the Industrial Revolution. It includes a timeline of key historical dates and philosophical viewpoints like classical liberalism, utilitarianism, and different forms of socialism.
2) Students are prompted to debate different economic systems like classical liberalism versus utilitarianism or socialism. They must choose a side and explain their reasoning.
3) The document aims to educate students on the pros and cons of different economic ideologies in relation to the major social and economic changes brought on by the Industrial Revolution.
Internship training program included Collection of baseline data of flora and...
The document provides an introduction and overview of human rights including:
- The meaning and definitions of human rights as rights that every person is entitled to by virtue of being human.
- The historical evolution of human rights from ancient documents like the Cyrus Cylinder to modern declarations like the UDHR.
- The kinds of human rights including civil/political rights and economic/social/cultural rights.
- Key international agreements and Indian constitutional provisions that protect fundamental rights and outline the objectives and principles of organizations like the UN that promote human rights.
Essays On Human Rights
The document discusses human rights and their importance in society. It argues that individuals should not have to sacrifice their rights for the perceived benefit of society. The rights of individuals are meant to protect freedom, a core concept in global society. However, these rights are not always respected or enforced equally around the world. One example of a right in Canada is the freedom of movement, allowing people to enter and leave the country.
World human rights day
World Human Rights Day celebrates the anniversary of the Universal Declaration of Human Rights adopted in 1948 after World War II. This document sets out 30 basic human rights that over 190 nations have agreed all people are entitled to regardless of race, religion or nationality. Some of the key rights included are the right to life, liberty, equality, privacy and freedom of movement and expression. The day is observed annually on December 10th to promote awareness and protection of human rights around the world.
Similar to Human rights 3 (20)
Week 1 What is Global Social JusticeIntroductionSimply put, .docx
Week 1 What is Global Social JusticeIntroductionSimply put, .docx
Assignment Human RightsPeacebuilding can be successful only.docx
Assignment Human RightsPeacebuilding can be successful only.docx
Chapter 11. What is organizational behavior2. Define the fiel.docx
Chapter 11. What is organizational behavior2. Define the fiel.docx
Inr 4075 human rights protection lecture 1 professor masl
Inr 4075 human rights protection lecture 1 professor masl
Based on Arendt’s analysis of human rights, do you think human rig.docx
Based on Arendt’s analysis of human rights, do you think human rig.docx
Source Investigator WorksheetAn important part of being an his.docx
Source Investigator WorksheetAn important part of being an his.docx
Internship training program included Collection of baseline data of flora and...
Internship training program included Collection of baseline data of flora and...
More from Jasonwastaken
Human dignity 5 sheet
The document discusses communicating with others by conveying your name and making lunch plans in different ways. It suggests trying to communicate your name and a simple message about lunch plans to someone without directly stating it. The document ends by mentioning a definition on the left side and a joke below.
Action project 1
This document outlines the requirements and planning for a student-led action project to take place over 5 to 12 weeks. It discusses forming committees to take on tasks like letter-writing, art, organizing, research, and surveying. Students are instructed to open their reflective journals to pages that ask them to propose project ideas and note meeting and reflection requirements. The project aims to raise awareness, funds, or learning on an issue while encouraging participation. Information gathering and regular reflection on the project experience are emphasized.
Development 6 and 7, research projects and pitching ideas
Students will present their research projects to the teacher one by one. While presenting, other students will draw posters advertising potential ideas for their upcoming Junior Cert Action Project event. Next week, students will vote on which project to pursue, though the teacher maintains veto power. The homework is to complete a reflective journal page and the skills and objectives focus on being creative and examining research projects while pitching more action project ideas through posters.
Development 5
This document outlines the plan for a class that will involve reading about redevelopment, examining pictures, and completing a reflective writing assignment. The class will read about redevelopment, discuss pictures from pages 134-136, and write a short email complaining about internet quality for the local newspaper. Students will then analyze an infographic and complete their homework in their reflective journals.
Development 4
This document outlines the plan for a class that will discuss national debt and poverty. The class will begin with a warm-up activity defining national debt. Students will then read pages 130-131 about debt forgiveness and enforcement. Working in pairs, students will write articles explaining what they read in a simple tone. Finally, students will complete activities in their reflective journals answering questions and summarizing the key terms and links to poverty.
Development 3
This document outlines the plan for a class that will examine the causes of poverty and colonialism. The class will include defining key terms, reading passages and taking notes, watching an explanatory video, and completing homework that involves reflective journaling and an activity. Students will discuss how Ireland was treated by Britain, read about colonialism, non-governmental organizations, and factors that impact a country's development.
Development 2
This document outlines a lesson plan that examines poverty and financial crises. Students will take notes while reading about Greece's financial crisis, then answer comprehension questions and create a poster representing poverty or a crisis. Key terms are defined, such as humanitarian crisis, impoverished, insurance, and paediatrician. After reading, students will complete activities in their reflective journals and create a poster depicting homelessness or a financial crisis.
Sustainable development 4
This document outlines the plan for a sustainable development lesson that will examine the four R's - reduce, reuse, recycle, and replace. Students will read passages from the green book on pages 118-120 about the four R's, taking notes as they read. They will then watch a short video about recycling everyday objects into art supplies and examine infographics in their reflective journals. For homework, students will physically practice the three R's and write about what they did.
Sustainable development 3
1. The document outlines objectives and plans for a class project on sustainable development and raising awareness of social issues.
2. Students will design posters advertising proposed events or activities to raise awareness and pitch their ideas to the class.
3. The homework assignment is to read a passage and answer questions in their reflective journal.
Sustainable development 2
This document outlines the plan for a classroom activity where students will be split into groups to debate whether a theme park should be built. Each group will represent a different stakeholder and argue either for or against the theme park. The groups include the company proposing the park, landowners, families, politicians, farmers, and local businesses. Students will prepare arguments and have a two minute debate. A planning committee group will then vote based on the content, delivery, and their preexisting beliefs about the topic. Homework involves reflective journaling about the activity.
Sustainable development 1
1. The document outlines the plan for a class on sustainable development that examines social and economic development.
2. Students will read about and take notes on social development, which focuses on human needs, and economic development, which focuses on improving a country's finances and economy.
3. They will participate in a walking debate on whether social or economic development is more important and choose a side to defend.
Sustainability 5
1. Students will present their posters from a sustainability project one by one to the class, explaining what they did for the project.
2. After each presentation, the listening students will write one thing they would do differently on their own poster and one nice thing to say.
3. At the end, students will vote for their favorite poster and two students will count the votes.
Sustainability 4
This document outlines an activity where students will work in pairs to create informative posters about sustainability topics like climate change or fair trade. Each pair will divide up specific jobs - one student will be the leader, organizer, researcher or presenter while the other is the artist or writer. Students will first draft their poster ideas individually before coming together to create a final collaborative poster. They will then present their poster and be evaluated. For homework, students will answer reflective journal questions about the activity and read a chapter in their textbook.
Sustainability 1
1. The document outlines the seating plan and notes for a class on sustainable living.
2. It provides the plan for the year which includes a research project and questionnaire.
3. The class will answer 15 questions about their home and lifestyle that will be entered into a footprint calculator website to determine how long the earth would last if everyone lived like them.
Sustainability 1 questions
The document is an online footprint calculator that asks a series of questions to assess an individual's environmental impact. It asks about diet, housing type and materials, household size, energy efficiency, transportation habits including driving, public transit and flying to determine one's carbon footprint and effect on the planet.
1st year end
This document provides guidance for writing short notes at the end of the school year. Students are instructed to write a note to their future self summarizing their year in CSPE and school overall, including any good, strange or memorable events. The note should also contain advice, tips, things they wish they had done or will do, warnings of what not to do, and words of encouragement and good wishes.
1st year cspe test SUMMER
1. The document announces an open-book test in CSPE (Civic, Social and Political Education) starting the week of May 13th. Students can prepare answers to the test questions in advance.
2. The test contains 8 questions worth various points that must be answered in 35 minutes. It includes questions about rights and responsibilities, active citizenship, human rights issues, human rights champions and organizations, the Universal Declaration of Human Rights, and designing a poster for a human rights event.
3. Any class interruptions like sports day during the test weeks will result in that class taking the test the following week. Students must provide pre-prepared answers if their class is interrupted both weeks or they will fail the
Human rights 2
This document outlines an activity where students will learn about important human rights champions and heroes. The class will be divided into teams, with each team assigned one champion to research and present on. The teams will have 15 minutes to read about their assigned champion and write a 4 sentence paragraph that will be presented one sentence per person. The goal is to convince the class that their champion was the most important. For homework, students will complete reflective journal activities and work on posters about their assigned champions.
More from Jasonwastaken (18)
Development 6 and 7, research projects and pitching ideas
Development 6 and 7, research projects and pitching ideas
Recently uploaded
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Human rights 3
- 1. Homework: Pages 26-27 reflective journal Skills: Literacy and Communication Objectives: 1. Show the power of Research and Presentation. 2. Examine the Universal Declaration of Human Rights. Heading: Human Rights 3 Date: Warm-up – Pens, Paper, Journal - Homework Your homework was on pages 26-27 of the reflective journal. Would anyone care to raise their hands and share an answer to one of the following questions: 1. Tell me about a human rights champion. 2. Name a human rights organization and describe their logo.
- 2. 1. Open your green books on page 64-65. You will see the Human Declaration of Human Rights on page 65 which we shall be examining in this class. 2. We shall read why they were written down – WW2. 3. We shall then examine the information on the page and present the important bits. Plan for today
- 3. 1. Read page 63 and 64 – 10 volunteers needed. Rasie hands after each paragraph / point. (Note) Human Rights Instruments: documents that seek to promote or protect human rights. (Note) Region – one place. International – many nations. (Note) Declaration: a formal statement. ‘I declare’. (Note) Convention: a legal agreement. The law. (Note) After WW2, the Universal Declaration of Human Rights was made, then the European Convention on Human Rights. When finished the notes, read through the Human Declaration of Human Rights (pg 65). There are 30 rights there (5 at top) Heading : Human Rights 3 Date:
- 4. In teams of 3, you must choose a ‘top 3’ for the most important human rights and write them down. Human Declaration of Human Rights (HDHR) 1. One must come from the left column. (1 person) 2. One must come from the middle column. (1 person) 3. One must come from the right column. (1 person) Share with class when finished. All three members of a team should note the three rights they have chosen. Exercise – group work
- 5. Page 29 blue book List 5 Human Rights – List 5 responsibilities you have to ensure those rights are protected. Example: You can travel wherever you want. You must be a well behaved traveler. No slaves – Don’t treat people like slaves. Right to a religion – Respect other people’s religions. Homework