Humanities - The 20th Century - Human Rights - Vels Planner

VELS Unit Planner The Twentieth Century Topic 3 – Human Rights

Team: JB

Year Level: 10

Step 1 1. What is worthy and desiring of understanding? (Identify desired results) 2. What is evidence of understanding? (Determine acceptable evidences) 3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions) Key Concept What are Human Rights? (Generative topic / why? / How can people treat others so cruelly? big idea) Is there a person who should be allowed to make decisions regarding Human Rights? Should there be a World Referee who has to be obeyed? Focus Essential Learning Domain (Including dimensions)

Domain: Humanities - History Dimensions: Historical knowledge and understanding Standards: Students analyse the impact of some key wars and conflicts in the twentieth and twenty-first centuries. These could include the world wars, revolutions, the Cold War and post Cold War conflicts. They explain aspects of increasing global interconnections in the twentieth and twenty-first centuries. They demonstrate understanding of key ideologies and explain their influence on people’s lives, national events and international relations. They explain why significant social and cultural movements have developed and evaluate their influence on societies. They analyse changes in technology, medicine and communication.

Domain: Humanities - History Dimensions: Historical reasoning and interpretation Standards: Students frame research questions and locate relevant resources, including contemporary media and online resources. They identify, comprehend and evaluate a range of primary and secondary sources, including visual sources and use historical conventions such as footnotes and bibliographies to document sources. They critically evaluate sources of evidence for context, information, reliability, completeness, objectivity and bias. They recognise that in history there are multiple perspectives and partial explanations. They use appropriate historical language and concepts in historical explanations. They use evidence to support arguments and select and use appropriate written and oral forms to communicate develop historical explanations in a variety of oral, written and electronic forms.

Supporting Domains (Including dimensions)

Domain: Thinking Processes Dimensions: Reasoning, processing and enquiry Standards: They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information. Domain: Thinking Processes Dimensions: Creativity Standards: Students experiment with innovative possibilities within the parameters of a task.

Understanding Goals (Written as essential questions or statements)

1 What are Human Rights? Who protects our rights?

2 How can acts of genocide occur?

3 Acts of ethnic cleansing – how can they be justified?

4 Making the world a better place.

Step 2 1. What is worthy and desiring of understanding? (Identify desired results) 2. What is evidence of understanding? (Determine acceptable evidences) 3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions) Sequence Understanding Performances of Understanding Ongoing Assessment Reference to Goals (Criteria, feedback & reflection) specific VELS standards Introductory Performances What are United Nations History (Tuning in) Human Rights? Holocaust Thinking Who protects Processes our rights? Guided Inquiry Performances (Finding out / sorting out / going further) Culminating Performances (Making conclusions / taking action)

How can acts of genocide occur or ever be justified?

Making the world a better place.

Research

WikiSpace

History Thinking Processes

Contribution/Discussion online

History Thinking Processes

Step 3 1. What is worthy and desiring of understanding? (Identify desired results) 2. What is evidence of understanding? (Determine acceptable evidences) 3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions) Weekly Overview (Units may vary in length. A 6 week timeframe is not prescriptive) Week 1 Introduction Week 2 Research – Wikispace presentation Week 3 Research Week 4 Online discussion forum Week 5 Sharing and feedback to class Week 6

Resources