Students first analyze a statement made by Malala Yousafzai. Next they read an article introducing some key human rights advocates. Then they choose an individual, develop a guiding question, and write a case study about the person.
Students first analyze a statement made by Malala Yousafzai. Next they read an article introducing some key human rights advocates. Then they choose an individual, develop a guiding question, and write a case study about the person.
Students are introduced to the idea that governments can either protect or violate human rights and that individuals can play powerful roles in defending those rights. They view a photograph of Malala Yousafzai and respond to a word cloud prompt by identifying her or describing why she is famous. Students then watch the trailer for He Named Me Malala and post to a class wall explaining why Malala might describe books and pens as “the most powerful weapons.”
Teacher MovesIntroduce the experience and objective, reminding students that they have previously practiced researching and writing a case study. Clarify who Malala Yousafzai is and share her statement about wanting to be known for fighting for education rather than for being attacked. Use this to highlight how education and freedom of speech can be powerful tools against oppression, and guide discussion about why Malala might call books and pens “weapons.”
Students examine an image and brief description of Andrei Sakharov to see an example of a scientist turned human rights activist. They read Champions of Human Rights to learn about several prominent human rights leaders, then complete a graphic organizer by selecting any three individuals from the article and summarizing each person’s contributions. Afterward, students choose a nation or an individual human rights leader as the topic for their own case study and submit their chosen topic to the teacher using a table.
Teacher MovesUse the Sakharov example to illustrate that human rights leaders can emerge from many backgrounds and often face serious consequences for their activism. As students work with the article and organizer, reference the list of champions to support understanding of each figure’s context and contributions. When students select topics, emphasize that the assignment is a case study rather than a simple report: prompt them to analyze human rights issues in a nation, consider different responses, then focus on one individual or organization and evaluate that actor’s impact.
Students are reminded of the writing process—outlining, drafting, revising, editing, and publishing—as they develop a guiding question, main idea, and supporting details for their case study on a chosen human rights leader or nation. They submit a draft of their case study to a teacher-only wall, then post a revised, “published” version to a class wall to share with peers.
Teacher MovesReview the stages of the writing process and connect them to the expectations for the case study. Provide time for drafting and revising, then invite students to read and comment on one another’s published case studies, focusing on thoughtful feedback about clarity, evidence, and analysis.
Students extend their learning by identifying a human rights issue that matters to them at the local, national, or global level. They write a slogan that could be used to advocate for a solution and post it to a shared wall. Students then review classmates’ posts and respond to at least two with a question or a positive comment.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students self-assess their case studies using a rubric. They rate their work in five categories—guiding question, content, organization, editorial quality, and layout—by selecting the description that best matches their work, calculate a total score, and then respond on a wall explaining what they could improve in their next written case study.
Teacher MovesDirect students to use the rubric to reflect honestly on the strengths and weaknesses of their case studies. Encourage them to focus on specific areas for improvement and use their reflections to inform future writing instruction and support.
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