World
Affairs
First Semester Final
Empowering Others
Around the World
Never
doubt that a small group of thoughtful, committed citizens can change the
world;
indeed, it’s the only thing that ever does.
-
Margaret
Mead
q
What is your role as a human being to empower
others?
You have been working on your reading comprehension, research, communication and writing skills this semester. To demonstrate your growth in those areas and address our guiding question, you will complete this “Empowerment” project. You (or you and your partner) will choose a group outside of the United States whose rights are being violated, according to the Universal Declaration of Human Rights. You have been assigned a very important task: researching a violated group and proposing solutions to address that problem. You are responsible for not only learning this information, evaluating it, and making important solutions, but also for educating your other classmates about the issue. Your goal is to empower those being marginalized around the world!
You may choose to do the project individually or with a partner. Also, your teacher may ask certain students to complete the project alone. If you work alone, you do not have to do part 4: the letter. However, you need to complete part 1,2,3 and 5. If you complete the project with a partner, you will complete most parts with your partner and one part individually. Thus, the partner products say "partner" in the description. The individual part will say “individual” in the description. Therefore, your semester exam grade will be a combination of your partner work and individual work.
I have provided a list of some current human right abuses across the world. I suggest you visit these websites to get a general understanding of the abuses. Then, you can choose a topic from the list below or your own selection..
Part One: Detailing your Violation
(Partner)
Answer the following five
questions in complete sentences. Each question should be answered in its own paragraph. The answers must be typed. ALL
information that is not yours MUST be CITED!
1.
Who is being violated? Who
is doing the violating?
2.
Where is the violation
taking place?
3.
When and why did this
violation start?
4.
Which of the articles of the
UDHR are being violated? Write each
article number and a summary of the article in your own
words.
5. How are the articles being violated?
6. Find a case study to demonstrate the violation. Summarize the case study in your own words. Provide at least one specific example of how the UDHR is violated. Attach the case study to the answers.
7. Create an accurate bibliography of all the resources you used to answer these questions.
Part Two:
Opposition to the
Violation (Partner)
q Find individuals or groups that oppose the violation.
q Use bullets points and complete thoughts. ALL information that is not yours MUST be CITED!
q Copy the chart on your own disk. Type your responses in the chart. Save the chart on your disk.
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Individual or Group Name
|
Group Location…Within Country or
Outside?
Where? |
Background on Individual or
Group |
Summary of Their
Opposition |
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> |
Create a PowerPoint presentation to educate your classmates about your violation. During the final exam, your group will share your PowerPoint with your classmates. After your presentation, your classmates will have time to ask you questions.
q One slide for cover (introduce topic/student names)
q One slide showing location of violation on a map
q One-three slides providing background on country or area of world (government, economics, religion, education, etc.): only 1 slide per topic
q Three-five slides detailing how and why this group is being marginalized: only 1 detail per slide
One-three slides providing evidence of a case study of who is being violated. This should be an example to further prove the how and why of the above bullet.
q One-three slides detailing how the violation relates to the UDHR: only 1 article per slide
q One -three slides detailing current opposition to the violation: only 1 example per slide
q One slide with suggestions of how you think the group can be empowered
q One slide for conclusion (reviewing key ideas)
q Each person speaks an equal amount of time.
q Consider your demeanor while speaking (loud voice, eye contact, confidence with the material).
q Be prepared to answer student questions.
Part Four: Letter (Individual)
q Who are you sending this letter to? Why? In other words, you need to consider what is the purpose for the letter?
q Look to format suggestions. This 5-paragraph letter must be in proper format. It will be mailed. So, be certain to have the correct address in order for me to send out the letter.
1. Introduce yourself and the project. Then, explain your purpose for writing this letter.
2. Include the facts that you have learned about this violation. There should be no opinion.
3. Share your opinion about the violation. How does your understanding of this violation make you feel?
4. Recommend a realistic solution or “call to action.” What can your reader do to help?
5. Review the main points of your letter. Thank the reader for his/her time. Ask for a response mailed to Ms. Nash, Highland Park High School at 433 Vine Avenue, Highland Park, IL 60035.
All of the following pieces will be collected and turned in the day of your final. Your binder must be in the following order.
q Cover page: names, class, date, teacher, title of project
q Your 5 “history” questions: who, what, where...
q “Opposition” chart
q Paper copy of your PowerPoint presentation
q Individual student letters: include individual student drafts and copies of the final letters
q Annotated hard copies of all resources (i.e. xerox copies of articles/text pages)
Bibliography of all sources used. (be accurate in your format)
Project Rubric
(All parts are NOT weighted
equally)
|
PowerPoint |
has it & meets
expectations |
has it & does not
meet expectations |
does not have
it |
|
logistics |
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·
at least ten
slides |
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|
·
font at least 18
point font |
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·
organized
slides |
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·
visuals to incite
emotion |
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·
informative
map |
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·
mechanics are error
free |
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content |
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·
provided
background |
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·
detailed history of
country |
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·
detailed explanation
of opposition |
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·
meaningfully related
to UDHR |
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presentation |
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·
equal speaking
amongst presenters |
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·
confidence while
speaking |
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·
prepared to answer
questions |
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|
Letter |
has it & meets
expectations |
has it & does not
meet expectations |
does not have
it |
|
logistics |
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·
typed |
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·
mechanics are error
free |
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·
follows proper
format |
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content |
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·
facts: in-depth
summary of violation |
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·
developed opinion on
topic |
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·
detailed realistic
solution |
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· informative introduction and conclusion |
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Production
Binder |
has it & meets
expectations |
has it & does not
meet expectations |
does not have
it |
|
logistics |
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·
bound |
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·
clearly
organized |
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·
all content pieces
included |
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·
evidence of
process |
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| accurate bibliography | |||
|
content |
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·
sufficient number of
sources |
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·
xerox of
sources |
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·
insightful
sources |
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COMMENTS:
|
Day, Date |
In-Class Work |
Homework |
|
Monday, December 15 |
q Explain final project – part 1-individual or partner (video clip) |
q Decide if you are working alone or with a partner.. |