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Big 6+ SS Projects: 11th Grade RSP

Lesson Overview

Students will examine primary source documents to determine points of view on human rights issues from time periods studied during second semester.  Students will examine what has motivated human rights changes over the last 200 years.

This RSP works best when sources and information are found at the end of each unit instead of at the end of the semester.

REMINDERS:

This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.

This lesson plan is a guideline. If you need to make minor adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact Barry Thomas.

At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to the person designated by Mr. Thomas.  This can be electronically or as a hard copy.

Task Definition (1)

Teacher will assist students with selecting a human rights issue to explore at the end of each unit.

Unit 4—Industrialism/Imperialism

Unit 5—World Wars (I & II)

Unit 6—Modern World

Teacher will introduce the requirements for the project.  (See Synthesis & Sharing)

Formative Assessment: Verify all information is recorded on student handouts (can be a visual check or graded assessment)

Info Seeking/Location & Access (2/3)

With direct instruction from the school librarian (with support from the classroom teacher) on search strategies and recommended resources, students will locate two primary source documents (with different points of view) related to the human rights issue for each unit. For example: child labor—both sources may be against child labor, but for different reasons. 

Possible General Sources of information.  Your school librarian will provide your school's direct links for district databases:

  • Gale Student Resources in Context
  • Gale Global Issues in Context
  • Encyclopedia Britannica Online
  • Suggested websites on the libguide

For Unit 4 (Students may choose from the primary sources provided for one or both of their choices).  Located in Social Studies SharePoint under Curriculum and Modern World History.  Also linked below.

Formative Assessment:  Consistent and frequent verbal and visual checks with student to assess if they are able to access quality resources.

Use of Information (4)

Teacher will guide students through transferring information into a notes organizer. (RSP Primary Document Analysis sheet provided.  One will be needed for each item per unit)

With direct instruction and support from the school librarian, students will create citations for their sources.  Recommendation to use district subscription to Noodle Tools. 

Formative Assessment:  Visual checks for completion.  And/or, individual conferencing with students to determine if ready to move on to synthesis and sharing.

Synthesis & Sharing (6)

Teacher will review the requirements for the final project and assist students as necessary.

Students will create a product that includes the following: (Detailed outline provided.)

      An answer to the Essential Question:  What has motivated human rights change over the last 200 years?

  1. A brief summary of the human rights issues for each time period studied
  2. Explain the POVs and motivations that you see for each topic from the 3 units (religion, economy, family values, political ties, etc.)
  3. Discuss the similarities and differences between the different points of view and motivations (reasons) behind the points of view across all three topics you researched.

If time allows, students can present their learning to classmates or other audience through videos, visual presentations, oral presentations, musical recordings, poetry, dramatic works, etc. in small or large groups.

Formative Assessment: Rough draft feedback.

Summative Assessment: Use provided rubric to grade final product.

Self-Evaluation (6)

Teacher will guide students as they complete the self-evaluation form containing teacher selected items from the form included below.

The self-evaluation can be as brief (one question) or as long as the teacher deems necessary.  This can be a graded or non-graded activity.         

Noodle Tools

Noodletools provides a format for creating research papers.  It provides an area for notetaking, citation creation, and paper formation.

Guides for using Noodle Tools

This 20 minute video gives an overview on how to use NoodleTools.

This video shows how to create a new project.

This video shows how to check the format of your citation.

This video shows how to add a preformatted citation from a database or website.

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).