Week+4

Week 4

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Day 13 - Monday July 16th

 * 13.1 - What is bias? How can you recognize examples of bias? List.**


 * 13.2 - Who was Anastasia Romanoff? What is the controversy around her?**

You will now investigate the controversy with the Princess Anastassia. Watch the following video clip, and answering the Frame, Focus, and Follow Up questions
 * 13.3 - Finding bias in history**

//Frame:// what do you know about the Russian Princess Anastasia? Write what you know in your notebook. //Focus:// While watching the video clip below, look for details about Anastasia and what happens to her in particular. //Follow up:// Write the details you found about Anastasia, and share with a partner.

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**13.4 - Online Lesson - The Mystery of Anastasia** The Mystery of Anastasia Begin the lesson. As you read through this lesson, look for //bias, motive, immediacy, accuracy,// and //reliability//

Two products from this lesson:
 * 13.5:** Record the scores from your online quiz onto your virtual notebook. Then beneath this attach the word document with your notes on **Anna Anderson: Anastasia or an imposter?**


 * 13.6: Open Response** - Your Opinion on whether Anna Anderson was the real Anastasia or an imposter. Make sure to include //bias, motive, immediacy, accuracy,// and //reliability// and how they apply to this topic.

All humans have a bias, and it is difficult to recognize and try to overcome. This especially becomes a problem when an eye witness tries to remember a detail from a crime, and they have trouble remembering and are influenced by the potential bias of the police and the court.
 * 13.7 - Bias in the law**

You are now going to be take the Eyewitness Test:

The Eyewitness Test

Were you right??

Why Science tells us not to rely on eyewitness accounts January 2010
 * 13.8 - Read and mark up the following article:**

13.9 - The Innocence Project Watch the following video: The Innocence Project

Post one comment and one response to someone else's comment in the Wallwisher below: Eyewitness Bias
 * 13.9 - Thoughts on the Article**

Day 14 - Tuesday July 17th

 * 14.1 - Finish up work from yesterday**


 * 14.2 - Define genocide. Give an example.**


 * 14.3 - Genocide anticipation guide**

Read and mark up the following article:
 * 14.4 - 8 Stages of Genocide**

Create a timeline of the major genocides from the 20th century. Use this picture:
 * 14.5 - Create a timeline**

You will use one of the following timeline programs to create your timeline:

TimeRime

TimeToast

Read the following text:
 * 14.6 -Genocide Convention**

//The International Convention of the Prevention and Punishment of the Crime of Genocide on December 9, 1948 set the United Nations definition of genocide (General Assembly Resolution 260A (III) Article 2).//

//In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such://

//(a) Killing members of the group;// //(b) Causing serious bodily or mental harm to members of the group;// //(c) Deliberately inflicting on the group conditions of life calculated to bring// //about its physical destruction in whole or in part;// //(d) Imposing measures intended to prevent births within the group;// //(e) Forcibly transferring children of the group to another group//

Answer these questions:

1). How many people must be killed in order for it to count as a genocide?

2). What is "serious mental harm?" Give examples.

3). Define "conditions of life calculated to bring about its physical destruction."

4). What problems arise from the language of how these statements are worded?

Day 15 - Wednesday July 18th

 * 15.1 - What are some ways we can stop racism and discrimination in the world?**

You will now read and research more information on the five famous cases of genocide. Organize your notes on this graphic organizer:
 * 15.2 - Case Studies**

Armenian articles Armenian National Institute Armenian Genocide The Forgotten
 * 15.3 - Case 1 - Armenia**

Yale site on the Holocaust
 * 15.4 - Case 2 - The Holocaust**

Yale site on Cambodia Cambodian Genocide Chronicle of Survival
 * 15.5 - Case 3 - Cambodia**

Yale Site on Bosnia Bosnia Genocide HistoryPlace - Bosnia
 * 15.6 - Case 4 - Bosnia**

The Triumph of Evil - PBS site on Rwanda The US and Rwanda HistoryPlace - Rwanda
 * 15.7 - Case 5 - Rwanda**

What can we do to prevent genocide from happening in the future? Post your thoughts on the Wallwisher below:
 * 15.8 - What can you do?**

Prevent Genocide?

Using the information you gathered and comments from the Wallwisher, create a presentaion using Prezi defining genocide, listing examples from the past, and thinking of ways to prevent genocide in the future.
 * 15.9 - Prezi on Genocide**

Day 16 - Thursday July 19th
Reflect on what you learned about genocide. What did you think about the experiences of the people you read about? How can we stop this from happening again?
 * 16.1 - Reflect**

You've learned about the rights all American citizens are guaranteed under the Constitution. What about people in other parts of the world? Should all people be granted certain rights? List the rights that you think all people in the world should be guaranteed by their governments.
 * 16.2 - What are your rights**

You will watch the video below. Answer these questions during and after the video:
 * 16.3 - Human Rights**

//Frame - what are human rights? what is the United Nations?// //Focus - while watching the video, list the rights that are listed. why do you think they focus on those rights?// //Follow Up - what is your reaction to this video? what is the message the creator is trying to get across? what questions do you have about the video's contents?// []

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Read and mark up the following document:
 * 16.4 - The Universal Declaration of Humans Rights**



There are 30 rights listed in the UDHR. Pick five of them, and rank them in order of importance. Then explain why you picked each one and explain the order you ranked them in.
 * 16.5 - Ranking**

You have used these word clouds in the past to preview a reading, but you can also use them after you have finished reading it. Create a Wordle on the Universal Declaration of Human Rights (the document you marked up). Use the snipping tool to post your picture
 * 16.6 - Wordle**

What words stand out? What are the important words to remember from this document? How is it different using wordle after reading as opposed to before reading a document? Which do you like better and why?
 * 16.7 - Using wordle after reading**

You will now research to find the answers to the following questions about the Universal Declaration of Human Rights:
 * 16.8 - Research on UDHR**
 * //Who was involved in its creation?//
 * //What purpose was the document created for?//
 * //When was it created?//
 * //Where/under which organization was it created?//
 * //Why was it created? What was the historical context?//
 * //How does it apply to today? How can you see it applying to today?//

Start with this website: UDHR

Make sure to add the link of any other websites you use. Do they pass the reliable test?

Watch the following video:
 * 16.9- Human Trafficking**

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Answer the following on your page:
 * What is the video trying to get across?
 * What is human trafficking?
 * How does this video make you feel?

Explore this website: []
 * 16.10 - Website explore**

Then answer the following:

1)What are the human rights issues of concern for the organization?(consult the UDHR and UN Millennium Goals) 2)What is the goal of the organization/website? 3)How does the organization advocate for change?

Day 17 - Friday July 20th

 * 17.1 - Week 4 Checklist**

Go back through your Week 1, 2, and 3 checklists. In a different color, add in any additional work you have done since you first filled out the checklist.
 * 17.2 - Updated past week checklists**

What are the UDHR? WHy should every country follow them?
 * 17.3 - Reflect**

Go to the following website: Millennium Development Goals
 * 17.4 - Millennium Development Goals**

IN YOUR OWN WORDS, write 1-2 complete sentences explaining what the eight Millennium Development goals are.

You will now research to find the answers to the following questions about the Millennium Development goals:
 * 17.5 - Research**
 * //Who was involved in its creation?//
 * //What purpose was the document created for?//
 * //When was it created?//
 * //Where/under which organization was it created?//
 * //Why was it created? What was the historical context?//
 * //How does it apply to today? How can you see it applying to today?//

Compare and contrast the Universal Declaration of Human Rights and the Millennium Development goals. Think about who created the two documents, when they were created, why, and what each includes.
 * 17.6 - Compare/Contrast**

//Complete the following chart://


 * = **Number** || **Similarities** || **Differences** ||
 * = 1 ||  ||   ||
 * = 2 ||  ||   ||
 * = 3 ||  ||   ||
 * = 4 ||  ||   ||
 * = 5 ||  ||   ||

Explore the following progress report: MDG Progress Report 2012
 * 17.7 - Progress so far**

//Answer the following in your wiki://
 * //Has the world made progress towards the Millennium Development Goals? Give SPECIFIC examples.//
 * //Do you think that we will reach all goals by 2015 (the expected end of the mdg's)? Why/Why not?//
 * //What surprises you when you look a the 2012 progress chart?//

What grades would you give each region, for each goal number? Create a table or chart that presents this information and your grade.
 * 17.8 - Grading**

Explore the following site: UN Cyber School Bus - MDG
 * 17.9 - What can you do**

List at least 7 things that young people can do today to achieve the Millennium Development Goals.

Find a current news article that either proves that the world IS making progress towards the MD goals or IS NOT making progress towards the MD goals. Put a link to the article in your wiki//.// Then, write a brief (3-5 sentences) summary of the article underneath the link.
 * 17.10 - In the News**

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