Author:
Tracy Rains
Subject:
Literature, History
Material Type:
Lesson Plan
Level:
High School
Grade:
9, 10, 11, 12
Tags:
  • Crimes Against Humanity
  • Genocide
  • Human Rights
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Interactive, Text/HTML, Video

    Problem Based Module: Human Rights

    Problem Based Module: Human Rights

    Overview

    In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.

    Begin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

    The Problem

    The Problem

    Every country has their own set of laws, customs, and religious beliefs that has been determined by their government; however, everyone in the world is also afforded the same basic human rights according to the United Nations Universal Declaration of Human Rights.  How can the international community prevent, rather than prosecute, crimes against humanity?   

    The term genocide was created during the Nazi reign of terror in Europe.  It was first recognized as a crime by the United Nations in 1946. This U.N. article on genocide provides some background information on the term and the international response.  The Nazi regime was able to establish multiple camps and a systematic approach to the “extermination” of thousands of citizens.  Although these camps had been reported on during the war, the world did not seem horrified until the war ended.  The Holocaust: World Response from the Jewish Virtual Library website provides some reasoning behind the lack of response.  Was the world turning a blind eye to the atrocities, or was it just so hard to fathom that people did not believe it was occurring?

    Since World War II, the list of crimes against humanity has continued to increase.  The majority of these crimes occur based on religion, just like the Holocaust.  Every religion has been persecuted at some point in some country.  While it is hard to determine the exact number of victims, the events are usually well documented.  The brief outline of crimes listed on the ReligiousTolerance.org website provides a summary of events by year and country.  Mass killings do not always involve gas chambers or shootings; in many cases, leaders used starvation and famine as methods of extermination.

    The international community has had an ongoing response to crimes against humanity.  They have set up commissions and tribunals to prosecute offending governments.  The International Crimes Database explains some of the outcomes of these cases. In 1998, the  Rome Statute establishing the international criminal court was created to provide a more detailed explanation of crimes that would be considered under the crimes against humanity definition.  How can these resources be used to prevent crimes against humanity rather than just prosecute them after the fact?

    Define The Issue

    Define The Issue

    Think

    1. How could you sort/classify/categorize this problem? What type of problem is it?

    2. What is the motive/underlying theme/message?

    Do

    • Use your words to summarize the problem in 4-6 sentences.

    What Do You Know

    What Do You Know

    Think

    1. List the keywords from the case study. Put a check beside words you are familiar with prior to starting this project.

    2. Brainstorm and categorize to create a list of the significant parts of this problem.

    Do

    • Make a chart showing what you know that will help you solve the problem.

    Analyze The Case Information

    Analyze The Case Information

    Think

    1. Determine if the information is based on fact or opinion.

    2. Distinguish relevant/irrelevant information from the current case study and provided resources.

    3. How would you compare/contrast the constraints and opportunities of the problem?

    4. Infer and explain information that is important to the case solution, but is not explicitly stated in the case

    Do

    • Develop and write out the problem statement in your own words.

    Possible Solutions

    Possible Solutions

    Think

    1. What are other possible outcomes?

    2. Analyze and explain the multiple perspectives/solutions within this case.

    3. What conclusions can you draw from your research?

    4. Generate alternative solutions.

    Do

    • Gather, organize, and interpret information from multiple sources.

    • Based on what you know, defend your preferred solution.

    Research Solution

    Research Solution

    Think

    1. Research the knowledge and data you need to support the solution and fill in missing gaps

    2. Investigate and draw conclusions about how the preferred solution impacts the world today.

    3. What changes to your preferred solution will/have you made?

    4. What evidence justifies your solution?

    Do

    • Select decision criteria

    • Analyze and evaluate alternatives.

    Construct Conclusions

    Construct Conclusions

    Think

    1. Review your research and construct a solution, providing  supporting documentation to convince others of your solution.

    2. Decide if you will be creating an argument or a model to illustrate your solution.

    Do

    • Develop a plan/proposal with supporting documentation to convince others of your solution.

    • Make sure to include the following items in your proposal.  (Feel free to include additional information as you need to explain your solution.)

    • Describe your findings and/or recommendations.

    • List the problem statement questions.

    • Break down the data you gathered into an analysis that supports your solution(s) or recommendation(s).

    • Summarize the process you used and options considered, along with any difficulties you encountered.

    • Your presentation can be a video of yourself presenting your model or argument, or it can be an animated video using infographics and other images.

     

    Reflections

    Reflections

    Think

    1. How did you decide to…?

    2. What seemed difficult?

    3. What seemed (or eventually became) easy?

    4. If you were to do any part of this over, what would it be and how would you change it?

    5. What did you learn about the topic or about yourself during this project?

    Do

    Write a 3-5 paragraph reflection essay including these three parts:

    1. Include an introduction where you focus directly on explaining what aspect of your experiences you will discuss in the reflection.

    2. The body of the essay should explain how you have changed or what you have learned. Make certain to explain what things caused you to change.

    3. In the conclusion of a reflective essay, you should discuss how you have changed and the effect of those changes. You should share how you think the experience will change you in the future.