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Tika Tangata
Achievement Objective: Understand how people define and seek human rights.
Concepts: Rights, discrimination, empowerment, economic, social, legal, political
Key Understandings:
Assessment: Decision Making
With the people around you write down ten rights you believe that all people have
Now rank your list from one to ten. One is the most important right and ten is the least.
One person from each group come to the board and write up your list in order.
Each group now explains their number one and their number ten to the class.
Here's someone else's idea of what human rights are:
Copy the mind map below into the centre of your page.
Divide up the seven topics amongst the members of your table.
We are going to watch the clip twice. Whilst watching write notes for your topic.
You'll share notes in your group after wards so you have a completed mind map
Mahi mutunga: choose 1 from below to answer
Article 26.
• (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
• (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
• (3) Parents have a prior right to choose the kind of education that shall be given to their children.
We're going to look at a report released by the United Nations about the importance of education. The right to education connects to a whole lot of other rights. When we look at the facts in the next section think about what other rights a good education helps people to get.
Now change that into your paragraph:
Why did [x] [take the rights action]?
"[x] took the action of [y] to overcome discrimination."
So what?
Are rights important? Is fighting for a right important? How come?
Checklist:
Tika Tangata
He aha te mea nui o te ao?
He tangata, he tangata, he tangata
To be able to define tika tangata
&
Whakataukī then...
(alternative to previous slide)
Whakataukī then...
Task: use the information on the different ways education counts to answer one (or more!) of the below tasks
Whakataukī, and then:
Whakataukī then...
Aro
This is probably the most important right in the UDHR (Universal Declaration of Human Rights):
Aro
•Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
This is the concept wheel for our unit. All of the key concepts are organised on this wheel. Glue it into your book. We will come back to it many times as we go through the unit
Fact: Every extra year you spend in school adds 10% to your income
Draw this in your book and listen to the other groups. You need to record the seven other reasons that education is good, AND a fact that backs this up.
In this unit we will be focusing on one right:
Education Counts
2.
1.
Discuss the differences and similarities
7.
“Education is the most powerful weapon which you can use to change the world.”
Nelson Mandela, former president of South Africa, 1993 Nobel Peace Prize laureate
Whakataukī
World War Two
Our whakataukī for this unit is:
He aha te mea nui o te ao?
He tangata, he tangata, he tangata
Which means:
What is the most important thing in the world? It is people, it is people, it is people.
1. Everyone is free and we should all be treated in the same way.
2. Everyone is equal despite differences in skin colour, sex, religion, language for example.
3. Everyone has the right to life and to live in freedom and safety.
4. No one has the right to treat you as a slave nor should you make anyone your slave.
5. No one has the right to hurt you or to torture you.
6. Everyone has the right to be treated equally by the law.
7. The law is the same for everyone, it should be applied in the same way to all.
8. Everyone has the right to ask for legal help when their rights are not respected.
9. No one has the right to imprison you unjustly or expel you from your own country.
10. Everyone has the right to a fair and public trial.
11. Everyone should be considered innocent until guilt is proved.
12. Every one has the right to ask for help if someone tries to harm you, but no-one can enter your home, open your letters or bother you or your family without a good reason.
13. Everyone has the right to travel as they wish.
14. Everyone has the right to go to another country and ask for protection if they are being persecuted or are in danger of being persecuted.
15. Everyone has the right to belong to a country. No one has the right to prevent you from belonging to another country if you wish to.
16. Everyone has the right to marry and have a family.
17. Everyone has the right to own property and possessions.
18. Everyone has the right to practise and observe all aspects of their own religion and change their religion if they want to.
19. Everyone has the right to say what they think and to give and receive information.
20. Everyone has the right to take part in meetings and to join associations in a peaceful way.
21. Everyone has the right to help choose and take part in the government of their country.
22. Everyone has the right to social security and to opportunities to develop their skills.
23. Everyone has the right to work for a fair wage in a safe environment and to join a trade union.
24. Everyone has the right to rest and leisure.
25. Everyone has the right to an adequate standard of living and medical help if they are ill.
26. Everyone has the right to go to school.
27. Everyone has the right to share in their community's cultural life.
28. Everyone must respect the 'social order' that is necessary for all these rights to be available.
29. Everyone must respect the rights of others, the community and public property.
30. No one has the right to take away any of the rights in this declaration.
Tipu: Describe the United Nations (the background to them being formed and what they have to do for human rights)
E.G The United Nations are...
Kākano
Describe how Cyrus the Great/ the Magna Carta/ the French revolution/ American revolution are important in the Human rights story (refer to 2 in your answer)
E.G the Magna carta is important to human rights because...
Puāwai:
'Governments have more power than people in making sure people have human rights'
To what extent do you agree with this statement? Explain your answer giving reasons.
E.G I strongly disagree that the government has more power in supporting human rights because...
Kōrerorero
Take the list of all the humans rights in the UDHR and glue it into your book. This is a simplified version.
Is that true?
What does this picture suggest?
Sign up to the Whakataukī roster.
Some of the rights seem to fit into groups. Read through the rights and decide which rights fit into these groups:
You will now make a title page for our unit on Tika Tangata that answers this question: What are human rights? Your title page will be graded on presentation and according to the below criteria:
Access to mātauranga = Articles 3, 23 & 25
Kākano:
Title page contains pictures or words that are related to human rights
Tipu:
Title page contains relevant pictures and words that shows how human rights are upheld and how they can be broken/ taken
Puāwai:
Title page contains pictures and words that show a range of human rights, both how they can be broken and upheld. Statistics and specific information about human rights is provided.
Kaupapa
Kaupapa:
To understand the impacts of discrimination and empowerment
To develop the skill of TEXAS paragraph writing
To understand in depth what our concept words mean for Tika Tangata
To develop the skill of analysing decisions
In Social Studies we use a writing frame called TEXAS.
1. Whakataukī
Aro
Whakataukī
Aro
Whakataukī
Aro
Whakataukī
Yasmin
Egypt
Azmera
Ethiopia
2. What do you do when you analyse something?
Search on the internet if you're not sure: human rights leaders / woman's rights leaders, etc
Mahi
T - topic sentence. The first sentence of your paragraph which usually includes the key concept words and has your main idea in it.
E - explanation. Explains the key ideas/words in the topic sentence.
X - eXamples. A range that are specific and include details.
A
S - so what? What does this all mean? What is the consequence or affect?
Senna
Peru
1. Draw this:
Ruksana
India
another word for
word
word forms
Yasmin
Egypt
Look up "plain English UDHR" and select the right or rights this person wanted
Azmera
Ethiopia
Amina
Afghanistan
2. Put each English word into Word Hippo and look up: "Another Word For". There will be a lot of suggestions. Use ONE you understand.
Where's the "A" in TEXAS?
Maybe they did lots of actions - just pick a major one
In Social Studies one thing we look at are the actions that people take. We ask questions about those decisions to better understand them:
A - ask yourself. You don't write anything you just read the question again, then read your paragraph and ask yourself: "Have I actually answered the question? Have I used concept words? Have I got evidence?"
Senna
Peru
Ruksana
India
People make decisions all the time. What we want to know is: if someone does not have their rights what is the best action to take?
This means that education is the best way to improve the maximum number of people's lives.
This is because through education people gain the knowledge and skills to live better lives and so avoid being poor.
There would also be a 12% cut in world poverty if people left school with basic reading.
3. Now think about "word forms" - how can the end of the word be changed. What's the plural form? As an adjective? The past tense?
4. Underneath add these words:
5. Now try these activities using the words and the Education Counts information that you read. Remember: you can use the concept word OR a synonym (from the another word for column).
Amina
Afghanistan
Education counts because it improves peoples' lives by getting rid of hunger and poverty.
Make sentences out of these words:
An example is that for every extra year you spend in school it adds 10% to your future income.
Patai: Why did [insert person] [insert the rights action]?
In the Topic Sentence try to start well by using the words "discrimination" or "empowerment".
For example: Why did Trump meet Kim Jong Un?
What examples can you give that show the discrimination fought against, or the empowering actions taken?
Was the discrimination caused by politicians and or laws? Did it have economic and social impacts? Did the empowerment come with a law change and bring social and economic benefits?
Mahi
This is a documentary about girls and young women from around the world and their struggles in accessing education and their other rights. There are a number of stories. We are going to look at them one by one and build up our skills at writing about tika tangata using the concept words.
Your teacher will share with you a slide show about how to write TEXAS paragraphs. This will stay in your own drive and you can refer back to it whenever you write in Social Studies (or other subjects). Please remember to use the concept words and link them together.
We are going to gather notes after we watch the documentary. You will get a worksheet and you will need to add 12 examples from the story:
If you find it hard to get concept words into your paragraph then:
Mahi
Tika Tangata
Legal
Political
Economic
Social
The cause of Wadley's problems is the earthquake and Haiti's slow recovery from it.
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All of these are the reason that [x] made the decision they did to take action
Answer these questions:
1. What was the discrimination?
2. What was the impact of that discrimination on [x] socially? Economically?
3. Who were the political leaders who made the laws that made this discrimination happen?
4. What action was taken by [x] to seek empowerment?
5. If [x] gained their rights did they have to get a law changed or convince a political leader first?
6. What were the impacts of empowerment socially and economically?
&
Tipu
Kākano
Puāwai
Now we need to combine our concepts into our writing about decision making. Can you answer this question?
How did Suma's decision after she was free empower others?
What are the risks for young women around the world if they face discrimination and cannot access education?
Use these words to write about Wadley:
Link these ideas together:
How is gaining the right to education empowering for young women?
Patai:
Whakataukī then...
In the assessment starting next lesson you will be asked to do four things:
Did you hear about Malala in the news last year? Here is Malala's story (the short version):
Aro
Carved by Jim Wiki of Te Aupouri in Ōamaru stone, ‘Ngā kete o te wānanga’ represents the ascent of Tāne into the twelfth heaven to gain the three baskets of knowledge. From this deed Tāne gained one of his many names, Tānenuiarangi (Tāne who ascended the heavens).
Once again we will be using the concept wheel to look at an education system. This time the education system in the Swat Valley, in Pakistan, where the Taliban are trying to take control. This documentary was one of the reasons that Malala became famous, and why she was targeted by the Taliban.
Rāwiri Taonui, 'Ranginui – the sky - Ranginui as knowledge and life', Te Ara - the Encyclopedia of New Zealand, http://www.TeAra.govt.nz/en/object/5172/nga-kete-o-te-wananga (accessed 25 January 2018)
Pātai
The right to education sounds nice, but whose education? Pākehā education? Do you have the right to other kinds of education? Such as?
http://zenpencils.com/comic/104-malala-yousafzai-i-have-the-right/
Kōrerorero
The three baskets of knowledge? If you had to come up three categories of knowledge what would they be?
In today's lesson we will be practising the skill of evaluating evidence.
Here are three human rights documents. What are they, and whose rights do they protect?
Mātauranga Māori
It's too hard to summarise the pain of Afghanistan quickly. Like people everywhere, Afghani people are warm, caring, friendly people who dream the same dreams as us, and want the best for their kids. Unfortunately it is country that has been at war with itself or with invaders for thirty years.
What are differences and similarities between Mātauranga Māori and Mātauranga Pākehā? Think about subjects, but also who teaches, where, how... everything.
Write these things down in a venn diagram with Māori on one side and Pākehā on the other (and common things in the middle).
Fun Facts:
In 1994 a group took over Afghanistan called the Taliban. In 2001 America invaded Afghanistan because Osama Bin Laden, the leader of the group that destroyed the Twin Towers was based there, and was being supported and protected by the Taliban. The Taliban still exist today, and still control parts of Afghanistan and Pakistan. They are fighting for control of the Swat area in Pakistan where Malala is from.
"When I first heard 'Kia ora' I understood it to mean hello. Then I heard it used to acknowledge good effort. I've also heard it used as 'thank you'. Literally it means 'be well'"
Kōrerorero
Before the Taliban began to change society in Pakistan, they ruled Afghanistan for six years. In that time they had a massive impact on education. Just as they did in Pakistan, they forbade education for girls.
You are going to work in groups and look at the stories of three children from Afghanistan. You will have fifteen minutes with each story before passing it on and you need to fill in this table. What you write in the box can be negative examples or positive examples; from the person's past or from their present. The terms down the side are from the concept wheel.
If you were Māori and wanting a mainly traditional Mātauranga Māori experience at East you'd be out of luck. Is it the right of all Māori to have access to Mātauranga Māori instead of having to attend Mātauranga Pākehā places? Mātauranga Pākehā schools don't seem to help Māori as much as they help Pākehā.
https://prezi.com/hw6gkl0oobdw/is-it-a-lie/
We are going to read and annotate a sheet about the Taliban. You need to be careful when you do this. The Taliban say that they are Muslims, but this is a bit like saying the Nazis were Christian. What the Taliban believe is not the same as what most Muslims believe.
Aman
Faranoz
Fareeba
In the story of Malala, the Taliban and education we have looked at a few different pieces of evidence. Now it is time to go back over the evidence and evaluate it for reliability. You will need to investigate - with the teacher - the source of the information and discuss those sources:
Accessibility
WARM:
Highlight the Taliban sheet to where it shows our concepts, stating the concept next to it.
E.G The Taliban stop women from going to school...
The Treaty
Te Tiriti
HOT:
Highlight the Taliban sheet to where it shows our concepts and annotate the highlighted parts explaining how the concept is shown
E.G The Taliban stop women from going to school because...
Discrimination
ARTICLE 1
- Māori give up the Queen power of Pākehā in Aotearoa
ARTICLE 2
- Māori keep all their land, and taonga AND power over those lands
ARTICLE 3
- Māori have same rights as British
SCORCHING:
Highlight the Taliban sheet to where it shows our concepts and annotate to explain how concepts are linked e.g within one highlighted section of text or in different highlighted sections.
E.G The Taliban stop women from going to school because they believe their role is to be housewives and look after their husbands. The Taliban consider women inferior to men and so do not give them the same opportunities as men...
Develop Personality
ARTICLE 1
- Māori give up their power to the Queen
ARTICLE 2
- The Queen gives Maori "full , exclusive and undisturbed possession of their lands, estates, forests, fisheries and other properties."
ARTICLE 3
- Queen gives "all the rights and privileges of the British".
The reason that this is an issue for Aotearoa - aside from the fact of human dignity - is Te Tiriti o Waitangi. This is a document, signed in 1840, between the British and many iwi in Aotearoa about how the British and Māori would run this country. The Māori version of this document is really a human rights document. New Zealand's first.
Discrimination is shown because the Taliban allow men to go to school but only prevent women in doing the same this relates to inequality as they consider women to be inferior or below men.
Discrimination is shown because the Taliban allow men to go to school but only prevent women in doing the same
Strengthening Rights
If this seems very brief then don't worry - we study it in more detail in Year 10.
Use your notes to answer these two questions:
In the introduction to the book you have just read some of, the editor - Deborah Ellis - says: "The real losers are the Afghan people, especially the women and the children." In terms of education why is this true based on what you have read?
S: In summary, I think…
Whakataukī then...
We're going to annotate some information.
Whakataukī then...
America had slaves for about 200 years. They lived mostly in the South of the the USA and worked as free labour picking crops. In 1865 the slaves were freed at the end of the American Civil War, but white people in the South still had all the power. A free ex-slave has nothing. The white governments in the South made laws called Jim Crow laws that segregated their society. Black people could not use the same facilities as white people. This applied to everything from water fountains to schools to cemeteries. In all cases the white facilities were better than the black facilities.
We are going to look at an example of how Black people in the USA fought for their right to education. This is known as Little Rock. For a lot of this story it is important to understand the difference between Federal and State government in America.
The USA is made up of states. The President runs the whole country. The court for the whole country is the Supreme Court.
We can see a really clear proof of the power of education in America. The USA had a Black president from 2008 until 2016. This would have been impossible without the civil rights struggles in the USA in the 1950s, 1960s and 1970s. One of the key battlegrounds in the civil rights movement was over the right to education.
Every State has it's own Governor, courts, police, school system (etc) and these are run by the state. The Federal government is more powerful than the state government.
Look at these two photos. They are both of schools for black students in the South of the USA in the 1930s. What would it be like going to school here? What problems would you face?
In 1957 the Governor of Arkansas said he would not do what the Federal government and the Supreme Court said he had to.
In 1957 the President was Eisenhower. In 1954 the Supreme Court had said it was illegal to have segregated schools anywhere in the USA.
Before we look at the case of Little Rock, let's quickly look at the court case that legally ended segregation in schools in America in 1954. That court case was called Brown v Board of Education.
This is a very famous book set in Mississippi in the 1930s. The teacher is going to read Chapter One to you.
The story starts with a family walking to school. There are three boys and a girl. The girl - Cassie - is telling the story. The brothers are called Stacey, Christopher-John and Little Man. Their mother is a teacher. Later on a kid called T.J. joins them.
Does the text say this? What words support your answer?
As you listen to the story make a list of all the things that would make learning hard.
Does the text give you this idea? What words and phrases support your answer?
How people have sought their rights
Do you agree with this? Why?
We are going to watch a documentary about what happened in Little Rock, Arkansas in 1957. You need to note down two things as we go:
Remember the summary we looked at? It said education is an insurance against poverty, and that it represents opportunity and empowers people for a better future. So, answer this question: "If the American education system had stayed like it was in the 1930s why wouldn't Obama have been the President of the USA?"
By yourself or in pairs you need to create a poem or lyrics to a song about Little Rock. In your words you MUST talk about how the Black students got their rights: the struggle they had to go through. We will mark you on how well you do this.
T: The education system failed to meet the right to education for Black students because…
E: I think this because…..
X: An example of how their rights weren’t met was…
A: I also think... (give another point to support your opinion) or 'Concepts that relates to this are...because...