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Teachers' Page

Tika Tangata

Achievement Objective: Understand how people define and seek human rights.

Concepts: Rights, discrimination, empowerment, economic, social, legal, political

Key Understandings:

  • Human rights can come from different sources
  • People who are denied their rights lose economic, social, political and legal power.
  • People seek rights in order to become empowered legally, politically, socially and economically

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:

Are human rights needed? Why?/ why not?

Discuss the question above with your neighbour

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

  • If everyone has the right to food why are people starving to death?
  • If everyone has the right to education why are millions of people uneducated?
  • Who is responsible for making sure that people who have no rights are able to get them?

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."

  • What was the discrimination?
  • Were their laws or leaders who made it that way?
  • What were the impacts: social and economic?
  • What impacts did the action to seek empowerment have?

So what?

Are rights important? Is fighting for a right important? How come?

Checklist:

  • I have picked a person who sought their human rights
  • I know what rights they wanted from the UDHR
  • I know what their main action was
  • I have read about them from two sources of information
  • I have written a TEXAS paragraph that
  • Answers the question
  • Uses concept words

Tika Tangata

He aha te mea nui o te ao?

He tangata, he tangata, he tangata

Kaupapa: Describe the origin and issues with modern human rights

Kaupapa: Describe the benefits of universal basic mātauranga

Kaupapa:

Kaupapa: Define the right to education

To be able to define tika tangata

Kaupapa: Describe the benefits of universal basic mātauranga

L.O's:

All will be able to describe some of the benefits of the right to basic education

Most should be able to explain how WEGC shows values linked to Human rights

Some might be able to analyse how powerful a weapon education is in changing the world

&

L.O's:

All will be able to describe the key ideas of article 26 of the UNHR

Most should be able to explain article 26 using limited key words

Some might be able to analyse the importance of equality in all the human rights

L.O's:

All will be able to describe the origins of Human Rights

Most should be able to explain how the origins of the United Nations

Some might be able to examine why there are still inequalities and injustice despite human rights

L.O's:

All will be able to describe what Human rights are

Most should be able to explain how some rights are more important than others

Some might be able to examine why conflict arises when ranking human rights

L.O's:

All will be able to describe some of the benefits of the right to basic education

Most should be able to explain how basic education can aid peoples lives in different areas

Some might be able to analyse how significant education is in changing the world

Answer the 2 questions

Whakataukī then...

(alternative to previous slide)

Aro

Whakataukī then...

Task: use the information on the different ways education counts to answer one (or more!) of the below tasks

Puāwai: which concept is the most important in education? Explain your choice

Whakataukī, and then:

Whakataukī then...

Aro

Mahi: Reasons why education is important

This is probably the most important right in the UDHR (Universal Declaration of Human Rights):

Aro: why is mātauranga important for all?

Aro

1. What do the highlighted words mean?

Tipu:

Look at the concept wheel; annotate which concepts are related to the text

e.g the concept of...is not being met here because

mātauranga

Kākano:

Give 3 reasons education counts, providing evidence from the sheet to support each one.

Tipu:

Explain, using evidence from the sheet, how education counts in developing people either socially or economically.

Puāwai:

Which is the most important way education counts. Justify your answer comparing the different ways education counts.

Article Two

In groups you will get a set of sheets explaining why education is important. You need to make a 3D model that summarises the main idea(s) on your sheets. You will explain your model to the class.

How many words can you make using the letters in:

3 rules:

Cannot use words that begin with a capital letter

Can only use the letters that appear in the word

Words must have a minimum of 3 letters

Kākano:

Annotate the text to show all the ways that this 1930s education system didn't meet the right to education for Black students

•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.

2. Why is this a very important right?

1. It gets rid of hunger and poverty

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:

Mahi 1: key terms

Choose one of the tasks below (challenge yourself!)

Benefits of education

Mahi:

Discuss these words at your tables, considering these questions:

How does East measure up?

What could East do better?

Write your ideas on the sheet.

Tipu:

Highlight the key words. You can only highlight 15 words in total.

Kākano:

Highlight the key words. You cannot highlight more than 6 words in a row.

Mahi 2: summarising ideas

Choose one of the tasks below

Education Counts

2.

Magna carta

Cyrus the Great

1.

Kākano:

Using mainly the words and phrases you have highlighted write out a simple version of Article 26.

Tipu:

Using mainly the words and phrases you have highlighted write out a simple version of Article 26.

You can only use a maximum of 40 words.

The origin of Human Rights

The American revolution

Mahi 3: Presenting Article 26

Discuss the differences and similarities

The UN (United Nations)

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

Really? How come? Think-Pair-Share

Option A:

Produce a poem that shows the main ideas of Article 26

Option B:

Produce a cartoon that shows the main ideas of Article 26

The French revolution

Extension: why is Article 2 important when connected with Article 26?

Whakataukī

World War Two

Gandhi

OR

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.

Option C:

Produce a rap or song that shows the main ideas of Article 26

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...

UDHR

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:

  • Rights that are about your social life (your physical and mental well-being)
  • Rights that are about the legal things
  • Rights that have economic effects
  • Rights that are about having power or a voice

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:

Kōrerorero:

R

I

G

H

T

S

Instructions: come up with a word related to our lesson that starts with each of the letters

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.

Look back at your copy of the UDHR and explain the connection in a couple of sentences

In your opinion

Kaupapa

Kaupapa:

  • To demonstrate the skill of analysing decisions
  • To demonstrate understanding of the concept words

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:

  • Why did this person decide to do this action?
  • What action did they take?
  • What were the goals of their actions?
  • Did they achieve their goals?

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

Mahi:

TASK: Write out this example in the correct order. The question is - "How does 'education count' according to the UN?"

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.

T: Topic sentence

E: Explanation

X: Example

A: Ask Yourself

S: So What?

There would also be a 12% cut in world poverty if people left school with basic reading.

  • How did Suma gain her freedom from being a Kamlari?
  • What decision did the person who freed her make in the past about kamlari?
  • What action did that person take?
  • Why didn't they just go and kidnap Suma or shoot her master?

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:

  • impact / consequence
  • leads to / because / as a result / then

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:

  • Access / right / education / girls / empowerment
  • Discrimination / girls / right / education / impact
  • Discrimination / girls / education / economic / impacts / For example...
  • Political changes / empowerment / education

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.

  • 27'15" - 30'17"
  • What action did Suma take?
  • What is the aim of her action?
  • Why did she take this action?

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:

  • Start with the concept words

Mahi

Tika Tangata

Legal

Political

Economic

Social

The cause of Wadley's problems is the earthquake and Haiti's slow recovery from it.

}

All of these are the reason that [x] made the decision they did to take action

Texas paragraph: The Power of Education

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?

TASK: You have now heard a lot about education's benefits. You need to write two TEXAS paragraphs that answer these questions:

&

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:

  • Earthquake
  • Social impacts
  • For example

Link these ideas together:

  • Earthquake
  • Social impacts
  • Long term Economic impacts
  • For example
  • Is this an example of an impact of discrimination?
  • Is this an example of an impact of empowerment?

How is gaining the right to education empowering for young women?

  • Is this an example of a law or a social code that denied or gave someone access to a right?
  • Is this an example of a leader or a group of people making a decision that gave or took away someone's rights?

Patai:

  • What action did Suma take when she was freed?
  • What is the goal of that action?
  • Why did she do this?
  • In what ways does being free empower people:
  • Socially? Economically?

Key Understanding:

  • We will describe the effects of the Taliban on education in the Swat Valley and Afghanistan
  • I can evaluate evidence
  • We will gain an overview of Malala's life
  • We will describe the values of the Taliban

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)

  • Gather evidence
  • Annotate the evidence
  • Evaluate that evidence

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.

Task

Here are three human rights documents. What are they, and whose rights do they protect?

Mātauranga Māori

Warning: some of the images in this film are disturbing. Please stop the documentary at 13.25: "Back at home Malala's social life is now confined to a courtyard. Her bedroom is a classroom." [stop]

Malala lived here

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.

  • Accessibility is one of the important concepts in this unit. How has access to education been limited in the Swat Valley?
  • School should develop personality. How has the situation in Swat affected the children of Swat both at home and at school?

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).

what does the above statement mean for translating an idea from one language to another?

  • A ritual marked each step in the learning process, including some form of test for the student.
  • Group learning and cooperative teaching was normal, with uncles, aunts and grandparents all playing important roles.
  • Tapu (religious restrictions), a respect for tapu and knowledge of its operation was an essential aspect of the education process.
  • Waiata (songs), whakataukī (proverbs), kōrero tawhito (history), pūrākau (stories) and whakapapa (genealogy) were important.
  • There were a number of other more specialised and practical "schools", including whare pora (weaving), whare mata (bird-snaring and fishing) and whare tātai (astronomy).
  • School was reserved for a select few with the proper chiefly lineage.
  • Lessons took place from dawn until midday through the winter months.
  • Students had to memorise the information not write it down (there were no books).
  • Te kete aronui contained religious, ceremonial and other knowledge for keeping physical, spiritual and mental welfare.

Translation

  • Te kete tuauri held knowledge of history and practices of human lineages / whakapapa.
  • Te kete tuatea held knowledge of evil things (curses) also practical things: wood work, agriculture.

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

  • In 1840 Māori was an oral culture. For Māori it was more important what was said about the treaty and not what was written on it. What was said has, of course, vanished.
  • There is one English version of the Treaty and eight Māori versions.
  • In international law it is the treaty in the indigenous language that is accepted as the authentic one.

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.

Task

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:

  • do the evaluating evidence checklist for each source
  • rank the sources from most reliable to least reliable
  • justify your first and fourth place in writing in your books and then share your ideas with the class

Two versions of the Treaty

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

Summarise

If this seems very brief then don't worry - we study it in more detail in Year 10.

Summarise

Use your notes to answer these two questions:

  • What are some examples of human rights that the Taliban took away when they were in power?
  • Why do the Taliban hold the views that they have?

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?

T: Topic sentence- give your opinion on the question

E: explanation

X: Example

A: Anything else?/ have I answered the question?/ have I included key concepts?

S: Summarise your ideas

S: In summary, I think…

Kaupapa: Describe education situation for Black people in the USA before the 1960s

Kaupapa: By annotating information you will identify the failings of the Education system in the USA

Kaupapa:

L.O's:

All will be able to list some educational problems for black children in the USA

Most should be able to describe how these problems would affect their learning

Some might explain the affect on black children's future of a poor education

L.O's:

All will be able to identify some points in a text which show how failings of the U.S education system

Most should annotate key points which show failings of the U.S education system

Some might make links between the text and the key concepts of our unit

  • Contrast how people resisted and sought rights
  • Create a poem/song that explains this struggle

Aro:

Whakataukī then...

Come up with at least 5 key words from the previous lesson which may be chosen to play...

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.

Segregate

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.

What was life like for Blacks in the USA in the 1930's?

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.

Aro: write notes on the picture on your desk where there are clues that answer the question above

Think, pair, share

vs

Mahi: Annotating text

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.

Desegregate

Kākano:

Annotate the text to show all the ways that this 1930s education system didn't meet the right to education for Black students

Tipu:

Look at the concept wheel; annotate which concepts are related to the text

e.g the concept of...is not being met here because

In 1957 the President was Eisenhower. In 1954 the Supreme Court had said it was illegal to have segregated schools anywhere in the USA.

Puāwai: which concept is the most important in education? Explain your choice

Doesn't develop personality: less money for school books, sports and cultural activities

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.

Three Level Guide (pp.28-31)

Integrate

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.

Level One

Does the text say this? What words support your answer?

Read p.9-11 (to "growing as pensively quiet as me.")

Then, p.16-31 (from "We were nearing the second...")

  • Little Man's book is badly damaged
  • There are a lot of things that the school doesn't have
  • Cassie's Mama pastes over the page in the book that shows who had the book before

Level Two

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?

  • Miss Crocker was wrong to punish Little Man
  • Cassie's Mama thinks that people sometimes should make a stand

  • Southern schools were racially segregated. Blacks and whites had to attend different schools. The separate school systems were not equal. Schools for white children received more public money.
  • Fewer African Americans were enrolled in school. Black children were often pulled out school because they were needed on the farm. Many of their parents were sharecroppers. To plant and harvest enough crops, sharecroppers’ children had to work alongside their parents.
  • Even if they weren’t needed on the farm, the white owner of their farm might pull black children out if he decided they were needed for work. Or he might simply believe that African American children did not deserve an education.
  • There were not as many public schools available for blacks. If a town did not have enough money for two separate schools, they built only one school – for white children. This was especially true in the rural towns, because most rural towns had little money.
  • City school systems had more money than rural ones. However, at that time in the South, most African Americans lived in rural areas, on farms. On the other hand, many white children lived in cities and could attend well-funded city schools. In rural areas, schools for both black and white children were scheduled around the cotton growing season. These schools were open fewer days than city schools. As a result, many black children went to school only two or three months out of the year.
  • Among the African Americans who did attend school, most were in the fourth grade or lower. Many left school after fourth grade. Therefore it would be a long time before there would be a large number of blacks going to college.
  • Black schools were overcrowded, with too many students per teacher. More black schools than white had only one teacher to handle students from toddlers to 8th graders. Black schools were more likely to have all grades together in one room.
  • There were not enough desks for the over-crowded classrooms.
  • Black teachers did not receive as much training as white teachers. On top of that, the salary for black teachers was so low that it was hard to find fully qualified ones.
  • There were limits on what blacks could be taught in school. White school leaders did not want black children to be exposed to ideas like equality and freedom. Carter G. Woodson told how some black children in Southern schools were not allowed to use books that included the Declaration of Independence or the U. S. Constitution. These documents state that government should get its power from the consent of the governed. Reading them would confirm for African Americans that they were being denied the rights due to all citizens of the United States.

How people have sought their rights

Level Three

Do you agree with this? Why?

  • You shouldn't bite the hand that feeds you

Little Rock, 1957

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:

Pātai

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?"

Ways people tried to gain their rights

Ways people tried to resist integration

Create

Generalise: Texas paragraph

"How did the education system in the South of the USA fail to meet the right to education for Black students?"

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…

You need to check you've included concepts in your answer.

If you can link concepts, you're working 'At the level'.

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...

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