#Human Rights

Individuals & Societies - Year 3

Statement of Inquiry:
We can use symbolism as a catalyst to change the minds of others with regards to
human rights by altering their perspective.

You have realized that you can no longer sit idly by and watch the world change in ways
that do not enhance your society. Your rights, even ones you consider to be natural and
correct, are being called into question by the highest authorities in the land. Wishing there
were something you could do, you search the annals of history to find ways to alter the
hearts and minds of the people who so arbitrarily utilize the law to subjugate the populace.
Because you are just one in a sea of many faces, you believe the best way to reach the
masses is through propagation in the form of a protest banner (poster) you can post
throughout your society.

Key Concept(s):
Change
Feedback(2)
Advocating Rights (59)
Mindfulness (80)
Media Impact (140)
Perspective (163)
Inquiry
Related Concept(s):
Symbolism – Rights - Mind
ATL’s Assessed
Symbols (26)
Deadlines (64)
Analyze & Interpret (127)
Formulating Arguments (151)
Connections & Ideas (176)
Global Context (s):
Fairness & Development
Fairness & Equity(54)
Perseverance (82)
Identifying Sources (131)
Data Analysis (155)

Questions to ask yourself:

1. How might you go about organizing the structure of my poster? Which colors should I
use for maximum effect? What symbol might I use to connect with the people?
2. Based on your skills, how might you approach creating your poster?
3. Do I need to work with another person to create the type of artwork level I am looking
for, or can I create it on my own? Is there software or an app or an image I could
trace to help enhance the aesthetic of my piece for maximum impact?
4. What will be the right that I wish to protest for or the injustice I wish to protest
against?
5. What problems might arise as I go about preparing my poster? Will there be
artistic/aesthetic issues? Will I change my mind halfway? If so, how do I ensure I am
able to complete my tasks on time?
6. What criteria will I set up to make certain my poster is appealing to all audiences?
What do I need to do to prepare a poster that can be seen in public places such as a
school?

Summative Task:
You are a revolutionary thinker whose job it is to enact positive change within your society
through persuading and compelling the people to fight (politically and socially) for a basic
human right you believe is being violated. Your resulting poster and explanation will be on
display on school grounds, and so it must be appealing to the audience you might see
wandering these halls. Your job is to inform and appeal to your audience so that they are
both more knowledgeable about the violated right and engaged in the correction of that
violation in the present and future. Your target audience is made up of your family, peers,
and teachers.

Criterion C Task:
You will need to communicate the human rights violation through both your poster and the
explanation that will hang next to your poster. The explanation of your poster and its
intended effect on the audience should be clear and concise, with the understanding that
you are trying to persuade the audience to take up the issue and work towards a resolution
with you. You must structure the poster in a way to where it clearly indicates what right is
being violated and what we can do to stop it (peacefully). Please do not promote violence in
our schools or in our world. “The pen is mightier than the sword.”

Once you have pulled them in with your poster, give a thorough explanation of which
human right is being violated in today’s society, and how we can go about enacting change.
Bring in your knowledge of past revolutions due to our rights being taken away, and make
connections to what happened then to what is happening today. Please document your
sources at the bottom of your explanation.

Criterion D Tasks:
In class, we will be discussing concepts, issues, models of past protest posters, visual
representatives that have been effective in the past, and theories as to what might work in
today’s society. We will analyze, evaluate, and synthesize our sources, data, and
information that we have learned regarding various revolutions in the past and present and
use it to inform our decisions for our protest posters and their explanations.

Please remove the due dates below and return to your teacher by : __________________

Due Dates:
__________________: Task Assigned and Clarifications/Questions Completed
__________________: Timeline for the French Revolution due
__________________: Hand-drawn visual of poster – first draft due
__________________: 1st Peer review of poster due
__________________: 2nd Peer review of poster due
__________________: Gallery Walk & Peer Evaluations of Work
__________________: Learner Profile Reflection of the Unit due

I acknowledge that I have seen these deadlines and will make certain to meet them on time.

Student Signature: ___________________________________________

Unit 2: I&S Assessment Rubric

Human Rights in the Making
Individuals & Societies ~ Grade 8 ~ Level 3 MYP
Student Name: ______________________________________Date: ________________
Criterion C: Communicating
In order to reach the aims of individuals and societies, students should be able to:
▢ Communicate the human right they are advocating in the visual of their protest poster.
▢ Organize an explanation of the violation and how we can go about resolving it through both the poster’s visuals and
information and the 1-page explanation.
▢ Create a works cited page with sources used.
Level Level Descriptor
Student Teacher
Marks Marks

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student:

i. communicates information and ideas in a style that is not always clear.
ii. organizes information and ideas in a limited way.
iii. lists sources of information inconsistently.

3-4 The student:

i. communicates information and ideas in a style that is somewhat clear.
ii. somewhat organizes information and ideas.
iii. creates an adequate reference list and sometimes cites sources.

5-6 The student:

i. communicates information and ideas in a style that is mostly appropriate to the
audience and purpose.
ii. mostly structures information and ideas according to the task instructions.
iii. creates an adequate reference list and usually cites sources.

7-8 The student:

i. communicates information and ideas in a style that is completely appropriate to
the audience and purpose.
ii. structures information and ideas completely according to the task instructions.
iii. creates a complete reference list and always cites sources.

Criterion D: Thinking Critically

In their daily lesson and subsequent research and product, the student should be able to:
▢ Analyze past and present protest posters and human rights violations in order to understand how to best enact
change with their own work.
▢ Support the choices they made on their poster with well-reasoned arguments as well as evidence of human rights
being violated today.
▢ Recognize the value of audience perspectives when it comes to creating a persuasive object.
Level Level Descriptor Student Teacher
Marks Marks

0 The student does not reach a standard described by any of the descriptors below.

The student:
1-2
i. analyzes concepts, issues, models, visual representation and theories to a limited
extent.
ii. summarizes information to a limited extent to make arguments
iii. describes a limited number of sources/data in terms of origin and purpose and
recognizes few values and limitation
iv. identifies different perspectives and minimal implications.
 The student:
3-4
i. analyzes concepts, issues, models, visual representation and theories
ii. summarizes information to make arguments
iii. analyzes and/or evaluates sources/data in terms of origin and purpose,
recognizing some values and limitations
iv. interprets different perspectives and some of their implications.

The student:
5-6
i. discusses concepts, issues, models, visual representation and theories
ii. synthesizes information to make valid arguments
iii. effectively analyzes and evaluates a range of sources/data in terms of origin
and purpose, recognizing values and limitations
iv. interprets different perspectives and their implications.

The student:
7-8
i. completes a detailed discussion of concepts, issues, models, visual
representation and theories
ii. synthesizes information to make valid, well-supported arguments
iii. effectively analyses and evaluates a wide range of sources/data in terms of
origin and purpose and recognizes values and limitations
iv. thoroughly interprets a range of different perspectives and minimal
implications.

Student Total:_________________
Teacher Total: _________________
Student Evaluation Remarks:
I think I did well on ______________________________________________________________ because _____________________________
________________________________________________________________________________________________________________________
I could have done better on ________________________________________________________ because ___________________________
________________________________________________________________________________________________________________________
For next time, I’ll work on ______________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Teacher Evaluation Remarks:

I think you did well on ___________________________________________________________ because _____________________________
________________________________________________________________________________________________________________________
For next time, you could work on ______________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

IB Grade 0 1 2 3 4 5 6 7

MYP Grade Not completed 0-5 6-9 10-14 15-18 19-23 24-27 28-32

Letter Grade Not completed 45-56% 57-64% 65-73% 74-81% 82-89% 90-95% 96-100%