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Exploring Oppression and Human Rights Through Time
Grade 5EnglishSocial StudiesHistoryArtMusicReligious StudiesPolitical ScienceSociology5 days
★★★★★
5.0 (1 rating)OppressionHuman RightsSocial JusticeHistorical AnalysisCreative ExpressionArt and MusicCultural Influence
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we learn from the strategies and struggles of past and present movements to creatively and effectively fight oppression and promote human rights and peace today?Essential Questions
Supporting questions that break down major concepts.- What is oppression, and how does it manifest in societies?
- How have people and societies fought against oppression throughout history?
- What are human rights and why are they important for global peace?
- How can we draw parallels between historical and modern-day instances of oppression?
- In what ways can individuals and communities contribute to human rights and peace today?
- How do art and music play a role in protesting oppression and promoting human rights?
- How have religious and cultural beliefs influenced movements against oppression?
- What lessons can we learn from historical figures and their fight for human rights?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will understand the definition and manifestations of oppression in different societies.
- Students will explore historical and modern methods used by individuals and societies to combat oppression and promote human rights.
- Students will learn about the significance of human rights and their role in maintaining global peace.
- Students will analyze and compare historical and contemporary examples of oppression.
- Students will develop skills in critical thinking, analysis, and creative expression related to social justice.
- Students will engage with art and music as mediums for expressing ideas about oppression and advocating for human rights.
Common Core Standards
CCSS.ELA-LITERACY.RI.5.3
Primary
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Reason: Students will analyze historical texts and events related to oppression and human rights.
CCSS.ELA-LITERACY.W.5.1
Secondary
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Reason: Students will write essays and opinion pieces on historical and modern movements against oppression.
C3 Framework for Social Studies State Standards
D2.His.2.3-5
Primary
Compare life in specific historical time periods to life today.Reason: The project involves comparing historical and modern-day instances of oppression and movements for human rights.
D2.Civ.14.3-5
Primary
Illustrate historical and contemporary means of changing societies, promoting the common good, and protecting rights.Reason: The focus on how societies have changed in response to movements against oppression aligns with this standard.
National Core Arts Standards
MU:Pr4.1.5
Secondary
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.Reason: Students may express their understanding and messages about oppression and human rights through music and performance.
National Visual Arts Standards
VC.1.3.5
Primary
Recognize works of art as expressions of individuals and communities, reflecting experiences, historical events, and cultural influences.Reason: Artistic expression related to fighting oppression and promoting human rights will be a focus area of the project.
Entry Events
Events that will be used to introduce the project to studentsLiving History
Invite a local activist or historian to speak about a significant historical event related to oppression and human rights. They can share personal anecdotes and bring artifacts to show the students, sparking curiosity and providing an authentic connection to the project's theme.Virtual Reality Experience
Set up a virtual reality corner where students can 'walk through' a historical moment related to the struggle for peace and human rights. This immersion can make the historical context more tangible and spark curiosity and empathy.Art for Change
Introduce students to artwork from different cultures and times that depict stories of oppression and resistance. Ask them to create their own art pieces reflecting on these themes and how they relate to contemporary issues.Concert of Voices
Organize a special class project where students read or perform speeches, poetry, and songs from notable human rights advocates. They can then create and present their own pieces inspired by these works, fostering a personal connection to the themes.Human Rights Mystery Boxes
Present students with mystery boxes containing artifacts, documents, and multimedia related to various historical and contemporary human rights movements. Encourage them to explore and make connections, prompting their own questions and investigations.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Time Travel Journal
Students will create a journal entry from the perspective of an individual living through a significant historical moment of oppression. This activity helps students deeply understand the perspectives of those who experienced historical events.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a historical event related to oppression from a provided list.
2. Research the event using assigned texts and online resources to gather details about the event, individuals involved, and their experiences.
3. Write a journal entry from the perspective of an individual living through that event, incorporating factual information with creative elements.
Final Product
What students will submit as the final product of the activityA detailed journal entry that combines historical facts with creative narrative from the perspective of an individual experiencing oppression.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.5.3 by explaining relationships and interactions within historical contexts.Activity 2
Opinion Essay Express
Students will compose an opinion essay on a modern movement against oppression, reinforcing their ability to articulate viewpoints strongly backed by facts and reasoning.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a modern movement relevant to human rights and anti-oppression, using classroom-provided resources.
2. Draft an opinion statement about the movement and its impact.
3. Gather at least three pieces of evidence (facts, statistics, quotes) supporting the opinion.
4. Write a structured five-paragraph essay incorporating the opinion statement, evidence, and a concluding thought.
Final Product
What students will submit as the final product of the activityA well-structured opinion essay detailing a modern movement against oppression, supported by evidence and reasoning.Alignment
How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.W.5.1 by requiring students to write opinion pieces with supported points of view.Activity 3
Past vs. Present: Creating Connections
Students will visually map out connections between historical and contemporary instances of oppression, facilitating their understanding of the evolution of societal challenges and solutions.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify historical instance of oppression and a similar contemporary example using resources such as textbooks and online databases.
2. Create a Venn diagram or a chart that shows similarities and differences between the two instances.
3. Present findings to the class and discuss how these instances connect and differ in terms of causes, outcomes, and societal impact.
Final Product
What students will submit as the final product of the activityA visual representation (like a Venn diagram) comparing historical and contemporary instances of oppression, along with a class presentation.Alignment
How this activity aligns with the learning objectives & standardsMeets D2.His.2.3-5 by comparing historical and modern oppression cases to understand societal evolution.Activity 4
Community Change Makers
Through exploring how societies have historically changed due to movements against oppression, students will express these changes by creating a comic strip or storyboard.Steps
Here is some basic scaffolding to help students complete the activity.1. Research historical events that led to significant societal changes related to anti-oppression movements.
2. Select one event and plan a storyboard detailing key moments of change, the roles of individuals involved, and societal impacts.
3. Create a comic strip or illustrated storyboard based on the plan.
4. Share the comic or storyboard with peers and reflect on the learning experience through class discussion.
Final Product
What students will submit as the final product of the activityA creative comic strip or storyboard depicting the process and impact of an anti-oppression movement on society.Alignment
How this activity aligns with the learning objectives & standardsAligns with D2.Civ.14.3-5 by illustrating societal changes prompted by historical movements.Activity 5
Musical Expressions of Protest
This activity immerses students in the power of music as a tool for protest and human rights advocacy. They will perform or compose a piece that conveys messages about social justice.Steps
Here is some basic scaffolding to help students complete the activity.1. Explore songs historically used in protests against oppression, analyzing their lyrics and messages.
2. Choose a song to perform or create an original piece inspired by themes of social justice.
3. Practice the performance, focusing on expression and message delivery.
4. Perform for the class, explaining the song's significance and the message conveyed through the performance.
Final Product
What students will submit as the final product of the activityA musical performance or original composition related to social justice themes, performed for peers.Alignment
How this activity aligns with the learning objectives & standardsMeets MU:Pr4.1.5 by encouraging expressive, interpretive performances in appropriate contexts.Activity 6
Art Against Oppression Gallery
Students explore how art serves as a medium for social commentary by creating their own artworks depicting themes of oppression and resistance.Steps
Here is some basic scaffolding to help students complete the activity.1. Study various artworks that highlight themes of oppression and resistance from differing cultures and times.
2. Choose a personal theme related to oppression or resistance to express through art.
3. Create an artwork using chosen medium (painting, sculpture, digital art).
4. Present the artwork in a class "gallery walk," explaining the theme and vision behind it.
Final Product
What students will submit as the final product of the activityAn artwork expressing themes of oppression or resistance, showcased in a gallery walk setup for peer review.Alignment
How this activity aligns with the learning objectives & standardsSupports VC.1.3.5 by recognizing art as individual and community expressions reflecting various experiences.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioFighting Oppression and Human Rights Portfolio Assessment
Category 1
Historical Understanding and Analysis
Evaluates the student's ability to comprehend and analyze historical events and concepts related to oppression and human rights.Criterion 1
Comprehension of Historical Events
Assesses student's understanding of the historical contexts and events related to oppression studied during the activities.
Exemplary
4 PointsDemonstrates a comprehensive understanding of historical events, accurately explaining relationships and interactions among events and individuals with rich details.
Proficient
3 PointsShows a thorough understanding of historical events, clearly explaining most relationships and interactions using appropriate details.
Developing
2 PointsDisplays a basic understanding of historical events with some explanations of relationships and interactions, but with inconsistencies or missing details.
Beginning
1 PointsShows minimal understanding of historical events, struggling to explain relationships or provide details of interactions.
Criterion 2
Comparison of Historical and Modern Instances
Assesses the ability to effectively compare and contrast historical and contemporary examples of oppression.
Exemplary
4 PointsInsightfully compares historical and modern instances, identifying nuanced similarities and differences with a deep understanding of their impacts and contexts.
Proficient
3 PointsEffectively compares historical and modern instances, identifying clear similarities and differences with appropriate context.
Developing
2 PointsMakes basic comparisons between historical and modern instances, identifying some similarities or differences but lacking depth.
Beginning
1 PointsStruggles to make accurate comparisons, often missing key similarities or differences in the examples.
Category 2
Creative Expression and Performance
Focuses on the student's ability to articulate ideas and concepts through creative avenues such as art and music.Criterion 1
Artistic Interpretation and Expression
Measures how effectively students use art to convey messages about oppression and human rights
Exemplary
4 PointsDemonstrates exceptional creativity and thought in expressing themes, using artistic choices that strongly communicate a message and evoke a compelling response.
Proficient
3 PointsShows creativity and clear expression of themes, using artistic elements that effectively communicate the intended message.
Developing
2 PointsUses basic artistic elements to express themes, with partial success in communicating the intended message.
Beginning
1 PointsStruggles to use artistic elements to communicate a clear theme or message, showing limited creativity.
Criterion 2
Musical Performance and Impact
Assesses the ability to deliver a musical performance that is expressive and appropriately connects with social justice themes.
Exemplary
4 PointsPerforms with high expressiveness and technical skill, deeply engaging the audience with a meaningful connection to social justice themes.
Proficient
3 PointsDelivers an effective performance with good expressiveness and technical accuracy, connecting well with social justice themes.
Developing
2 PointsShows basic expressiveness and technical execution, with a partial connection to social justice themes.
Beginning
1 PointsStruggles to perform with expressiveness or technical skill, with little connection to the social justice themes.
Category 3
Written Communication and Argumentation
Evaluates the student's skill in crafting written narratives and arguments, focusing on clarity, structure, and use of evidence.Criterion 1
Narrative Writing and Perspective
Assesses the ability to create engaging and factual narratives from historical perspectives.
Exemplary
4 PointsCrafts a compelling and well-researched narrative with a strong, authentic perspective that integrates factual and creative elements seamlessly.
Proficient
3 PointsWrites a coherent narrative with a clear perspective, integrating factual and creative elements effectively.
Developing
2 PointsCreates a basic narrative with some factual and creative details, but perspective and coherence are less effective.
Beginning
1 PointsStruggles to create a coherent narrative, lacking clear perspective and integration of facts and creativity.
Criterion 2
Argumentative Writing and Evidence
Evaluates the structure and support of written opinion pieces on modern movements against oppression.
Exemplary
4 PointsPresents a well-structured argument with substantial evidence, insightful reasoning, and clear articulation of ideas.
Proficient
3 PointsConstructs a solid argument with adequate evidence and reasoning, showing clear articulation of views.
Developing
2 PointsOffers a basic argument with some evidence, but reasoning or articulation is weak.
Beginning
1 PointsStruggles to form a coherent argument, lacking sufficient evidence or clarity in expression.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How has your understanding of oppression and human rights evolved during this project?
Text
Required
Question 2
Which activity or entry event do you think had the most impact on your learning about historical and modern movements against oppression?
Multiple choice
Required
Options
Time Travel Journal
Opinion Essay Express
Past vs. Present: Creating Connections
Community Change Makers
Musical Expressions of Protest
Art Against Oppression Gallery
Living History
Virtual Reality Experience
Art for Change
Concert of Voices
Human Rights Mystery Boxes
Question 3
On a scale from 1 to 5, how confident do you feel about explaining human rights and their importance in promoting global peace?
Scale
Optional
Question 4
How can art and music contribute to social change, according to your experience in this project?
Text
Required
Question 5
What is one new thing you learned about the role of historical figures in the fight against oppression?
Text
Required