Agenda



Agenda
 * FINAL FACILITATORS AGENDA: [|Agenda FACILITATORS.doc]**

Wildwood School Gathering Space & Theatre recommend not arriving before 4:15

Tassie to set up easel in front, from garage tables set up by 4:00 Brooke & Mary to arrive for setup by 4:00 dinner available from 4:30 for teachers and students coming straight from school If there is visual representation of HRW STF steps, have display set up near dinner - Tassie to check with Pam

5:00 program start

- purpose of workshop, who's in the room, Facing History in brief, Wildwood HR class - possibly use wiffiti.com to allow all to share their thought to a question (via cell phone texting): What does it mean to be "human"? or What are "human rights"? These could be good transition into second part of the workshop if wiffiti doesn't register them immediately possibly PollEverywhere
 * Introductions/welcome (Mary)**
 * 10 minutes**

Teachers/Students (same format for both, even if separate. With students - may need to provide a little extra context about who ER was - skeletal) Creating ID chart together - what do we already know about ER?
 * Eleanor Roosevelt (students and teachers separately? depending on numbers) Tassie/Mary to facilitate**
 * 60 minutes**

Human Timeline with photos/quotes from Eleanor in addition to events (photos/quotes from guide) [|Eleanor Roosevelt Human Timeline.doc] -may be greater need for background information with students - be prepared to share or let participants share a little

Reflective Moments - save the last word strategy? possible docs: synthesizing - what does it take to change one's thinking? (our own and/or others)
 * "The Basic Thing We must Do is Stop Generalizing About People" (Part I, document 3)
 * Marian Anderson and the Daughters of the American Revolution (Part I, document 4)
 * "How Much Democracy Do We Want?" (Part II, document 1)
 * Eleanor and Wartime Race Riots (Part II, document 3)
 * Eleanor's Visit to the Displaced Persons Camp (Part II, document 7)

// To my mother-in-law there were certain obligations that she, as a privileged person, must fulfill. She fed the poor, assisted them with money, helped them with medical expenses. This was a form of charity required of her. // // The point of view that she simply could not accept was my husband’s. He believed—as I trust most civilized people believe now—that human beings have rights as human beings: a right to a job, a right to education, a right to health protection, a right to human dignity, a right to a chance of fulfillment. //

This is the inevitable growth in our thinking as a nation.

Big shift - may be valuable to continue conversation with students to see how big a shift that is. Possible reflection: how have my ideas changed over time?




 * UDHR (students and teachers together)**


 * UDHR in theory**
 * 60 min**

Student Debate as teaching opportunity - debate the Atlantic Charter (document included in guide) issues of sovereignty, raise multiple perspectives, include historical context within the debate as far as impetus for the Charter 4 students to participate - volunteers, very excited about doing this (15-20 min)

Bridge to UDHR development process (historical overview as necessary - hopefully minimal given learning from debate) - Brooke designing visual/handout for the negotiation process - possibly a PREZI PREZI Consider UDHR itself - give pairs (teacher/student pairs as possible) one article each to create visual - post for visual survey of the declaration. Once pair has posted theirs, gallery walk the rest and talk about: (could use wiffiti again with another question to text) identify relevancy today once know who is coming, may tweak to capitalize on student knowledge for those in Human Rights class
 * what surprises you?
 * what reminds you of another historical situation?
 * What reminds you of a current situation?

If time, could jigsaw the three reflections on human rights in triads. (Roosevelt, Malik, and Cassin - document 2 of section 4)

End with transitional question: What does the UDHR look like "in practice"? What are our options to act on the UDHR? How do we take action? introduce Pam and Human Rights Watch Student Task Force - include comment about uniqueness of STF - separate and discrete program, volunteer-based, not able to expand to all of our schools (that isn't the purpose in presenting), but we can learn from the model, we can be inspired by the students, we can contribute to their work and share their efforts with our students

Context (Pam? STF leaders?) - could be powerpoint or brief overview just shared in a minute or two - what is STF (video clip?) - what are some of the issues addressed in recent years - how are issues chosen
 * UDHR in practice**
 * 20 min**

The case of Incarcerated Youth - show video of Sara - students sharing (1) how and why that got interested and (2) what they did - personal stories/journeys for those students that share this could continue on powerpoint or include whatever tangibles would be valuable for studens in sharing their experience (theme: Importance of identifying concrete, discrete steps - many steps contribute to action)

Q&A if time -

Wrap-up, next steps, evaluation Ending question? Why is it important for classes to include looking at the UDHR? - encourage feedback from participants - what will they tell their colleagues?
 * Culmination**
 * 10 min**

8:00 end