INSPIRATION
Our Human Rights expedition is inspired by history and the Universal Declaration of Human Rights. Students use the anchor texts, “Esperanza Rising” and “Universal Declaration of Human Rights” to unpack and apply the UDHR in a real world setting. They explore history and the lives of private and political figures, through articles and interviews, to gain awareness of the human rights and positive, peaceful contributions to a Better World. The purpose of this expedition is to promote moral courage, altruism and tolerance. The students use their knowledge of Human Rights to create narratives based on the experiences of others and be advocates of human rights within their own community.
Big Idea:
- We can learn lessons about human rights from the experiences of others.
Overarching Guiding Questions:
- How are human rights threatened in our community?
- How do people show excellence, perseverance, integrity and compassion when faced with human rights challenges?
- How can we raise awareness of human rights?
MASTERY OF KNOWLEDGE AND SKILLS
Our expedition is designed to provide students with learning experiences that promote critical thinking, effective communication and collaboration, and empower students to be scholar-citizens who create a better world.
Also, students master writing skills as applied to narrative and monologue writing. They analyze text to develop their understanding of story structure and the individual components of the plot structure. In addition, 5th graders use extended discourse in socratic seminars, grapple with complex concepts and texts, and debate on human right issues.
Because the expedition is designed to be meaningful and relevant to our students lives, they are invested and engaged in their daily work. They recognize the work is to build their capacity as positive contributors to society.
CHARACTER
It is not common knowledge that the Universal Declaration of Human Rights emerged in 1948 after the atrocity of more than 65 million deaths, including millions of Jews and hundreds of thousands who died during Holocaust. Since the construct of the UDHR there have been significant improvements in the human condition. However, presently, violations to human rights continue around the world including in our local communities.
In light of this, our 5th grade students learn that they can be, and are, the vehicles of change towards racism, discrimination and other human rights violations. This expedition is framed with a strong character focus of compassion, integrity and perseverance as students learn of the life experiences of those immigrating to build a more positive life for themselves and their families, people who were forced to live their lives in internment camps during WWII, and survivors of the Holocaust.
CREW
At Conway, it is common practice to sit in a CREW circle to build relationships, connect as a class family and examine our progress in becoming E.P.I.C. scholars and citizens. CREW is based on the motto, "WE ARE CREW, NOT PASSENGERS." This means we support one another in all we do, work as a team and leave no one behind. It is a time that students reflect on their daily practice of our school character norms which are Excellence, Perseverance, Integrity and Compassion. In connection to our Human Rights Expedition, students analyze the EPIC traits of historical figures who faced human rights violations and correlate it to their own lives. Our students become inspired to become ethical people who stand for justice and identify the actions it takes to become such people.
Fieldwork and Experts
Unlike the common field trip where students are spectators, our Conway 5th graders engage in fieldwork. Fieldwork is a time to collaborate with community experts who have first hand knowledge with human rights violations. In fieldwork students are active investigators who use methods of inquiry to expand on their knowledge and research built in the classroom. Fieldwork journals with guiding questions and learning targets are used as a tool to document their findings and reflect on their learning.
Students begin the year with a visit to the New Americans Museum located in San Diego’s beautiful Liberty Station and get the opportunity to interview a community member from Afghanistan as well as explore the struggles of those becoming American citizens. Following this, they head to Los Angeles to work with holocaust survivors at the Museum of Tolerance. Additionally, we visit Chicano Park to take a glimpse into the history, the struggles, and accomplishments of the indigenous and latino people. Visiting immigrants at Staehly Farms is also a highlight of our fieldwork. Students have an deeper appreciation for the contribution that our immigrants make to our society and community.
"Learning about human rights awakened me. I didn't know so many people suffered in history because of racism. People should be treated equally no matter what their skin color or background. We are all humans and deserve equal rights."-Lorraine 5th grade
High Quality Work
“If you’re going to do something, I believe, you should do it well. You should sweat over it and make sure it’s strong and accurate and beautiful and you should be proud of it.”- Ron Berger CAO EL Education
"When a student is done with schooling, she is judged for the rest of her life not primarily by her ability to perform on tests, but by the quality of person she is and the quality of work she does. Developing an ethic of quality in students is vital.- Ron Berger
As an EL Education (Expeditionary Learning) school, we believe that all students can reach their highest potential when learning is challenging, active, meaningful, collaborative and public. A fundamental component to this approach is High Quality Work which is comprised of 3 attributes: Complexity, Craftsmanship and Authenticity.
In our expedition's case studies, students are compelled to create end products that demonstrate the 3 attributes of high quality work in formats that meet standards from the professional world. Peer and teacher feedback along with student created criteria lists and rubrics drive the HQW. Also, experts in the field are invited to offer feedback to augment the accuracy of the product. Every piece of feedback is valued and applied to make multiple revisions towards products that are worthy of public presentation. Creating a culture of excellence supports students in the process of self-assessment and analyzing their own thinking as they devote themselves to creating high quality product.
"I don't mind making revisions to my work even though it can be hard. I have learned to persevere through it, because when I am done, I feel proud of my work. I like that it's so good, I could present it to the President of the United States." --Dustin (5th grade)
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This expedition has inspired me to become a human rights attorney and one day work for the United Nations."- Karla
Service and Civic Duty
To be of service to the community is the heart of every expedition. Students are equipped to be advocates of a cause through the in-depth work in each of the case studies. Our 5th graders feel strongly that ALL members of our community should become aware of their rights and familiarize themselves with the articles from the Universal Declaration of Human Rights. Students create posters of UDHR articles that they feel connected to and participate in a human rights awareness march to Grape Day Park in Escondido. Also, publish a book of narratives depicting the life of immigrants and donate it to the immigrants interviewed to honor their story and to our local library. Lastly, to 5th graders hold a Conway Community Garage Sale and the proceeds go to needy families.