: How were Human Rights denied to people by dictators of the 20^th and 21^st centuries?

INTRODUCTION:

Dictators around the world have committed atrocities to their people in the name of improving their nation’s system either economically or politically. These dictators have violated the basic human rights and people have spoken against them in the past and to the present. We are in the twenty-first century and we still have dictators still controlling different parts of the world. Among the dictators of the 20^th and 21^st centuries are Lenin, Stalin, Mussolini, Hitler, Mao Zedong, Castro, Saddam Hussein, Mobutu, Idi Amin and many others. For the up coming Conference on how to preserve Human Rights at Stevenson H. S., you will be part of the guest speakers to make an oral presentation comparing the 20^th and 21^st century dictators on how they denied people their basic human rights. You will have at least two dictators from each century. You will also provide evidence on what has been done to stop these dictators, and suggestions on how to get rid of these dictators now so that our world would be more democratic than ever.

TASK:

You will write and deliver an oral presentation on:

How were basic human rights denied to people by dictators of the 20^th and 21^st centuries?

You will use the Global Public Policy Analyst (GPPA) steps to do your research and presentation.

PROCESS:

1. You will work in groups of 4 students in each group.

2. Each group will use the resources available, which include Internet websites (in the Resources section), your textbooks, and Journal articles (which I will provide) to research your group’s chosen 20^th/21^st century dictators, how these dictators violated human rights, and what actions have been taken to stop these human rights violations.

3. You will summarize your research using the following TIPS Public Policy Analyst worksheets:

Identify Problem

Gather evidence

Determine cause of the Problem

Evaluate the existing Policy

Do a Comparative analysis

4. Each group will use its research to produce a four-page written report and a five-minute oral presentation of the 20^th and 21^st century dictators and show how they denied people their basic human rights, as well as suggestions to put a stop to these dictators.

5. Your report must include at least three visuals (photographs, cartoons, posters, etc.).

6. Each student in each group must produce a one-page reaction paper on the subject of human rights violations. In producing this reaction paper, you may answer the following questions: (a) Has doing this report made you think of human rights more than in the past? (b) What do you think should have been done differently in the past to help prevent human rights violations? (c) Having done this report, what is your position on the subject of human rights and human rights violations?

RESOURCES

World History Textbook, Review Book, Handouts, Journal Articles, and the Websites below:

http://www.un.org/Overview/rights.

http://www.un.org/rights/

http://www.answers.com/topic/dictator

http://www.hrw.org/

http://www.arthuredelstein.org/worlddictators/

http://www.strategyplanet.com/tropico/dictators.shtml

http://www.dickinson.edu/~history/dictators/hitler.html

EVALUATION

Presentation Rubric

	Evaluating Student Presentations
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:
Information Summary Rubric

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Attributes	Above Standard	At Standard	Still a Goal	Attribute Points Earned
	(5-4.5)	(4-3.5)	(3-0)
Model Synthesis	Students make meaning of the information and incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams (created by the group).	Students make partial meaning of the information and incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams (created by the group).	Students make little or no meaning of the information and do not incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams (created by the group).	/5
	(10-9)	(8.5-7)	(6.5-0)
Depth of Study	Gathered information includes the basics of the topic and an in-depth study of the topic.	Gathered information includes the basics of the topic and an in-depth study has begun.	Gathered information is incomplete and does not include the basics of the topic.	/10
	(5-4.5)	(4-3.5)	(3-0)
Applicaton of Information	Gathered information enables the students to define a topic to begin an ambitious laboratory study.	Gathered information enables the students to define a topic to begin laboratory study.	Much research is needed before a topic can be defined and studied through laboratory study.	/5
	(5-4.5)	(4-3.5)	(3-0)
Diagrams	More than three diagrams (referenced if necessary) are included that aid in the communication of gathered information.	A minimum of three diagrams (referenced if necessary) are included that aid in the communication of gathered information.	Diagrams are missing or do not aid in communication of gathered information.	/5
	(5-4.5)	(4-3.5)	(3-0)
Expert Connections	Students have defined high-level questions to submit for answers. Students have demonstrated the meaning of the material by correctly elaborating, extending and explaining the information incorporating it into their topic study.	Students have defined high-level questions to submit for answers. Students have demonstrated the meaning of the material by correctly incorporating it into their topic study.	Students haven't made contact or have simply listed answers without incorporating the information into their topic study.	/5
	(5-4.5)	(4-3.5)	(3-0)
Bibliography	Students have developed an accurate and extensive bibliography which exceeds: five electronic sources, two books, and two magazines. The bibliography is referenced throughout the literature search.	Students have developed an accurate and extensive bibliography which includes: five electronic sources, two books, and two magazines. The bibliography is referenced throughout the literature search.	Students have an incomplete bibliography, have not referenced sources throughout the literature search or are missing the bibliography all together.	/5
	(5-4.5)	(4-3.5)	(3-0)

Total Information Summary Points Earned

/30

STANDARDS

SOCIAL STUDIES: WORLD HISTORY

STANDARD 2

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

ENGLISH LANGUAGE ARTS:

STANDARD 1

Students will read, write, listen, and speak for information and understanding - As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

CONCLUSION

After this work, you must have learned how dictators in the past and present denied their people human rights. You have learned about the measures taken to stop these dictators and you also made suggestions on how to control and stop them from continuing their actions around the world.