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** SESSION 9: Free-Aire CLE scaffolding suggestions for students with moderate to mild exceptionalities. **

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** SESSION 9: Free-Aire CLE scaffolding suggestions for students with moderate to mild exceptionalities. **

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General Scaffolding:

Use bigger font, and less writing per page would be a benefit.

Debrief after each video, put them in groups and give them 30 secs to tell their partner everything they learned from the video. This would perhaps reinforce learning.

Add hints and/or "look for" items for some of the resources (especially the videos), which would help students focus on the key issues.

Some of the activities could be tackled in a peer teaching or pair-sharing format to make students more comfortable.

Specific Scaffolding:

Accessing Prior Knowledge and Warm-Up Activities:

Prior Knowledge:
Q/A or Entrance Slip to find out who knows what about rights and freedoms. Answers read to the class will provide an inclusive environment in which everyone will begin with the same basic knowledge. If completed the day before starting the CLE, teachers could plan for groups. (10 minutes)

A pre-lesson survey to find out students' learning preferences and styles might be helpful, as well.

Warm-Up Activities:
Modeling via mock discussion with teacher and students (prepared in advance) highlighting some cognitive and metacognitive skills to enhance discussion. End
with a cooperative writing activity that shows how to bring points of the discussion into journal writing. Another option for the journal writing the teacher could give SEP students a sheet with prompts to help guide their writing, or offering them an option to make a video journal  (15 minutes)

During discussion, provide post its! and have group members write 2-5 rights and freedoms that are discussed.

Cognitive skills:
In advance, provide 5 discussion tips to help scaffold discussion - then model.

Metacognitive skills:
Questions to ask oneself - from the Miller article.

1. Have I understood the prompt? (Marking prompt strategies - break it down into pieces)

2. Do I have the whole picture?

3. After writing - reread prompt and ask Did I cover everything I was asked to?

Step 1: Everyone uses their individual lists to compile one big one (either in groups or to a large class list).

Step 2: A. scaffold potentially challenging words like exploitation, hinders, and obliged by working with an on-line dictionary and adding in the easier language.

B. Provide real-world contexts for each of the rights, examples from the group would enhance personal connections.

For example: 4. "You have a right to special care and protection and to good food, housing and medical services." Examples of special care and protection, examples of good food, safe housing, and specific types of medical services could be added. Mini-groups from the larger group might be better for this scaffolding (pair off).

Step 3: Allow the SEP students to duplicate a freedom if they really want it even though someone else had selected it also.

Provide examples/sample work for Activities 3, 4, and 5 that students can use as a guide.

Obviously the time for completing these activities will be altered by adding these scaffolds; however, they benefit the whole class not just those with exceptionalities.

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Surgeon general gives medical help on flight

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The United States surgeon general Jerome M. Adams said in a tweet that he assisted in a medical emergency on board a Delta flight. CNN's Dave Briggs reports.

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People Offer to Help Muslim Woman Change

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abcNEWS Would You Stop Muslim Discrimination ?

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Hidden cameras in America catch bystander reaction when Muslims are denied service.

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The situation concerning gay rights in Russia's been making headlines around the world and sparking huge debate among activists, politicians and even atheletes. A new law prohibiting gay propaganda to minors has sparked calls for a boycott of the upcoming Winter Olympics in Sochi in February next year.

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A former child soldier, Michel has already endured and overcome imaginable pain and struggles. His passion and belief in the possibility for change makes him a remarkable individual and humanitarian. He leaves his audiences with a new perspective on life, a sense of hope through social responsibility and a desire for change.

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In 1995, 12-year-old Craig Kielburger read about Iqbal Masih, a child laborer of the same age who escaped slavery and was murdered for advocating for children's rights. Iqbal's story inspired him to take action and rally other youth to join his cause. It also showed Craig and Marc that people as young as them could drive significant change in the world. Twenty-five years later, WE is a movement that gives young people and their teachers a platform and the tools to make a difference in their communities and in those around the world.

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WE.org - WE Charity | We're in this together

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In 1995, 12-year-old Craig Kielburger read about Iqbal Masih, a child laborer of the same age who escaped slavery and was murdered for advocating for children's rights. Iqbal's story inspired him to take action and rally other youth to join his cause.

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Step 5: Review your journal entry from the beginning of the project. Are your thoughts still the same on human rights? Document the impact of this project. How did you feel about the violation of human rights? What gives you hope for change in the world?

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Step 5: Review your journal entry from the beginning of the project. Are your thoughts still the same on human rights? Document the impact of this project. How did you feel about the violation of human rights? What gives you hope for change in the world?

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Teachers Role: The teacher will set the project up, going over expectations, parameters and norms.  They will walk the students through the task and resources provided. Once students have reached Step 3 of the project the teacher becomes a guide and sounding board for the students. At this point the teacher would set up interviews with individuals or groups periodically through the week to offer timely feedback and advice.

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Teachers Role: The teacher will set the project up, going over expectations, parameters and norms.  They will walk the students through the task and resources provided. Once students have reached Step 3 of the project the teacher becomes a guide and sounding board for the students. At this point the teacher would set up interviews with individuals or groups periodically through the week to offer timely feedback and advice.

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Iqbal Masih: Sold to carpet makers by his family at the age of 5 for the equivalent of 12 American Dollars to pay off their dept. He escaped and gained his freedom when he was 10. He was later shot by the carpet afia, because he was making the world aware of child labour in Pakistan.

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Resource #4: The students will be given a list of movies, documentaries, short films, or even songs that will give them further opportunities for learning, investigating and sharing with others. 

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Resource #4: The students will be given a list of movies, documentaries, short films, or even songs that will give them further opportunities for learning, investigating and sharing with others. 

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Michael Jackson - Man In The Mirror (Official Video)

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Resource #3: Students will have access to a variety of appropriate books in the classroom but also have the freedom to look in the school Library or public library as well as hitting the archives of the school/local/provincial or national newspaper. Similar to the link provided below.

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Resource #3: Students will have access to a variety of appropriate books in the classroom but also have the freedom to look in the school Library or public library as well as hitting the archives of the school/local/provincial or national newspaper. Similar to the link provided below.

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Roméo Dallaire came to global attention for his efforts to stop the Rwandan genocide while serving with the U.N. He also received enormous praise for his book on the subject, Shake Hands with the Devil, which won a 2004 Governor General's Literary Award. Since retiring from the military a decade ago, Dallaire's chief mission in life has been the fight to eradicate the use of child soldiers, a practice he first encountered in Rwanda. Dallaire argues that eliminating this scourge requires nothing short of a complete paradigm shift - we need to see these children not simply as victims of abuse but as "weapons systems." His reasoning is straightforward: if children are indeed weapons systems, it should be possible to decommission them.

Dallaire portrays the making, training, and deployment of child soldiers in detail that is often painful to read. He enumerates the many reasons why children have become the weapons of choice in conflicts around the world, both by governments and criminal enterprises such as the drug trade. The worldwide proliferation of light weapons is partly to blame, as is the sheer plenitude of available recruits: overpopulation has made children a virtually limitless, self-renewing resource. Children are used as combatants, bait, cannon fodder, and even sex slaves. They are cheap to employ and easily replaced.

If Shake Hands with the Devil was an elegy, They Fight Like Soldiers is a call to action. Forced to look on as thousands perished in Rwanda, Dallaire is determined to make a tangible impact on a problem that affects more than 25 million children around the globe. He has already begun to do so through his role as leader of the Child Soldiers Initiative, a coalition of military members, ex-child soldiers, NGOs, and academics. Dallaire explains CSI's mandate, why previous strategies failed, and how technology and the Internet can empower average citizens in the fight for change.

With his tremendous compassion, tenacity, and crusading spirit, Dallaire has earned the public's respect and admiration in a way few Canadian public figures ever have. Given the heaviness of its subject, many will choose not to read this book. Yet the world ignored Dallaire once before, with terrible consequences. This time he deserves our full attention.

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They Fight Like Soldiers, They Die Like Children: The Global Quest to Eradicate the Use of Child Soldiers | Quill and Quire

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Roméo Dallaire came to global ­attention for his efforts to stop the Rwandan genocide while serving with the U.N. He also received enormous praise for his book on the subject, Shake Hands with the Devil, which won a 2004 Governor General's Literary Award.

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Resource #2: Students are encouraged to speak with public figures within the community. This can be informally or through interviews, questionnaires, or another format of the student's choosing. Students can arrange meetings during class time, but must have established the trust factor to leave the school without teacher supervision.

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Resource #2: Students are encouraged to speak with public figures within the community. This can be informally or through interviews, questionnaires, or another format of the student's choosing. Students can arrange meetings during class time, but must have established the trust factor to leave the school without teacher supervision.

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Resource #1: Students are given access to multimedia equipment and software to facilitate research and project creation.  Most classrooms do not have a full set of computers, so they will need the freedom to access the lab when needed. Links will be provided that will help guide their learning if they choose to use them, such as the link to the Canadian Museum for Human Rights. 

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Resource #1: Students are given access to multimedia equipment and software to facilitate research and project creation.  Most classrooms do not have a full set of computers, so they will need the freedom to access the lab when needed. Links will be provided that will help guide their learning if they choose to use them, such as the link to the Canadian Museum for Human Rights. 

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Step 4: Groups discuss and come up with their solution to one of the problems presented in Step 3. This can be in the form of a presentation, video, a skit/song, poster, newspaper article, etc...

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Step 4: Groups discuss and come up with their solution to one of the problems presented in Step 3. This can be in the form of a presentation, video, a skit/song, poster, newspaper article, etc...

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Step 3: Each student selects one of the rights listed in the declaration (no duplicates). Using the resources available, perform some research and present an example or story that illustrates this right being violated.

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Step 3: Each student selects one of the rights listed in the declaration (no duplicates). Using the resources available, perform some research and present an example or story that illustrates this right being violated.

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'If my husband is out there, if he sees my photo, I would love him to contact me'
'If my husband is out there, if he sees my photo, I would love him to contact me'
In Uganda I was active in opposition politics at a grassroots level: working in my village, helping women to know their rights and teaching them reading and writing. I was detained twice. The horror that I experienced in there, you wouldn't wish that on anyone, not even your enemy. I was tortured, I was raped, I was burnt with cigarettes, I was cut with razors, electric shocks: all the horrible things you can think of to get information from someone. Eventually I escaped and came to England. It was scary but I'd been in this torture for some time, and I just wanted to be able to breathe fresh air again. I left my husband when I escaped and that's the last time I saw him. I don't have a clue where he is. If he's out there, if he sees my photo, I would love him to contact me. I may be dreaming about him when he's already dead but life is full of surprises.

The child I have now is out of rape and at first I didn't want to keep her, I wanted to put her up for adoption. When I arrived in 2002, they took me to the hospital: I was malnourished, I was dehydrated, I didn't have any blood and the Home Office told me I had to go home when the child was born. After six months they wanted to check my daughter was healthy and it was only after that they said 'Oh by the way we have a family for her'. I said I'm not ready to give someone my child if they first want to see if she's developing at the normal rate and so on. At this time I was going to counselling and it made me a strong person: my wounds had healed, I was looking and feeling myself and I realised this child was part of me. It's difficult bringing her up but if I didn't have her I would have gone insane waiting for a decision from the Home Office.

It's easy to say 'Oh asylum seekers have taken all the houses and so on', but the truth is that asylum seekers really suffer in the current system. When my case was heard in court, the judge agreed that I was tortured and gave me leave to remain on human-rights grounds. But the Home Office appealed against that decision. That was in 2004 and, until January this year, I was living in limbo, waiting to hear the outcome. Finally they gave me indefinite leave to remain.

I got tired of sitting at home so I started looking for charities and it was through Women for Refugee Women that I met Natasha [Walter, who runs the charity]. I've been public speaking ever since, telling my story and telling the stories of other women who can't speak English. It felt like therapy as well: when there's a place where you can explode with anger and say 'why would the government do this?' it feels good afterwards, like I could breathe properly. Everyone asks me 'Oh my God Marjorie, how did you manage to deal with all these things?' I'd say the work I do with you keeps me busy. I've been to the House of Commons I don't know how many times. The first time was so scary but when I stood up and spoke, I looked around and everyone was nodding and I thought: oh my God, I have power. You can make me sign [for asylum seekers' financial support] 1,001 times a day [asylum seekers have to sign regularly to comply with Home Office regulations. Breach of signing requirements can result in detention] but you can't take my brains out of my head. I thought 'Way to go, woman!' Natasha tells me I'm amazing and I say 'I'm amazing because of you'. That makes me cry because if it wasn't for people like that I could not have had that power. I am so grateful to them.

I'm putting in an application for my 10-year-old daughter to come here because my mother, her guardian, passed away. Looking forward to meeting her - that hope keeps me going.
refugeewomen.com
Hollman Morris
40, Colombian journalist, winner of the 2007 human rights watch defender prize
'I had to find out how people were slaughtered and nothing happened'
My seven-year-old daughter asked me a while ago 'Daddy, why do you only interview sad people?' She had just seen one of my shows where I talked to victims of Colombia's conflict but I explained to her they are not just sad, they also have dreams, hope and dignity...

The people I interview are the voice of the 'other' Colombia, a Colombia that you don't see in most media, a Colombia that some people wish didn't exist. I knew from when I set out to be a journalist that my job was to show their stories.

I first saw that need when I was a teenager watching the TV news and when they reported about a massacre in Segovia where 70 people were killed in one day (11 November 1988) and I thought 'Shit, what is that about?' and then a few hours later we were watching a national beauty contest. That defined my role as a journalist because I decided I had to find out how it could be in this country that people were being slaughtered and nothing happened.

That has always meant problems for me with all the armed actors in the Colombian conflict. Since 1997 there have always been death threats from one group or another. But the most critical year of my life was between 2000 and 2001. A colleague who had been kidnapped and raped (by paramilitaries) said her captors had told her: 'Hollman Morris is next.' Around the same time my wife Patty told me she was pregnant. We fled to Spain with the help of an Amnesty International programme for human rights defenders because I was able to show my work from a human rights perspective.

After a year we came back to Colombia. My options for work in Spain were to do menial tasks, be a parking lot attendant. So it was a choice between shooting myself [out of frustration] in Spain or I get shot doing what I love in Colombia.

Our job as journalists is to look after people's rights. In a way we are the guardians of human rights. We may not be the activists who put out urgent action notices every day. But our work as journalists is to write, publish and denounce when there is a violation of any fundamental right.

My generation has never seen a day of peace in Colombia. What I want is through journalism to try to build a better country for my children to live in so that they can live in peace.

Zmitser Dashkevich
27, leader of Youth Front, Belarus
'I received hundreds of letters of support every day from all over the world'
I was arrested in September 2006 and charged with 'organising and participating in the activity of an unregistered non-governmental organisation'. After six weeks in detention and on trial I was sentenced to one-and-a-half years in prison.

At that time I was leader of Youth Front, which is a Christian organisation of young people in Belarus. It is an independent political and social force which is in stark opposition to President Alexander Lukashenko, the last dictator in Europe. Lukashenko has openly praised Stalin and wants to turn our country back into the evil empire, the Soviet Union. We believe his politics are leading to the spiritual and moral degeneration of Belarussian society.

On six occasions we have tried to register our organisation but every time our application was refused. In early 2006 Lukashenko became very worried in the run-up to presidential elections. He understood that he was losing his power because the younger generation - despite all the ideology and repression - did not support him. Young people are mostly pro-European and pro-democratic in outlook. We were holding protests against falsification of the vote. So he introduced a new article into the law making it illegal to participate in the activities of an unregistered organisation. I was the first to be prosecuted.

After sentencing I was sent to prison. We slept in barracks and ate porridge and rotten meat. Very soon I started receiving hundreds of letters of support every day. They came from ordinary Belarussians, from Christian organisations and from members of human-rights groups from all over the world. These activists also sent thousands of letters to the government. And they sent lots of origami cranes - a symbol of freedom. I received some in prison. The censors checked my post and they unfolded the cranes to see if anything was inside. So I just received these creased, flattened-out pieces of coloured paper. But it was a powerful statement.

The government had painted us oppositionists as a sad, marginal group on the payroll of the CIA. But when the prison guards saw all my letters, they said: 'Wow, the people are really behind this guy.' They started to understand the gap between the propaganda and reality. Even the administrators admitted the letters were proof of something big. It altered their outlook. As a direct result of the huge campaign of public solidarity I was released one-and-a-half months early and returned to lead Youth Front. We are still struggling against Lukashenko's regime but now they are too afraid to imprison people under the registration law.

Odette Mupenzi
31, victim of Rwandan genocide
'I was very ill... I wanted to commit suicide. Now, I feel alive again'
I realised being a Tutsi was not considered good by some people when I was 11, because I had a teacher who picked on us, saying we had funny faces. Then in 1990 [the majority Hutus] killed many Tutsi intellectuals in a stadium near where I lived. After that, I knew we were in danger, but I didn't expect what was coming.

In January 1994, my family stopped sleeping at home because we thought we would be taken away during the night. When the genocide began in April, we fled to a religious seminary. The next day, lots of people turned up with machetes, guns, spears and axes.

Many of us hid in a classroom. They came to the door and my father opened it, because they threatened to burn the building down. When he did, I saw them cut him open. I was hiding under a mattress and they put a gun to my face and shot me. I could hear people praying, then there was silence - everyone was dead. The next thing I remember was waking up in hospital.

I've been fighting for life ever since. In Rwanda, all they did was wash the wound. An NGO helped me get treatment in Switzerland, but they ran out of money. I went to Germany and the same thing happened.

I first met the human-rights group Aegis Trust when it set up a genocide memorial in Kigali [in 2004]. I was very ill at the time - my bones were infected and I was living on morphine.

In March 2006, I came to England. I've had metal bones put in my jaw, and skin taken from my side and put in my face. I don't think people at home would recognise me. I can eat with a spoon and fork and drink from a tap. I don't know how to explain how the trust has helped me - thank you isn't enough. When they met me, I wanted to commit suicide. Now, I feel alive again.

To be honest, I don't want to go back to Rwanda. The war has stopped, but there are still troubles - survivors have been killed to stop them testifying against people. I just want to live in a country where I don't have to look over my shoulder all the time.
aegistrust.org
Ignatius Mahendra Kusuma Wardhana
25, Indonesian student activist
'They put me in a cell. There were a lot of blood prints over the walls'
I was imprisoned when I was 20 due to my involvement in the National Student League for Democracy. In January 2003, the President brought in a new policy to increase fuel and electricity prices, so mass demonstrations took place across Indonesia. We held a demonstration in Jakarta and it ended with a performance in which we burnt pictures of the President and Vice President. The police surrounded us and one of my friends was captured. I was not arrested at this point because the police didn't have a warrant. But my friend was blindfolded and they threatened him, saying they would shoot him and throw his body in the sea. He told me all this afterwards - at the time we didn't realise that he was captured.

When we went to the police station to find him, they gave me the warrant and arrested me. They interrogated me for about seven hours and a lot of the questions were not about the demonstration but about my organisation, who I was dealing with and so on. They put me in a cell that they called 'the tiger cage' because there was no bathroom in there; it's like when you're in the zoo and you see animals in a cage. It's a place where the police beat up prisoners too so there were a lot of blood prints over the walls.

In every trial the President's supporter came and threatened me and my lawyer. Maybe my lawyer was not brave enough because at the sixth or seventh trial he backed down and gave up. I was in despair because I thought I had no other way out. In April 2003 I was sentenced to three years. I was put in a cell they called the dry cell because there is no water at all - they gave us a drink once a day. There was a prisoner who sort of ran the prison, a member of the President's party, who fought me every week. Well, it wasn't really a fight because they were about 20 people and I am only one. The prison officer knew what was going on but I guess he was given money.

Amnesty International is familiar with the Indonesian movement and it made a greeting-card campaign, sending cards to me and to the Indonesian President. I counted more than 4,000 letters. They made me feel better and gave me hope but, most important, they meant that the prison officer was more careful with me. I was there for two years, seven months and three days: I counted every day but the most significant factor in keeping my spirits up was the campaign. When I got letters from children in the UK I just couldn't believe that they were aware of me and were doing something about it.

Indonesia is in a transitional period right now and there is still a lot to do for human rights. The first thing I did when I was released was demonstrate outside the prison because even though we got a new President with the 2004 election, he has continued repressive policies against activists. Prison is a bad memory but I got a lot of experience and lessons from it. I'm going to study human rights and politics at York University in October and after that I will continue my organisation. This is what I live for, this struggle.
Topics

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Five victims of human rights violations on how they are now fighting for human rights in their countries

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'If my husband is out there, if he sees my photo, I would love him to contact me' 'If my husband is out there, if he sees my photo, I would love him to contact me' In Uganda I was active in opposition politics at a grassroots level: working in my village, helping women to know their rights and teaching them reading and writing.

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Warm-up Activity: As a class, discuss the rights and freedoms we have at home, at school, and elsewhere. What freedoms are the most important to you? Students are to then document their thoughts in a journal.

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Warm-up Activity: As a class, discuss the rights and freedoms we have at home, at school, and elsewhere. What freedoms are the most important to you? Students are to then document their thoughts in a journal.

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Galleries | Canadian Museum for Human Rights

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Museum exhibits strive to connect each visitor to human rights. The Museum's 10 core galleries contain diverse stories, from Canada and around the world, relayed through interactive presentation, multimedia technology and world-class design. An amazing encounter with human rights awaits!

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Extended Learning: If students are done early, they may wish to look up John Humphrey. He was a Canadian man from NB who drafted the first copy of the Human Rights Charter. Students are to then research other Canadians who have greatly helped improve Human Rights around the world. 

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Extended Learning: If students are done early, they may wish to look up John Humphrey. He was a Canadian man from NB who drafted the first copy of the Human Rights Charter. Students are to then research other Canadians who have greatly helped improve Human Rights around the world. 

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Step 2: Using the information generated in Step 1,  students will look at the official UN Universal Declaration of Human Rights document. Highlight the rights and freedoms they already have and which rights and freedoms were new to them.

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Step 2: Using the information generated in Step 1,  students will look at the official UN Universal Declaration of Human Rights document. Highlight the rights and freedoms they already have and which rights and freedoms were new to them.

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Step 1:  In groups, students come up with a list of rights and freedoms that they feel should apply to every person in the world.

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Step 1:  In groups, students come up with a list of rights and freedoms that they feel should apply to every person in the world.

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the zeitgeist movement the venus project