Social+Studies+Year+10++-+Human+Rights

=Assignment=

= = =Origin of the Universal Declaration of Human Rights Powerpoint=

media type="custom" key="8305506" width="130" height="130"

**Answers to the lives of slaves activities**

 * Arrival and sale: **


 * 1) **Why did large numbers of slaves die at this when they arrived in the New World? Unfamiliar diseases and the shock of having to work on the plantations. **


 * 1) **How did traders improve the appearance of their slaves? Better food for several days so the look ‘refreshed’ and rubbing their bodies with oils so the muscles looked more defined. **


 * 1) **How were new arrivals advertised? In posters. **


 * 1) **Describe the selling methods and explain why this was humiliating for slaves. Auction blocks. The close physical examination was humiliating. **


 * What slaves did: **


 * 1) **Where did most slaves work? Plantations (large farms) **


 * 1) **Describe some of the skilled work carried out by slaves. Sailors, artisans (craftspeople), personal servants. **


 * 1) **Describe some of the duties performed by female slaves. Domestic servants: cleaning, cooking, looking after children. **


 * 1) **How was the life of urban slaves different to slaves on a plantation? Less closely supervised (there were fewer so they were less of a threat) but still ill-treated. **
 * Sugar Plantations: **


 * 1) **What was the average life expectancy of a slave from Africa who worked on a sugar plantation? 6 years **
 * 2) **Write down 5 facts about work on sugar plantations that made life there so hard. Plenty to choose from in text (including need to feed themselves) **
 * 3) **Why did plantation owners use such harsh discipline? Outnumbered by as much as 100 – 1 by slaves. Needed to maintain harsh discipline to prevent revolts (there were still revolts despite this) **


 * Sold and Moved **


 * 1) **What was one of the most resented features of being a slave? The insecurity caused by the fact that you were property and could be sold at any time. **
 * 2) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Slaves could be sold or ‘let’. What did ‘let’ mean? Hired out to employees. **
 * 3) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Explain how the sale of slaves could affect families. Families were often divided by sales of slaves. The sale of children was a powerful threat to keep slaves in line. This was a powerful image and often used by anti-slavery campaigners. **


 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Plantation ****<span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> life **
 * 1) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">1. ** **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">How did the lives of slave children change when they turned 8? Before the age of 8 they could interact with white children and had free time. After 8 they were separated from white friends and put to work – or sold. **
 * 2) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">2. ** **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Describe the cabins slaves lived in. Overcrowded, bare mud floor, little protection against heat and cold. **
 * 3) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">3. ** **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">What conditions made the life of field slave hard? Long hours (18 hour days, constant threat of the whip, hard physical work) **


 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Slave Families **


 * 1) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Were marriages between slaves recognised by white society? No **
 * 2) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">What do you think would be the worst impact of slavery for these people in a family? **


 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Father: Unable to take paternal role – could not discipline children or protect them if it went against the will of the owner. **
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Mother: Unable to supervise children due to hard labour. Slaves who raised white children could not raise their own. **
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Children: 1/10 grew up without either parent. Most grew up without supervision. Young female slaves could be forced to marry by their owners. Loss of white friends at the age of 8 (their childhood friends would go on to own them in many cases!) **


 * 1) **<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">What evidence is there that some owners felt that slave families deserved to be recognised? Some allowed parental visitation rights. **

=Harriet Tubman - Abolitionist= = = =media type="youtube" key="XmsNGrkbHm4" height="315" width="560"=

= = = **Mr Welsh's class, stop scrolling down - you are at the right place!** =

=**Child Soldiers in the Democratic Republic of the Congo - use the Powerpoint and the website to complete the activity sheet.**=

media type="custom" key="22449394" width="280" height="280"

=Link for RAISE HOPE FOR THE CONGO=

==

==
 * Other Websites of interest...**

[]


 * Organisations that are fighting for Child Soldiers**


 * AMNESTY INTERNATIONAL TAKES ACTION against Child Soldiers. See what they do by clicking on the picture...**




 * Amnesty International members take the following actions:**


 * Write letters to governments encouraging them to pass laws that protect the rights of children. These laws include a planned law change in America which will make it illegal for the United States to give money to countries that use child soldiers.
 * Hold film screening events to educate people about the issue.
 * Child Soldiers are used to fight for resources like diamonds. Amnesty International publishes reports identifying the parts of the world where 'Blood Diamonds' are being supplied. This allows members to put commercial pressure on jewelers to make sure that their diamonds have not been supplied by groups that use Child Soldiers.

[|http://www.amnestyusa.org/children/child-soldiers/page.do?id=1051047UNICEF]

=Child labour=

media type="custom" key="22624286" width="340" height="340"

=Trade and Child Labour=

media type="custom" key="10806052" width="320" height="415"


 * Fair Trade, Free Trade and Human Rights**

media type="custom" key="10806772" width="310" height="310"


 * How Trade Aid helps fight Child Labour**

media type="custom" key="8893148" height="211" width="142"


 * Video showing the difference Fair Trade is making in Ghana**

media type="youtube" key="orDjyNBmkj4" height="300" width="550"

PowerPoint introducing the topic of Human Rights.



PowerPoint comparing Free Trade with Fair Trade



PowerPoint on Amnesty International



PowerPoint on Child Labour



PowerPoint Worksheets





**What we are doing today!**
= =
 * 1) Visiting the [|BBC] website on Child Soldiers and listening to their stories
 * 2) Using the "[|How to Help] " link on the BBC site to research the actions you can take.
 * 3) Looking at the websites you can link to and evaluating them as websites for students. You need to consider the following questions:
 * 4) Is the website easy to navigate?
 * 5) Does it use language that is easy to understand?
 * 6) Is it easy to find the actions you can take?
 * 7) Are there __actions__ available or does the website mainly offer ways to learn more about child soldiers?
 * 8) Are the actions available to students at Lynfield College? (or are they mainly requests for money or local events you cannot attend?)
 * 9) Which website gives YOU the greatest opportunity to take action?
 * 10) ** Download the __letter__ to President Obama and printing out a copy to sign. Please feel free to __rewrite__ the letter in your own words before printing. If you give me a signed letter I will post it to the White House. **
 * 11) **Download the __petition__ to President Obama. Get friends and family to sign it. If you give me a petition I will post it to the White House.**

=**The PowerPoint on the History of Apartheid**=