Grammar games link:
http://www.bbc.co.uk/skillswise/english/games

http://www.kwarp.com/portfolio/grammarninja.html

https://www.un.org/en/documents/udhr/index.shtml

Hello 7th grade!
I hope you had a most wonderful weekend and field trip last weekend. I am in the States for a couple days and have three sections of our next unit for you to work on while I am away. Below, please find a list of tasks to complete in class by Wednesday. Anything you do not finish in class is homework.

Remember, the substitute is not here to make sure you are on task; you are responsible for your own work and actions. You may not listen to music or work with a partner
If you have any questions, please ask the substitute or email me.
Thanks! Miss you tons!

Ms. Kate
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PART I: Know your rights!
1. What is the meaning of "right" when we speak of a human right?
2. Write your own definition of what a “human right” is.
3. Look up and define the following words: universality, inalienable, indivisible, interdependent, just (as in related to justice, not the
4. Using the above definitions, paraphrase the following passage in your own words (what is the passage below saying?):
Human rights belong to all people regardless of their sex, race, color, language, national origin, age, class, religion, or political beliefs. They are universal, inalienable, indivisible, and interdependent.
4. Is education a convenience or a luxury? Explain your reasoning.
5. Is education necessary to survival? Is education necessary for human dignity? Support your answer.
6. Answer the following in complete sentences. Support all answers with complete sentences.
  • Should human rights address only what a human being needs to survive? Why or why not?
  • Should human rights also protect "conveniences and luxuries"? Why or why not?
  • Some people in the world have only what is necessary to survive while others have luxury and convenience. Is this situation fair? Is it a human rights violation?
  • Can something be done to make the enjoyment of human dignity equality? Should something be done? If so, how? And by whom?

PART II
1. Read the comments of Eleanor Roosevelt, Chair of the UN commission that drafted the Universal Declaration of Human Rights (UDHR), on the importance of universal human rights standards:
Where, after all, do universal rights begin? In small places, close to home – so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerned citizen action to uphold them close to home, we shall look in vain for progress in the larger world.
Eleanor Roosevelt

The Great Question, 1958
2. Discuss this passage:
  • What do you think Eleanor Roosevelt means by "universal rights"?
  • Some people feel that universal values or standards of behavior are impossible. What do you think?
  • Why do you think the UN chose the word universal instead of the word international when naming the UDHR?
  • Write the final sentence of the quotation in your own words. What does it say about individual responsibility for human rights? What do you think Eleanor Roosevelt means by "concerned citizen action to uphold" rights close to home?
PART III “human rights tree”
1.Draw a tree in your journal.
  • Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that you think all people need to live in dignity and justice.
  • A human rights tree needs roots to grow and flourish. Give the tree roots and label them with the things that make human rights flourish. For example, a healthy economy, the rule of law, or universal education.
2. When drawings is complete, write a paragraph explaining your reasons for the items included on your tree.