Human Rights and the Beijing Olympics

Title: Human Rights and the Beijing Olympics

Author: Amy Catanzaro

Grade Level: 9-12

Summary of Lesson: Students will take a brief look at the history of China and current human rights issues in the country to evaluate some of the controversy surrounding the 2008 summer Olympics.

Focus Question: What should be the response of the United States and the world to human rights violations in China?

Databases(s): Student Resource Center

Procedures:

Steps / Activities by Teacher

• Arrange for student access to Gale databases.
• Assign students to groups of 3 – 4, or allow them to choose.
• Infomark the articles listed below for student access. More information and directions on how to use InfoMarks can be found at the Infomark link from the main page of the database.
  • "China." Worldmark Encyclopedia of the Nations
  • "Activists Fear Olympic 'Holidays'." USA Today
  • "Chinese Rights Advocate Gets Prison, Drawing Criticism of Beijing." The New York Times
  • "World Weighs Apt Response as China Reneges on Rights." USA Today

Steps/Activities by student(s):

• Each person in the group should locate and read the article titled "China" for a brief historical background. Read from the heading "History" through the heading "After Mao" and also the sections "Media," "Government," and "Judicial System."
• As a group students will complete a brief timeline with major events in China’s modern history, focusing especially on human rights.
• Groups will divide the remaining articles, each person will read one article and write a summary to share with the group.
• As a group students will consider and answer the questions below. Answers should include examples and evidence from their readings.
  • Why are so many people concerned about Beijing hosting the 2008 summer Olympics?
  • What has happened in the past to cause these concerns?
  • What improvements in human rights has China made recently?
  • What are some human rights concerns that continue to exist in China?
  • In your opinion, should Beijing have been chosen to host the Olympics? Why or why not?
  • How should the United States respond to human rights concerns in China? The United Nations? Explain.

Outcome: Students will analyze human rights concerns in China.

Related Activities: Students may write letters to government officials in the United States, China, the United Nations and / or the International Olympic Committee expressing their views.

Standard Date: July, 2008

Content Standard(s):

• Bulleted list of standards
• Examine persistent issues involving the rights, roles and status of the individual in relation to the general welfare.
• Prepare a public policy paper and present and defend it before an appropriate forum in school or community.
• Analyze or formulate policy statements demonstrating an understanding of concerns, standards, issues and conflicts related to universal human rights.
• Describe and evaluate the role of international and multinational organizations in the global arena.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
• Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern.

Performance Indicators:

• At Level 1, the student is able to:
  • Describe the controversy behind the choice of Beijing to host the 2008 summer Olympics.
• At Level 2, the student is able to:
  • Evaluate the status of human rights in modern China.
• At Level 3, the student is able to:
  • Express and defend a policy to officials.

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
• The student will use technology resources to improve problem solving and decision making skills and apply these skills to real world situations.

ISTE NETS for Students

• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• plan and manage activities to develop a solution or complete a project.
• collect and analyze data to identify solutions and/or make informed decisions.
• use multiple processes and diverse perspectives to explore alternative solutions.

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.
• Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.