Universal Declaration of Human Rights

1. We Are All Free & Equal. We are all born free. We all have our own thoughts and
ideas. We should all be treated in the same way.

2. Don't Discriminate. These rights belong to everybody, whatever our differences.

3. The Right to Life. We all have the right to life, and to live in freedom and safety.

4. No Slavery. Nobody has any right to make us slave. We cannot make anyone our slave.

5. No Torture. Nobody has any right to hurt us or to torture us.

6. You Have Rights No Matter Where You Go. I am a person just like you!

7. We're All Equal Before the Law. The law is the same for everyone. It must treat us all
fairly.

8. Your Human Rights Are Protected by Law. We can all ask for the law to help us when
weare not treated fairly.

9. No Unfair Detainment. Nobody has the right to put us in prison without good reason
and keep us there, or to send us away from our country.

10. The Right to Trial. If we are put on trial this should be in public. The people who try us
should not let anyone tell them what to do.

11. We're always Innocent Till Proven Guilty. Nobody should be blamed for doing
something until it is proven. When people say we did a bad thing we have the right to
show it is not true.

12. The Right to Privacy. Nobody should try to harm our good name. Nobody has the right
to come into our home, open our letters, or bother us or our family without a good reason.

13. Freedom to Move. We all have the right to go where we want in our own country and to
travel as we wish.

14. The Right to Seek a Safe Place to Live. If we are frightened of being badly treated in
ourowncountry, we all have the right to run away to another country to be safe.
15. Right to Nationality. We all have the right to belong to a country.

16. Marriage and Family. Every grown-up has the right to marry and have a family if they

want to. Men and Women have the same rights when they are married, and when they

are separated.

17. The Right to Your Own Things. Everyone has the right to own things or share

them.

Nobody should take our things from us without a good reason.

18. Freedom of Thought. We all have the right to believe in what we want to believe, to

have a religion, or to change it if we want.

19. Freedom of Expression. We all have the right to make up our own minds, to think what

welike, to say what we think, and to share our ideas with other people.

20. The Right to Public Assembly. We all have the right to meet our friends and to work

together in peace to defend our rights. Nobody can make us join a group if we don't

want to.

21. The Right to Democracy. We all have the right to take part in the government of our

country. Every grown-up should be allowed to choose their own leaders.

22. Social Security. We all have the right to affordable housing, medicine, education, and

childcare, enough money to live on and medical help if we are ill or old.

23. Workers' Rights. Every grown-up has the right to do a job, to a fair wage for their work,

and to join a trade union.

24. The Right to [Link] all have the right to rest from work and to relax.

25. Food and Shelter for [Link] all have the right to a good life. Mothers and children,

people who are old, unemployed or disabled, and all people have the right to be cared

for.
26. The Right to Education. Education is a right. Primary school should be free. We should

learn about the United Nations and how to get on with others. Our parents can choose

what we learn.

27. [Link] is a special law that protects one's own artistic creations and

writings; others cannot make copies without permission. We all have the right to our own

way of life and to enjoy the good things that art, science and learning bring.

28. A Fair and Free World. There must be proper order so we can all enjoy rights and

freedoms in our own country and all over the world.

29. Responsibility. We have a duty to other people, and we should protect the rights and

freedoms.

30. No One Can Take Away Your Human Rights.

 Global Architect and
Design Project: Stage 1
The Project: Your job is to work as a team to plan the design and layout of the new global village.
Task: Present your layout in any 1 form: 3-D model, 2-D model (chart, A3 sheet) or digital
presentation.
The village will require a plan.
The buildings built for each nationality will have to be sized according to the population
of that nationality. Example, if Europeans have the most people then the building for that
nationality will have to be the largest in volume and surface area.
You will have to think about the needs of the villagers, based upon their culture, heritage
and human rights.
Finally, you will submit your village plan to the United Nations delegate for the Global
Village, with your reasoning behind it.
Be prepared to present this with a written speech prepared.
Skills Required:
You will work in cooperation with other global architects, exchanging your knowledge
and skills.
You will have to communicate clearly both verbally and with your written work.
Be prepared to think through your ideas before putting them on paper, as your must be
able to reason your decision for each stage.
The Exam:
Before you begin, you must pass the Global Architecture and Design.

This exam will be based upon your knowledge of geometry and measurement.
Submit this completed exam to the United National delegate for the Global Village. (your
Teacher!)
Sign the contract below:

Contract of Integrity and Commitment

I, , do hereby agree to use my knowledge of geometry and
measurement to the best of my ability. I will create a design of the new Global Village, with
empathy and caring for the needs and rights of the global village community. In addition, I shall
work cooperatively with my fellow architects and designers.
Signature: .
 Global Architect and Design Exam

Architect's name

Answer the following to the best of your

ability. GEOMETRY & MEASURE:

What is 2d shape?

How do we measure area?

How do we find the perimeter of a 2d shape?

Name the following:

 If The World Were A Village
Article 3: We all have the right to life and to live in freedom and safety.

Our world has approximately 6 billion, 900 million (6900000000) people living on her, according

to data from 2011. That is an enormous number and it is difficult to imagine that many people.

It is a very crowded place! However, if we were to imagine that the whole population of the

world was only one village and that village had a total of 100 people living in it, then we can

begin to see how things look for us as human beings living on this planet. Also, we can begin to

understand the similarities and differences amongst our neighbours who share the world with

us. In this imaginary village, each person would represent 69 million (69000000) people!

If the world were a village of 100 people,

 61 come from Asia

 14 come from Africa

 11 are from Europe

 8 are from Central America and South America.

 5 are from North America (Canada and the United States)

 1 is from Oceania. (Australia, New Zealand and the central Pacific Islands)
More than half the people in the village come from the 6 most populated countries.
 20 are from China

 17 are from India

 5 are from the United States

 4 come from Indonesia

 3 come from Brazil

 3 are from Pakistan.

 If The World Were A Village
Article [Link] of Thought. We all have the right to believe in what we want to believe, to have

a religion, or to change it if we want.

The Universal Declaration of Human Rights gives people in the Global Village the right to

believe what they prefer, regardless of their nationality.

In the Global Village:

 32 people are Christians

 20 are Muslims

 16 are not religious.

 14 are Hindus

 9 follow folk religions

 6 are Buddhists

 2 belong to other global faiths such as Sikhism, Confucianism etc.

 1 is Jewish

Article1. We Are All Born Free & Equal. We are all have our own thoughts and ideas. We

shouldall be treated in the same way.

There is NO shortage of food in the global village. If all the food were divided

EQUALLY,everyone would have enough to eat. But it is NOT divided equally.

 50 villagers do not have a constant source of food and are hungry ALL or SOME of

the time.

 20 other people are SEVERELY undernourished or starving.

 30 People in the ENTIRE village are the only ones who have enough to eat ALL of the time.

 83 people in the village have access to clean water.

 17 do not and they have to walk for

miles to get their fresh water and bring

it to their homes for cooking and

washing.
 Global Population Problems
 If each person in the global village represents 69 million people (69000000), calculate

how many people are really there for each continent, in REAL numbers.

 Use multiplication strategies and try not to get tangled up with zeroes!

Show your work here:

Asia=

Africa=

North America=

South America=

Europe=

Oceania=

 Find the difference in population between the world's most populated country and Pakistan.

Answer=

 If each continent TRIPLED in population within another 100 years, how many people would

beliving on the planet ALTOGETHER at that time?

 Be sure to show the MULTI-OPERATION EQUATION for the above problem. Take care

with your order of operations.

 A Stage 1: If the World Were A Village

Use the hundreds chart to show the population of each continent in the
village.

Colour the squares to show the number of people.

Convert the data to fractions.

Create a colour coded key below.

Key with fractions: Example: Country = 20/100 or 1/5

Stage 1: If the World Were A Village

Use the data from hundreds chart graph to complete the following.

Show your work.

Convert your fractions to the simplest from.

Clearly circle your final answer.

Calculate the total fraction of the top 3 most populated continents in

the global Village.

Find the difference between the fraction of the most populated

continentand the least populated continent.

Find the difference between the fractions of the top two most populated continents.

If you combined Asia and Europe. What fraction would they be within the global

village?

What fraction would NOT be Asian or European?

 Stage 2: Design and Planning

 Stage 2, requires planning the design and layout of the village.

 You need to think about how the people will be able to access all of
the amenities that they will need.

 You will take into account the number of people in each religion, as

you decide how large the religious buildings will be.

 How many people will require clean water? Food? Education? Other?

BE A THINKER?
 Note your questions and ideas below:
 A. Stage 2: Map of the Village
You will plan an aerial (overhead) view of A building to represent each nationality

the global village. Show the area of major Farmland for both plants and livestock.

parts of village. Each box = 1km2 School

Label the locations listed on the map. Places to worship for each religion.

You may add as many details as you Water source.

wish. A place for community to come together as a

Which part of your village has the largest area and whole village.

why?Mark the area on the plan. 3 different quadrilaterals

Which part of your village has the smallest area? 1 irregular polygon with AREA recorded.

What is the area of your irregular polygon? What is 1 equilateral triangle

the function of that building/ part of the village?
2 parallel line segments
Be careful, tidy and creative.
acute angles
You will have to include the following:
Try to incorporate 5-7 points in your project.

BLUE PRINT
Grade - 4 (Math) How we organize ourselves

Name: ____________________ Student Reflection Date: ____________

Inquiry Based Math: If the world were a village human rights around the world.

I can... Yes Needs more work

I completed all the steps of

the To-Do List
I can identify and define all
the geometrical shapes I
have used.
I can find the largest and
the smallest area on the
plan.
I can connect area and
geometry to real world
situations.
I can use problem-solving
techniques to complete this
activity.

Parent Reflection Checklist

Please review your child’s learning and tick the appropriate option.

S.N. My child can... Yes No Satisfactory

Follow and complete all the steps given in
1.
the To-Do List independently.

Identify and name the geometric shapes

2.
used in the task.

Explain the properties of the geometric

3.
shapes used.

Find and compare the largest and smallest

4.
area in a given plan or design.
Connect the concept of area and geometry
5. to real-life situations (e.g., rooms, fields,
playgrounds).
Grade - 4 (Math)

Name: ____________________ Inquiry Based Rubric Date: ____________

CATEGORY Level 1 Level 2 Level 3 Level 4

The student showed The student showed
The student showed The student showed
Understanding limited insightful
some understanding good understanding
mathematical understanding understanding of
of mathematical of mathematical
content of mathematical mathematical
content (ideas, content (ideas,
content (ideas, content
concepts). concepts).
concepts). (ideas, concepts).
The student used
The student used The student used
The student used creative/critical
creative/critical creative/critical
creative/critical thinking processes
thinking processes thinking processes
thinking processes to
Use of to to
to connect the final
creative/critical connect the final connect the final
connect the final product to math
thinking product to math product to math
product to math concepts and to
processes concepts and to concepts and reflect
concepts and reflect reflect on their
reflect on their on their learning in
on their learning in learning in math
learning in math math with a high
math with limited with
with degree of
effectiveness considerable
some effectiveness effectiveness
effectiveness
Expression
and The student
The student The student The student
organization organized and
organized and organized and organized and
of presented relevant
presented ideas presented ideas presented ideas
ideas and ideas within
within within within
information in their inquiry project
their inquiry their inquiry their inquiry project
oral, with a high degree
project with project with with considerable
written, and of
limited effectiveness some effectiveness effectiveness
visual effectiveness
forms
Use of The student used The student used The student used
The student used
conventions, math conventions, math conventions, math conventions,
math conventions,
vocabulary, vocabulary, and vocabulary, and vocabulary, and
vocabulary, and
and terminology with terminology with terminology with a
terminology with
terminology some considerable high degree of
limited effectiveness
effectiveness effectiveness effectiveness
Making The student made a The student made a The student made a
The student made
connections limited number of variety of wide variety of
some connections
within and connections between connections connections between
between the project
between the project and the between the project the project work and
and the real world.
contexts real and the real world. the real world.
world.

Teacher Comment: _____________________________________________________________________

_______________________________________________________________________________________