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CNN6-15
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****** *** *** * Tuesday, June 15, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* Students of history and sociology: Step back in time to *
* rediscover the journey of Christopher Columbus 500 years after *
* his famous voyage. In COLUMBUS: YEAR OF THE EXPLORER, students *
* examine his goals and status as a hero. Call 1-800-742-1096! *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :45
TEACHERS: TODAY'S TOP STORY AND THE "AT ISSUE" SEGMENT CONTAIN
PICTURES AND SUBJECTS THAT MAY DISTURB SOME STUDENTS.
PLEASE PREVIEW THE VIDEO BEFORE SHOWING.
TOP STORY 2 "What constitutes a human rights abuse?" 3:50
Delegates to the U.N Human Rights Confer-
ence are debating possible answers.
DID YOU 3 ...how many hours per week American kids :20
KNOW? spend watching television?
AT ISSUE: 4 (Part II) Some researchers call American 5:25
TV VIOLENCE T.V. violence a threat to public health.
HEADLINES 5 FIRST FEMALE P.M.s IN CANADA, TURKEY... :40
CLINTON NOMINATES GINSBURG FOR JUSTICE...
INTERNAT'L 6 The tango has become like Argentina's 3:00
DESK national anthem.
CLOSE 7 1:00
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
human rights detainees capital punishment Amnesty International
sovereignty aggressiveness battering desensitized self-esteem
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK June 15, 1993 (2)
TOP STORY - U.N. HUMAN RIGHTS CONFERENCE
1. What are your "human rights?" How are they defined? What
impact do cultural mores have on the implementation of these
rights? If you traveled to another country, can you expect
that the same standards of human rights would be maintained?
Why? Consider both yourself and the indigenous population.
2. Distribute the STUDENT HANDOUT (pg 4). Divide students into
groups to represent the world's 5 most populous continental
areas (the Americas, Europe, the Far East and Australasia,
Africa, Asia). Have each group member choose a country to
study and prepare a report card (based on your school's report
card rating system) of human rights definitions and observances
in that country. Have groups compare their individual studies.
Reconvene the class to discuss group findings. Have spokes-
persons from each group present a summary report on the state
of human rights within their study area. Is the U.N. Declara-
tion an appropriate reflection of the rights demanded by people
worldwide? How does it differ from region to region? Why?
3. What do you consider your human rights to be? Organize student
groups to draft charters of rights that each group considers to
be fundamental to their future. Gather groups and debate in
class the wording of each charter. Appoint a student committee
to incorporate the agreed upon elements into a class "Bill of
Human Rights." Have class representatives present copies of
the final bill to student council members or school authorities
for inclusion into their charters. Send copies to State and
Federal representatives and ask for their comments.
AT ISSUE: T.V. VIOLENCE
4. Are you more or less violent due to watching television? How
can you judge? Should governmentally-mandated standards be im-
posed on the content of T.V. entertainment programs? Discuss.
5. What is the single most violent source in television? Divide
students into groups of 3. Distribute lots of sheets of plain
paper (17" X 11") and black markers. Have groups role play
writers, editors and cartoonists. Challenge each group to
design an animated cartoon scenario, using known cartoon
figures, that is entertaining, funny and nonviolent and present
their ideas in class. Discuss how the absence of violence in
each cartoon affects the portrayal of the characters. Discuss
with students character and plot elements that would be
essential to a successful nonviolent cartoon.
6. Invite a representative of the local television or news media
to come to class and discuss the influence of television
violence on young viewers. Have students use this exchange to
subsequently discuss and prepare T.V. viewer guidelines to be
distributed to students and parents.
***** * * ***** ** * June 15, 1993 (3)
* * * * * * *
* * * * * *
* * * * * *
***** * ** * ***** DESK: EMBRACING THE TANGO
1. PREVIEWING: What is the "tango"? Have you ever seen it
performed? If so, describe what you saw.
2. AFTER VIEWING: Where did the tango get its start? Why was it
banned for a time? What caused Argentines to re-adopt the
dance? Can you think of any other countries whose dances are
"cultural symbols"? Explain.
3. Working in small groups, have students research Argentina's
land, people and culture. Have groups exchange information.
Play a recording of tango music for the class. Challenge
groups to use the information they have gathered as they
compose tango "lyrics" that would work as an Argentine
"National Anthem." Have groups present their anthems to the
class. Post the lyrics on a bulletin board around a map of the
country of Argentina.
4. What other dances have become international favorites? Have
groups of students choose one dance to profile for the class
and, if possible, perform. Have groups focus on the origins
and cultural aspects of each dance. When all groups have
finished their presentations, generate a class discussion about
what it is that makes each of these dances world favorites in
spite of political and cultural differences among nations. How
is music truly the "international language"?
5. Direct groups of students to gather all kinds of international
music and dance facts. If possible, ask groups to secure
recordings of international songs and dance instructions. Have
groups share their information.
a. Then challenge the class to create a giant "International
Music Trivia Game" on the floor of your classroom, using
large rolls of white paper to create a life-sized
"gameboard." Allow students to create any gameboard
configuration that will work.
b. Encourage students to make this a participatory game,
i.e., players must sing songs or perform dance steps in
addition to answering trivia questions.
c. Invite another class to play the game. Have your class
work as scorekeepers, quizmasters, etc. Award the winning
student a "Master of Music Trivia" certificate.
----------------EDITOR'S NOTES: TODAY'S NEWS TERMS-----------------
tango cultural symbol Carlos Gardel San Telmo immortalized
***** ** ** * June 15, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT HANDOUT: HUMAN RIGHTS
DIRECTIONS: Below are listed some of the conditions that the U.N.
defines as basic Human Rights. Your job is to:
A. Choose a country and research its customs, religion, ethnic
diversity, economic and political affiliations, etc.
B. Define each of the terms below, considering the culture of the
country and the manner whereby these rights are respected.
C. Rate your chosen country, using your own school's report card
rating, as to how well or how poorly that country upholds the
U.N. Declaration with regards to their own populace.
The people of______________________ have a right of protection from:
______________DEFINITION______________ ___GRADE___
Summary ! !
execution. ! !
----------------!--------------------------------------!-----------
Disappearance, ! !
kidnap, torture ! !
----------------!--------------------------------------!-----------
Arbitrary deten- ! !
tion or exile ! !
----------------!--------------------------------------!-----------
Slavery or invo-! !
luntary service ! !
----------------!--------------------------------------!-----------
Persecution as ! !
a "non-national"! !
----------------!--------------------------------------!-----------
Discrimination ! !
by race, creed, ! !
language, reli- ! !
gion or sex_____!______________________________________!___________
The people have a right to:
Free expression ! !
! !____________
Free association! !
! !____________
Free assembly ! !
! !____________
Free movement ! !
________________!______________________________________!____________
What aspects of your chosen country's culture mitigated your rating?
In your view, how does this country's record on human rights rate on
a standard of all countries? Why? How might such a ranking be
determined? Explain.
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.