Tag: human rights

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Universal Declaration of Human Rights

Topic: Universal Declaration of Human Rights

Learning Outcomes

  1. To develop an awareness of the Universal Declaration of Human Rights.
  2. To enable the children to appreciate its relevance today.
  3. To identify what rights are the most important to them and the rationale behind their choice.

 

Introduction
  1. https://m.youtube.com/watch?v=xevGz8_MBKk  Teacher shows the children the video entitled ‘ The Price of Silence’. S(he) asks the students a number of questions e.g. Why do you think this video was produced? What message do you think the producers were trying  to communicate?
  2. Teacher solicits students’ prior knowledge of the UDHR.

Development

1. Children are divided into groups of six where each child is provided with a copy of a child friendly version of the UDHR.

  1. They are asked to do the following:

(A) Read the document.
(B) Discuss what are the five most important rights included in this document.
(C) Rank these rights in order of importance.
(D) Explain why they decided on these five rights.

 

 

 

Plenary

Each group is invited to share their conclusions with the rest of the class by nominating a spokesperson to speak on their behalf.

  • The teacher collates the responses on the IWB, identifying the overlap in terms of rights chosen & the assigned ranking.
  • The teacher asks the groups to review their conclusions on the rights chosen and ranking based on the whole class discussion.

    The teacher asks children what changes, if any, would they make to the UNHR to make it more relevant, probing the rationale behind their suggestions.

 

Other Resources for teaching this topic

http://www.eycb.coe.int/compasito/chapter_6/pdf/1.pdf

  1. Children could work on iPads to collate the output of their group work through mentimeter.
  2. In another class e.g. music the children could write and perform a rap to promote awareness of the UDHR in school.

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Poverty

Topic: Poverty

Learning Outcomes

  • To gain an understanding of what it means to be ‘homeless’
  • To gain an appreciation for the difficult decisions that homeless people sometimes have to make
  • To recognise the various ways in which the public can help to combat homelessness

 

Introduction

The teacher will ask the class to explain what they think of when they hear the word ‘home’.

Having made a web diagram of all of the words on the board, the teacher will ask each of the children if any of the words resonates with them specifically.

A KWL chart will be created.

The teacher will also ask the children questions surrounding the topic of homelessness, such as:

What is homelessness?

How do people become homeless (do you think?)

How do you think you might feel if you were to lose your home?

Development

The children will watch a video focusing on homelessness from a child’s perspective: https://www.youtube.com/watch?v=0UQEoiPajc8

The children will discuss their thoughts on the video afterwards and the teacher will ask questions regarding the video also.

Separately, the children will complete a worksheet, which will elicit answers to some of the following questions:

  • How did the boy in the video become homeless?
  • How did he feel when he lost his home, do you think?
  • What do you think he misses about his home?
  • Are any human rights being neglected in this video?
  • Is this boy’s homelessness permanent do you think?

Plenary

Again discuss with the class, their feelings if they were to be made homeless. The teacher would also ask the children to explore what they could do to help people whom are homeless, and perhaps also suggest what other’s can do to help people whom are homeless.

The KWL Chart will be revisited and updated based on the learning that has taken place.

 

Other Resources for teaching this topic

  • YouTube – The video used during the development of the lesson will be from youtube.com
  • The worksheet can optionally be interactive on Google Forms

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Anti-Racism Day / Equality

Topic: Anti-Racism Day / Equality

Learning Outcomes

Begin to become aware of equality issues through celebrations e.g. ‘May Day’, ‘International Children’s Day’, ‘Anti-Racism Day’ and ‘International Women’s Day’

 

Introduction

Watch the YouTube video of ‘Martin’s Big Words’

https://www.youtube.com/watch?v=Rc39Ka8ut6k

 

Ask the children to share their feelings about the story with each other in think pair share.

Development

In a whole class setting, identify the difficulties that Martin experienced throughout his life. Record these on a living chart in Google Docs.

Discuss what caused the problems – define and clarify all topic specific words as they arise, record these on a living chart in Google Docs.

Re-read the story. Ask the children to pay attention to how Martin dealt with the problem and how he encouraged his friends to deal with the difficulties they faced every day.

Record the words Martin used – Love is the key to the problems of the world.

Ask the children to make connections to how the world has changed since Martin was a child compared to now. Record all the problems that the children see in the world now.

Allow the children to read the book and watch it as they want to find the answers to the above

Plenary

A photo will be taken of each child and superimposed on a sheet with a thought bubble coming out of their head, in which they will write or draw a picture of social problem they dream about fixing. These will be displayed on the class noticeboard, and the Class DoJo page.

For extension activities, children can prepare and record their own speech on how to make the world a better place. This can be recorded in Voice Recorder on the class iPad.

 

Other Resources for teaching this topic

Using class iPad to record individually prepared speech for children on extension activities.

Watching online book of ‘Martin’s Big Words’ https://www.youtube.com/watch?v=vP4iY1TtS3s

Watching YouTube video of Martin Luther King Juniors speech:

https://www.youtube.com/watch?v=vP4iY1TtS3s

Use iPAd to take a photo and superimpose onto a document on Google Docs with a thought bubble coming from the children’s heads.

Exstenion work on Roza Parks – https://www.youtube.com/watch?v=Rs_utj3o1NQ

 

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Exploring Human Rights (UN Convention on the Rights of the Child)

Topic:

Exploring Human Rights (UN Convention on the Rights of the Child)

LT focus: That the child should be enabled to: explain the UN Convention on the Rights of the Child in their own words.

Introduction

  • Teacher will elicit prior knowledge of children’s rights and invite the children to share information.
  • Teacher will introduce KWL chart and facilitate class discussion.
  • WALT written on WB – explore the UN Convention on the Rights of the Child.

Teacher will present the class with a short stimulus video clip on the UN Convention on the Rights of the Child – https://www.youtube.com/watch?v=y_2nA49p3yw#action=share

Development

  • Children will be encouraged to engage in think, pair and share based on the video.
  • Teacher will present PP display and again engage the class in discussion based on this. Teacher will present additional higher and lower order questioning.
  • In pairs, children are presented with images of some of the rights as outlined in the Convention.
  • Children are invited to create a poster on the rights of the child by colouring, cutting and pasting the images onto colourful cardboard. Children will be asked to add additional detail to their posters by writing/drawing on the posters.

Plenary

Conclusion: Children asked to retell the lesson in their own words, highlighting what they have learned. Refer back to WALT. Teacher will also refer back to the KWL chart and encourage the children to contribute what they have learned in this lesson.

Other teacher resources for teaching this topic: 

YouTube clip (link above), PowerPoint presentation on Rights of Child.

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Anti Bullying- Rights and Responsibilities

Topic:

Anti Bullying- Rights and Responsibilities

LT focus: To begin to understand the universality of rights through an awareness of the UN Convention on the Rights of the Child

Introduction

Watch UNICEF We’ve all got rights song

Teacher to ask children what children believe both their rights and responsibilities are.

Q: What are our rights and responsibilities in school? T to scribe list on WB.

Teacher will inform the children about UNICEF’s convention of children’s human rights. Highlighting Article 28 which states that all children have the right to an education and that schools should be a place where everyone is respected.

Development

What is respect? What is disrespect? Definition of respect to be displayed on the WB

Chn given thinking time for question “Have you ever been disrespected by anyone while at school?”

Children using IPADs will log their answers on POLL EVERYWHERE.

Then children will be asked if so how did that make them feel.

List of emotions will appear as a word cloud on the WB.

Teacher to ask children:

What do we call when someone is repeatedly disrespecting us? (Bullying)

Using Poll Anywhere children will anonymously answer the question have they ever seen or been a victim of bullying at school? (Could pieces of paper with yes/no boxes)

Activity:Teacher will inform children that as part of Anti Bullying Week children are going to create a school Anti Bullying Advertisement campaign in groups to be displayed on the school website.

(Possible integration with Drama & Literacy using rhyme/alliteration to write effective slogans)

Children will use iMovie or class camera to record their advertisement. 

Plenary

Teacher will circular class observing progress of groups stopping for mini plenaries asking them to share their ideas/progress. Other class members will give feedback on their advert. Remembering to kind, specific and helpful.

As a class then try and come up with a school Anti Bullying slogan.

Other teacher resources for teaching this topic:

Recording would take place over the week.

Possible integration with Drama and Literacy.

https://www.polleverywhere.com/ Poll Everywhere

https://www.youtube.com/watch?v=LN_70HXxd5Y We’ve all got rights