What are Human Rights?
This can be taught as two stand-alone lessons or lessons 1-2 if you
would like to teach this Human Rights scheme of work from start to
finish.
Please refer to the `Classroom activities` booklet and videos on my
website for further teaching ideas for these lessons.
Aim. To understand the development of Human Rights and how they
affect us.
Objectives:
At the end of the lesson all students can:
Explain why a world with no human rights is wrong.
Define Human rights.
At the end of the lesson most students can:
Understand how and why Human Rights started, defining the UN.
Rank Human Rights in order of importance.
At the end of the lesson some students can:
Link how rights affect our lives and give us a range of freedom.
Explain how the right to vote is essential in securing other rights.
Justify their opinions.
Resources:
Handouts below.
http://www.youtube.com/watch?v=hTlrSYbCbHE
Lesson Activities:
1. Give lesson overview handout to students. Read through as a class.
2. Show the YouTube clip http://www.youtube.com/watch?
v=hTlrSYbCbHE and elicit any previous information.
3. Do opening activity where students say what is wrong with each of
the four situations. This is done in pairs. Each pairs looks at each of
the 4 situations: No vote for females, no police, no travel, no school.
4. In feedback students add to their ideas. Link the ideas to rights.
Example answers:
a) YOU AREN’T ALLOWED TO GO TO SCHOOL.
No education, communication, no power, unfair, no knowledge, it’s
a right, can’t make a change,
b) YOU’VE BEEN BURGLED BUT THE POLICE ARE TOO BUSY TO HELP.
No punishment, no protection, crime will be repeated,
c) YOU CAN’T VOTE IF YOU ARE FEMALE.
Not fair, no opinion, can’t make a change,
d) YOU AREN’T ALLOWED A PASSPORT.
No travel, hard to get some jobs, ID, freedom,
5. Go through The Law of Ofuna Handout. Looking at what’s wrong with
the country. Students write the problems they can find with living in
Ofuna. IN the feedback session link the ideas to human rights—elicit
the name of rights to students.
6. Explain history of UN and Human Rights. Explain how and why
Human Rights started. Give a brief history of the world post 1945.
Elicit from students how the Jews were treated by the Nazis and the
Human Rights they didn’t receive.
7. Give the human rights handouts—The UN Declaration and the
student handout to the students. Explain the language of each right.
Students rank top rights, giving reasons. This can be done after a
discussion in pairs.
They ask other people to explain their most important rights and
write ideas on their handout. Put students into teams depending on
their preferences and get them to prepare a debate where they have
to defend their chosen right as the most important Human Right—or
this can be done as a whole lesson (see lesson 3). Students can take
part in a ranking activity.
8. In pairs students answer.
‘Why was the UDHR written? Who would benefit from it and who
would be against it?’
9. Homework.
Students must ask their parents to say what they think the most
important Human Right is. The answers can be used for the debate
next lesson.
You are not allowed
to go to school.
You have been
burgled but the police
are too busy to help.
You cannot vote if
you are female.
You are not allowed
a passport.
The law of Ofuna.
A message from the King of Ofuna.
I am the King! I have all the power. When I die, the
power will go directly to my son.
Here are my new laws:
Everyone over the age of 18 will work for 15 hours
a day, digging for gold. You will not be paid any
money. You can’t complain about this…If you do
you’ll go to prison
I have decided to cancel school, there is no need for
it, as you’ll all end up working for me anyway.
I will give an amount of food to every family…if
there is not enough food, tough luck!
I have installed CCTV in all your houses, if I catch
you complaining about me you will be killed, no
questions asked.
Do not try escaping. I have banned travel abroad
and have all your passports.
Signed,
THE KING.
Why is life unfair in Ofuna??
Write down the Human Rights that people in Ofuna
DON’T get.
What are Human Rights?
Aim: To give reasons for different rights.
Human Rights =
Reasons Human Rights started =
Look at The UN Declaration of Human Rights and fill in the boxes below
with as many different partners as possible.
I believe the most important My reasons are…..
Human Right is….
“ “ believes the most His / Her reasons are…..
important Human Right is…..
“ “ believes the most His / Her reasons are…..
important Human Right is……
“ “ believes the most His / Her reasons are…..
important Human Right is…..
Universal Declaration of Human Rights
1 All human beings are born free and equal and all have the same rights.
2 Everyone is entitled to all the rights and freedoms in this Declaration.
3 Everyone has the right to life, liberty and security.
4 No one shall be held in slavery.
5 No one shall be subjected to torture or to cruel punishment.
6 Everyone has the right to recognition everywhere as a person before
the law.
7 All are equal before the law.
8 Everyone’s human rights must be protected by the law.
9 No one shall be subjected to arbitrary arrest or exile.
10 Everyone is entitled to a fair trial.
11 Everyone is innocent until found guilty.
12 Everyone has the right to privacy.
13 Everyone has the right to freedom of movement.
14 Everyone has the right to seek asylum from persecution.
15 Everyone has the right to a nationality.
16 Everyone has a right to marry.
17 Everyone has the right to own property.
18 Everyone has the right to freedom of thought, conscience and
religion.
19 Everyone has the right to free speech.
20 Everyone has the right to freedom of peaceful assembly.
21 Everyone has the right to vote in free elections.
22 Everyone, as a member of society, has the right to social security.
23 Everyone has the right to work and to a free choice of employment.
24 Everyone has the right to rest and leisure, including paid holidays.
25 Everyone has the right to health and healthcare.
26 Everyone has the right to free education.
27 Everyone has the right freely to participate in the cultural life of the
community.
28 Everyone is entitled to live in a way which makes all these rights
possible.
29 Everyone has a duty to work for and support the rights of others.
30 No individual, group or government should do anything to destroy
the rights set out in this Declaration.
Ranking Human Rights.
These Human Rights are for every Human on Earth.
Rank them from 1-10 with 1 being the most important.
Be prepared to give reasons and examples.
Human Right Rank Reasons / example
Education.
Work.
Travel.
Food and clothes.
Healthcare.
Be treated equally.
Own property.
Follow any religion.
Vote.
Marry and have
children.
