HUMAN RIGHTS - INTRODUCTORY LESSON
The following lesson was taught as an introductory lesson to the Belgian pupils in September 2013; it will be taught again in September 2015.
Step 1: Free Association - Human Rights.
The teacher writes 'Human Rights' on the blackboard. The pupils 'associate freely' what comes up to their minds.
Step 2: Webquest.
The pupils get 7 questions concerning human rights. They have to roam the internet for finding the answers. Pupils can work individually or in pairs. If computers and/or internet are not available, this activity might be done using an outprint of one or two articles concerning human rights. After the webquest the answers will be discussed by the whole group.
The questions are:
-Human rights are considered as being 'universal' and 'egalitarian'. Explain.
-What is the link between human rights and the 'holocaust'?
-What does 'Enlightment' mean and what is the link with human rights?
-What is the link between human rights and the French revolution?
-What 19th century philosophers have critized human rights? And what is their main point of criticism?
-When was the Universal Declaration of Human Rights adopted? And of how many articles does this declaration consist?
-This 'Universal Declaration of Human Rights' is not binding. What does this mean?
Step 3: Human Rights on youtube.
The pupils surf to youtube.com, they type in 'human rights' as key-word and they watch a short film/documentary ... about human rights (max. length: 10 minutes). Then they answer the following general questions - answers are handed in after this activity:
-What is the name of the film? Who is the author? What is the web-adress?
-Describe in not more that 5 lines what the short film is about?
-Give your own opion about this short film. Again: do not use more than 5 lines.
Step 4: Human Rights in the newspaper.
The pupils read the whole list of human rights (to be found on this ejournal). Then the teachers divides the class in groups of about 4 pupils. Every group gets one newspaper and roams the newpaper for articles IN WHICH A HUMAN RIGHT IS VIOLATED. They have to collect at least 5 articles. They cut it out of the newspaper, stick it on a piece of paper and write down which human right is violated and why. The collection of articles is handed in by each group by the end of the lesson.
Step 5: Case-study - 'Amal', a short Morrocon movie about the right to education.
Amal is a 12 year old girl who lives in the Morocco countryside. Serious and passionate pupil, her dream is to become a doctor. Watch this move by clicking here (the film can be found on youtube - with French subtitles) and then answer the following questions:
-With which human right could this short film be linked?
-Describe the first images of this film.
-Describe the point of view? From which perspective is this film told?
-Describe Amal's family and Amal's village.
-Where does this film take place? Describe the setting.
-What is the difference between Amal and her brother (being a pupil)?
-What kind of school do Amal and her brother go to?
-Why can't Amal go to school anymore? How does she react to this?
-Describe the end of the film? Is this a positive or a negative end?
-What does the candle-light symbolize?
-Do you think that Amal does the right thing? Why (not)?
-Personal opinion about this film?
The following lesson was taught as an introductory lesson to the Belgian pupils in September 2013; it will be taught again in September 2015.
Step 1: Free Association - Human Rights.
The teacher writes 'Human Rights' on the blackboard. The pupils 'associate freely' what comes up to their minds.
Step 2: Webquest.
The pupils get 7 questions concerning human rights. They have to roam the internet for finding the answers. Pupils can work individually or in pairs. If computers and/or internet are not available, this activity might be done using an outprint of one or two articles concerning human rights. After the webquest the answers will be discussed by the whole group.
The questions are:
-Human rights are considered as being 'universal' and 'egalitarian'. Explain.
-What is the link between human rights and the 'holocaust'?
-What does 'Enlightment' mean and what is the link with human rights?
-What is the link between human rights and the French revolution?
-What 19th century philosophers have critized human rights? And what is their main point of criticism?
-When was the Universal Declaration of Human Rights adopted? And of how many articles does this declaration consist?
-This 'Universal Declaration of Human Rights' is not binding. What does this mean?
Step 3: Human Rights on youtube.
The pupils surf to youtube.com, they type in 'human rights' as key-word and they watch a short film/documentary ... about human rights (max. length: 10 minutes). Then they answer the following general questions - answers are handed in after this activity:
-What is the name of the film? Who is the author? What is the web-adress?
-Describe in not more that 5 lines what the short film is about?
-Give your own opion about this short film. Again: do not use more than 5 lines.
Step 4: Human Rights in the newspaper.
The pupils read the whole list of human rights (to be found on this ejournal). Then the teachers divides the class in groups of about 4 pupils. Every group gets one newspaper and roams the newpaper for articles IN WHICH A HUMAN RIGHT IS VIOLATED. They have to collect at least 5 articles. They cut it out of the newspaper, stick it on a piece of paper and write down which human right is violated and why. The collection of articles is handed in by each group by the end of the lesson.
Step 5: Case-study - 'Amal', a short Morrocon movie about the right to education.
Amal is a 12 year old girl who lives in the Morocco countryside. Serious and passionate pupil, her dream is to become a doctor. Watch this move by clicking here (the film can be found on youtube - with French subtitles) and then answer the following questions:
-With which human right could this short film be linked?
-Describe the first images of this film.
-Describe the point of view? From which perspective is this film told?
-Describe Amal's family and Amal's village.
-Where does this film take place? Describe the setting.
-What is the difference between Amal and her brother (being a pupil)?
-What kind of school do Amal and her brother go to?
-Why can't Amal go to school anymore? How does she react to this?
-Describe the end of the film? Is this a positive or a negative end?
-What does the candle-light symbolize?
-Do you think that Amal does the right thing? Why (not)?
-Personal opinion about this film?
Step 6: Case-study - 'Diaspora', a short film about an Asian family moving to Canada.
Go to 'Diaspora' in the 'general information'-folder, read the introduction, watch this short movie and answer the questions.