Developing Rights

Teaching Rights and Responsibilites for Ages 11-14

Question	Response
How to develop attitudes?	By focusing first on the intrinsic sense of the personal rights of children, students can extrapolate to children in other situations. Progressive focus on various human rights issues encourages students to examine the rights of others in multiple situations.
What skills does this resource explicitly teach?	Young students are explicitly taught about their own rights both as children and as human beings. They are exposed to real life situations of other children in the world and their lack of human rights. Consensus-building by students is a large part of the activity in this resource.
What important, related ideas/issues are not addressed in this resource?	The rights of non-human beings and the rights of the living Earth, are not addressed in the resource.
What important ideas are implied by the resource, but not taught explicitly?	Implicit in the resource is the understanding that developing human rights is a key factor in poverty reduction.
To enhance this resource the following changes would be beneficial:	The resource could be made stronger by including more subject areas such as visual art, graphic art and design (i.e. documentation through photography and video editing), social studies and possibly economics. The introductory unit could use some re-thinking. (E.g. during an activity that has students generating lists of rights which they would transport with them to Planet X, the following direction is given to the teacher: "Now the whole class should join together and agree on a common statement of ten rights. Everyone must be happy before final decisions are made..."(pg. 13). This could take days, even weeks! Some encouragement via time limitations, or an enhanced procedural method, might facilitate the consensus building effort). The unit on action could be strengthened.

Principle	Rating	Explanation
Bias Minimization	Very Good	While the resource is definitely geared towards an understanding of human rights issues, there are opportunities for students to entertain various points of view.
Multiple Dimensions of Problems & Solutions	Good	There is an acknowledgement of the multiple dimensions of problems and solutions, although these are not deliberately addressed.
Respects Complexity	Very Good	The resource illustrates solid consideration on the complexity of the issues and provides some support for understanding such complexity.
Action Experience	Very Good	The last unit is entirely devoted to action experiences.
Action Skills	Very Good	See above
Empathy & Respect for Humans	Very Good	The various rights issues encompass a wide range of human groups.
Personal Affinity with Earth	Poor/Not considered	These are not addressed in the resource.
Locally-Focused	Very Good	The resource is clear on the starting point for understanding human rights issues in a global context: the situation of the students themselves.
Past, Present & Future	Good	Case studies focus on histories though students are encouraged to carry their thinking and discussion beyond these circumstances.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Very Good	Students are allowed to develop their own responses to questions.
Interdisciplinary and Multidisciplinary Learning	Good	Curriculum links, including some outcomes, are provided. Further work in this area could include adding link to more subjects, e.g. visual art, social studies, economics, etc.
Discovery Learning	Very Good	The units are designed in a progressive learning style.
Values Clarification	Good	In constructing models of human rights hierarchies, students are given free range to develop ideas based on their own beliefs and values.
Differentiated Instruction	Good	This area of concern is at least acknowledged by the resource, if not strictly adhered to. The resource claims usability for even non-readers, but clearly, reading and writing ability is important in understanding the material. Also, because the resource is meant specifically for students from ages 11-14, it can be used in (N. American) grade levels 6-9. This is a large range; perhaps some of the material could be indicated as more or less age appropriate.
Experiential Learning	Very Good	The resource makes it very clear that until the student's own issues are addressed, it will be useless to attempt extrapolating the lessons into another culture.
Cooperative Learning	Good	Cooperative learning skills make up an important part of the success of this resource. It would be helpful to place more attention here (more on this in assessment).
Assessment & Evaluation	Good	Students are invited to take ownership of much of the activity. As well, there is a self-assessment worksheet available for each unit. It is not clear how these will contribute to a marking scheme but that may not be within the scope of the authors.
Peer Teaching	Good
Case Studies	Very Good
Locus of Control	Satisfactory	Most of the content will be addressed through group and class discussions, and as such, a great deal of consensus-building is required. There is less opportunity for personal reflection and response but this could be addressed by including more subjects and their expected outcomes in the resource.

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Developing Rights

Teaching Rights and Responsibilites for Ages 11-14

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

Developing Rights

Teaching Rights and Responsibilites for Ages 11-14

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Print this Resource

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from