- Review Process
- Take Action
- A project of
This lesson plan will help assist young students in better understanding human rights. Students will discover their rights, will be able to claim human rights, including child rights, and will know that this contributes to the Global Goals.
The lesson is divided in 4 separate steps
Step 1: Human Rights Bingo- This activity will engage students into thinking about human rights and increase their curiosity towards them.
Step 2: The Learning Activity - During this activity students will work cooperatively to create an image that helps them define human rights.
Step 3: The Global Goals of Human Rights – This will help students understand and discover, either through video or posters, certain Global Goals (both are provided in the resource).
Step 4: Take Action – This section gives multiple ideas on how a class or individual can take action when looking at standing up for human rights.
Young students are explicitly taught about their own rights as children. They are exposed to a few real life stories 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.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
A variety of perspectives have been included in the resource.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
There is an acknowledgement of the multiple dimensions of problems and solutions, although these are not deliberately addressed.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Effectively done in an age appropriate manner
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The last step is entirely devoted to taking action. It suggests multiple ideas on how a class or individual can take action when looking at standing up for human rights.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
In reading the summarized description of human rights, students can give discuss their own beliefs and values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The various rights issues encompass a wide range of human groups.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The resource is clear on the starting point for understanding human rights.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are allowed to develop their own responses to questions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The lesson essentially focuses on social studies outcomes.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The activities are designed in a progressive learning style.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The resources offers some visual and kinesthetic activities.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Student work cooperatively in small and large group activities
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
The assessment strategies are not clearly defined.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
A few case studies are used in step three.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
Most of the content will be addressed through group work and class discussions, and as such, a great deal of consensus-building is required.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|