Human Rights Process ModelSchool: Grade Level: 6-12Topic: Empowering Young Learners in After-School ProgramsLesson Summary: This unit is designed to empower participants in after-school programs to learn about their human rights and their responsibility for making an impact in their school and community. |
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Learning Goals |
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Lesson Plan |
To provide information about the Universal Declaration of Human Rights, and to use relevant activities to encourage participants to make a difference in their community. |
Selected Principles |
Equality Human Dignity Inalienability Indivisibility Interdependency Non-Discrimination Responsibility Universality |
Human Rights Language, |
Community Equality Human Dignity Justice Non-Discrimination Respect Responsibility Social Justice Freedom Group Rights Rule of Law Security Literacy Cultural Rights Inalienable Indivisibility Interdependence Universality All human beings have human rights simply by the virtue of being human. These rights are inalienable-they cannot be taken away. People can seek redress wheh their rights are violated. |
Practices and Skills |
Critical Thinking Skills Ability to Treat Self and Others Fairly Active Listening Performing Community Service and Action Knowing Human Rights Sharing Learning Understanding other Points of View Problem-Solving Conflict Resolution Perfoming School or Community Service Empathizing with Another Person Social Responsibility Civic Engagement Fulfilling Civic and Social Responsibilities Integrating Human Rights into Personal Awareness and Behaviors Knowing Human Rights Standards Additional practices and skills will be added in accordance with the age group and community needs. Activities such as "Jig-saw" or "Cultural Life Boats" will be used to set the stage. |
Human Rights Standards |
Minnesota Human Rights Act Universal Declaration of Human Rights International Covenant of Civil and Political Rights International Covenant of Economic, Social and Cultural Rights Convention on the Rights of the Child Convention on the Elimination of Racial Discrimination |
MN Education Standards |
Theater K-2/Exp List/Spk/Vewg 5/III.C. Theater 3-5/Exp Science Grade 8/III.A. WHist 4-8/IV.C. Dance 6-8/Int Theater 6-8/Int Hist Skills 9-12/IV.A. Econ 9-12/VI.E. Gov't and Citizshp 9-12/VII.B. Writing 11-12/II.A. Theater 9-12/Anl and Int |
Learning Activities |
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| Activity A. Observe and Identify the Human Rights Issue What is happening on a local, national, and global level with this issue? |
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Key Question |
What are human rights? |
Activity Goal(s) |
Define "human” and "human rights." Discuss human rights as foundational to human development. |
Time |
Varies |
Steps |
Day one: 1.What are human rights? 2. Using human right squares (http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-3/Activity4.htm) have participants work in pairs to test their knowledge of human rights and human rights standards. 3. After the discussion, provide an answer for each square and allow time for questions and debriefing. 4. Introduce the Universal Declaration of Human Rights. Give a brief history explaining that the intention was to give all human beings equal opportunity, respect and dignity. Read the quote from the Chair of the UN Human Rights Commission, Eleanor Roosevelt, about human rights: "Where, after all, do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world." 5. Discuss Article 1: Right to Equality Day two: What are your “favorite” human rights? Display the poster of the Universal Declaration of Human Rights. Hand out abbreviated version of the Declaration. Have participants read the rights and write their names on the rights they know and can claim or exercise. After they do this individually, invite participants to share and discuss these rights with the group. Day three: Distribute copies of the Universal Declaration of Human Rights. Have participants read the Declaration and write short response notes. When they are done, ask them to exchange notes. When the notes have been exchanges several times, invite participants for a group discussion: What did you want to share in your note? What was the most interesting note you read? What did you agree or disagree with? |
Assessment |
Students will demonstrate knowledge about human rights and the Universal Declaration of Human Rights. |
| Activity B. Observe and Share Stories How have our ancestors worked to promote and protect this human rights issue? Who within our schools, families and communities promotes and protects this human rights issue? |
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Key Question |
What was our ancestors’ role in the promotion and protection of human rights? How are our family members involved in the promotion and protection of human rights? |
Activity Goal(s) |
To understand the context in which participants grew up and how human rights were promoted and protected, or disregarded in their ancestors’ lives. To listen to the stories of the human rights activists. |
Time |
Varies |
Steps |
Day one: Where human rights begin… 1. Ask participants to write the words “Human" and "Rights” on a flipchart or board. 2. Under the word "human" draw a circle of a human being. Ask learners to brainstorm what qualities define a human being. Ask them to write words and signs inside the circle. For example, courage, intelligence, etc. 3. Next, ask participants what they think is needed for a human being to develop to his or her fullest potential. List their answers outside the circle, and ask participants to explain. For example, "loving family", "education" and "friendship." 4. Discuss the concept of “the fullest potential.” What does it mean? How is it different from just being alive? What do people need to live in dignity? Relate this to stories told by parents about their ancestors and family. Are human beings equal? What are the results of inequalities? Day two: 1. Ask participants to write down on note cards what their parents told them about their rights. For example, inheritance, education, health etc. 2. Ask participants to choose one human rights activist and discuss his/her role in the promotion of human rights. Ask participants to share their note cards with each other and see what they have in common and where they differ. 3. Show the This is My Home DVD. Invite participants to share their immediate reactions to the video. Give participants various articles of the Universal Declaration of Human Rights to take home, read, and research how human rights are promoted or protected in their community. Ask participants to develop a brief questionnaire or survey to conduct in their community. |
Assessment |
Students will increase their knowledge about human rights and develop interest in taking action to promote human rights in their communities. |
| Activity C. Generate Responses or Formulate Positions and Make Predictions What could we do? What will happen if we do that? |
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Key Question |
What role can you play in the community to promote and protect human rights? What impact will your action have in your school and community? |
Activity Goal(s) |
Commit to individual action to promote human rights. Plan actions in the community to promote human rights. |
Time |
Varies |
Steps |
Day one: 1.Review the session on human rights and human beings. 2. Ask participants to brainstorm and write down their thoughts about what a is a right and what is a human right. Discuss expressions like, “we are within our right" or "you have no right to..." What does it mean to have rights, when we speak of human rights? Work in small groups to come up with the definition of human rights. 3. Have the groups share their definitions and discuss similarities and differences. 4. Write this definition of human rights on the board: “Human rights belong to all people regardless of their sex, race, color, language, nation of origin, age, class, religion, or political beliefs. They are universal, inalienable, indivisible and interdependent.” Ask participants to define various terms in the above definition. They can use a dictionary, if desired. 5. Share stories about promotion and protection of human rights. Day two: What is your human rights issue? Ask participants to write about a human rights issue that they are passionate or concerned about on a note card. Display participants’ note cards in the hallway, on the wall or board. Have participants walk around and look at others' cards. Next, have a discussion about why these issues are important. Encourage participants to share personal stories, if they are willing. |
Assessment |
Students will personalize human rights definitions and issues in their communities. |
| Activity D. Select a Response or Position and Take Action What is the best response or position? |
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Key Question |
How can I promote or protect human rights in my community? Who are the stakeholders? How can we make our community a better place? |
Activity Goal(s) |
Create a list of responses or actions that portray positive or negative behaviors that relate to human rights. |
Time |
Varies |
Steps |
Day one: 1.Ask participants to think about a time when they violated another’s human rights, a time when they stood by, and a time when they helped protect or promote another’s rights. 2. Create case studies Give two examples of occasions where your rights were not respected. Exchange stories in pairs. How could you have done better? Discuss your response in light of the human rights standards. Day two: 1.Review previous sessions. 2. Ask participants to write a letter inviting various stakeholders in the community asking them to join the students for a human rights event: screening of the Close the Gap documentary: http://www.mnchannel.org/partners/closethegap/index.php 3. Discuss and distribute roles, tasks, and responsibilities in planning the event, e.g. greeters, note-takes, etc. If budget allows, purchase snacks and drinks. 4. Show one of the films in the Close the Gap series (http://www.mnchannel.org/partners/closethegap/index.php). Use discussion questions from the Educator or Community Guide available at http://www.hrusa.org/closethegap/main.php 4. Ask note-takers to take notes during the discussion and produce event reports for later use. 5. Debrief: What went well? What didn’t? What should we keep in mind when planning other human rights community events? |
Assessment |
Students begin building relations with their community and develop planning and organizing skills. |
| Activity E. Observe and Collect Information What happened when we took action? Whose lives did we impact? |
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Key Question |
Is partnership with the community fruitful? How did this event impact attendees and others involved? How are we building a trusting community? |
Activity Goal(s) |
To build trusting relationships with schools, families, and the community through a human rights event. |
Time |
Varies |
Steps |
1. Ask participants to refer to their journals and reports on the community event. 2. Ask participants to reflect on different roles and responsibilities they had to perform at the event. 3. Brainstorm Ask participants to individually report what happened and how they felt about the event. Ask participants to state the articles in the UDHR that had been discussed directly or indirectly during the event. 4. Who was impacted by the event and how will this event improve human relations and behavior patterns in the community? |
Assessment |
Participants will bring community together for a common purpose. They will initiate dialogue about race, social justice, and human rights after watching the video together. |
| Activity F. Reflect and Draw Conclusions What did we learn? Was the intent of the action? the actual impact? |
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Key Question |
What did our action achieve? Did we reach our goal? How did we effect change in our community? |
Activity Goal(s) |
To examine the learning process and the impact of our actions on the intended audience. |
Time |
Varies |
Steps |
Review questions and issues examined in the course of the unit: 1. What is a “human being” and what are "human rights"? What is a right? 2.What is human dignity? 3.What is a definition of human rights? (Review Eleanor Roosevelt’s quote about human rights.) 4. Discuss the impact of the This is My Home video. 5. Reflect on Close the Gap documentaries. Identify “gaps” in local schools or communities. How does this video address disparities? |
Assessment |
Participants will review topics and issues they have examined in the course of the unit. They will be able to analyze videos in light of the human rights standards and discuss current issues and disparities in their schools and communities. |
| Activity G. Communicate and Demonstrate Learning How will we share what we learned within our schools, families, and communities? |
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Key Question |
How can we share our human rights knowledge with our schools, families, and larger community? What medium shall we use? |
Activity Goal(s) |
To use mediated communication to bring human rights education to the fore of our schools, families, and community. |
Time |
One week |
Steps |
1. Brainstorm ideas of how to use mediated communication (radio, television, newsletters) to reach out to the community. 2. Ask participants to group their ideas into categories. Ask them to come up with one idea per group and post it on the board as a part on an action plan for dissemination of information on human rights in their schools, families, and larger community. 3. Ask participants to set a timeline/calendar for communication. 4. Ask participants to jot down ideas about the kind of information to be disseminated using both their experience and human rights instruments. Assist participants by reviewing their ideas and making suggestions for their drafts. 5. Ask participants to draft an announcement or other communication based on the medium. For instance, TV ad will be shorter and precise, newsletter will be longer and more detailed, radio message will also be short and precise. |
Assessment |
Participants will examine different ways to share information with their schools, families and larger communities. |
Assessment |
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Student Impact |
Students will learn about human rights and the Universal Declaration of Human Rights. They will be able to personalize human rights issues and demonstrate interest in taking action in their schools and communities. |
School Impact |
Participants' school will be a better place as a result of students' initiatives and community members involved in school human rights events. |
Family Impact |
Participants will develop closer relations with their families when learning about human rights of their ancestors. |
Community Impact |
Community will be better connected to local schools, having an impact on the future generation of community activists. |
Handouts |
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| No Handouts Attached |