BCTF/CIDA Global Classroom Initiative 2005

The struggle for human rights

by Mary Ellen Campbell

Subject: Social studies
Grades: 10
Lesson title: The struggle for human rights

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Brief overview:

We will briefly examine the historical and contemporary struggle for human rights in Canada and the world.

CIDA development theme:

B.C. Ministry of Education Prescribed Learning Outcomes:

It is expected that students will:

Time required:

One to two classes, or approximately 120 minutes

List of Required materials and or equipments:

Procedure:

Lesson one

  1. Introduction
    1. Have students take out a piece of lined paper for notes and put the date and title of the lesson at the top of the page. They are then to write the words “human rights” on the left-hand side of the page (in the margin). On the right-hand side opposite, they are to write their own definitions of the phrase.
    2. Share some the students’ definitions, and then discuss why we have rights.
    3. Have students do the same with the word responsibilities.
    4. Discuss what students think are some of their individual responsibilities and society’s responsibilities.

  2. Small-group work
    1. Divide the class into heterogeneous groups of four. Each group will need:
      • a facilitator (makes sure that work is completed in given time, that group is on task, and that all members contribute to group discussion and tasks)
      • a recorder (records key points of group discussions)
      • a reporter (reports group findings to class, using recorder’s notes as a visual reference)
      • a checker (makes sure that all group members understand their tasks, the concepts discussed, and the group’s conclusions)

    If you do not regularly use co-operative-learning strategies, clearly explain the roles to students. For a concise overview of them and other useful group roles for co-operative learning, see the Doing CL web site: http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/grproles.htm.

    1. Hand out copies of The Declaration of Human Rights to all students. Assign two or three articles (selected from 1, 2, 4, 5, 6, 7, 16, 17, 18, 19, 21, 26, 27, and 29) to each group. Allow student groups 15–20 minutes to:
      • carefully read each of the assigned articles, discuss its meaning and significance, and respond to the questions below.
      • record the main points of discussion on chart paper (group recorder).
      • prepare to share highlights of the group discussion with the class as a whole (group reporter).

    Questions about The Universal Declaration of Human Rights:

    • In everyday language, what does the wording of the article you are discussing mean?
    • Why do you think this human right is written down? Why is it important to clearly articulate this right?
    • How is this human right relevant to your lives?
    • Are you aware of situations where this human right is violated? If so, why? Is anything being done to correct the situation?
  3. Report out
    1. Ask groups to post their chart papers around the classroom.
    2. Invite group reporters, in turn, to share highlights of their group’s discussions with the class as a whole. The chart papers are to be used as visual aids to their presentations. Time permitting, encourage reporters to lead brief class discussions on some aspect of their presentations.

  4. Homework
    Ask students to read pages 276–279 from the Horizon: Canada Moves West text. As they are reading, students are to note:

Lesson two

  1. Introduction
    As a class, discuss the reading assigned last day for homework. Share student responses to the questions, and ask students if they know of ways people are not getting fair treatment today. You may need to give them some examples such as debt relief in Africa, treatment of Falun Gong members in China, child soldiers, female circumcision, child labour, and so on.
  2. Small-group work—mini research project
    1. Ask students to meet in their small groups. Distribute the web site list and ask each group to agree on one current human rights issue to research.
    2. Ask groups to divide up the research task among the group members.
      Mini research report to include:
      • an overview of the issue.
      • a description of what this issue means to the lives of those most affected.
      • an historical outline as to the origins of the issue.
      • identification/analysis of the forces involved (Who are the various stake holders, and what do they want?).

Allow students 20 minutes in the library or a computer lab to conduct and take point-form notes on the individual components of the group research projects.

Students meet in their small groups and share the various components of the research project (group recorder takes notes). Group members then brainstorm measures that might be taken to address the issue (considering the short and long-term implications of the various proposals) and select the most appropriate for inclusion in their group report. Group recorder takes notes of the highlights of this session. The report-out to the class as a whole will take place next class.

Lesson three

  1. Introduction—group research project reports
    Using the group notes (on chart paper) as a visual reference, group reporters share the substance of the group’s research project and their proposed solutions with the class. If time permits, hold class discussion.

  2. Individual work

    Assignment one
    1. Show students three political/editorial cartoons. Discuss human rights issues/messages these cartoons highlight.
      • Hatred, the Universal Party—http://www.nicholsoncartoons.com.au/cartoon_77.html
      • Great Wall of Feminism conference third world—http://www.nicholsoncartoons.com.au/cartoon_2484.html
      • Housework man’s share—http://www.nicholsoncartoons.com.au/cartoon_1417.html
    2. Ask students to find a cartoon http://www.nicholsoncartoons.com.au/ or create their own cartoon on a human rights struggle from the past or present.
    3. Have students prepare brief reports/presentations including a cartoon and answers to the following questions (could be homework):
      • What is the general subject of the cartoon?
      • What titles or written messages are included?
      • Who are the characters and what do they represent?
      • What other symbols are used?
      • What is the cartoonist’s message?

    Assignment two
    Have students individually complete journal entries to be handed in.

Assessment strategies:


Lesson resources:

  1. Synopsis of Horizon text pages 276–279

    “Those less equal: The struggle for human rights”

    This section of the text gives a brief overview of the challenges faced by the First Nations and by women in Canada and of their struggle for human rights within this country.

    It begins with a description of the lives of women in Canada at the turn of the century. It then explains how the campaign for women’s suffrage came of age in the Laurier era and how suffragists felt that feminine influences could improve the lives of women and children. This was a part of a global campaign to give women the right to vote.

    The text then describes the lives of the First Nations people and the goal of the government to assimilate them. Here, both residential schools and issues of land treaties with federal and provincial governments are discussed.

  2. Web sites for “The Struggle for Human Rights” Social Studies 10 lesson


Extension activities:

  1. Students could research their human-rights issues in greater depth and then write papers proposing solutions or create awareness posters or pamphlets to share the information with others.
  2. Students could set up information booths and letter writing campaigns relating to their issues. These could even grow into clubs or groups that could raise funds to further awareness and action for a human rights cause.
  3. Ask students to view a movie dealing with a human rights issue for homework. They might follow-up by writing their reflections on the movie individually or by sharing their impressions within small groups or with the class as a whole.

    Some recommended movies: