Human Rights Examples
for the Australian Curriculum
Year 1
ENGLISH
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Code
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Content Description
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Human Rights Example
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Understand that people use different systems of communication to cater
to different needs and purposes and that many people may use sign systems to
communicate with others.
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Using the Auslan Sign Bank to demonstrate and teach Auslan words.
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Engage in conversations and discussions, using active listening
behaviours, showing interest, and contributing ideas, information and
questions.
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Valuing listening, questioning and positive body language and being
respectful of gender differences.
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Use interaction skills including turn-taking, recognising the
contributions of others, speaking clearly and using appropriate volume and
pace.
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Identifying respectful interaction skills including group and pair
work in order to make sure that all students have the opportunity to
participate regardless of gender, disability or culture.
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HISTORY
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Code
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Content
Description
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Human
Rights Example
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Differences in family structures and roles today, and how these have
changed or remained the same over time.
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Exploring diverse family structures and identify the diverse roles
that different family members have including focusing on non-stereotypical
gender roles.
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GEOGRAPHY
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Code
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Content
Description
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Human
Rights Example
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The natural, managed and constructed features of places, their
location, how they change and how they can be cared for.
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Supporting students in their right to participate in activities that
affect their community such as caring for bushland, a garden or keeping
the environment clean in their local area or school.
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The ways that space within places, such as classroom or backyard, can
be rearranged to suit different activities or purposes.
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Describing and demonstrating how the classroom or school can be
inclusive of people with disability.
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SCIENCE
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Code
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Content
Description
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Human
Rights Example
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People use science in their daily lives, including when caring for
their environment and living things.
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Connecting technologies used by Aboriginal and Torres Strait Islander
peoples with rights to maintain culture.
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Implementing ways that students can practice their right to
participate in activities that affect their community such as making their
school or home garden a better habitat for native animals.
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Year 2
ENGLISH
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Code
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Content Description
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Human Rights Example
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Understand that spoken, visual and written forms of language are
different modes of communication with different features and their use varies
according to the audience, purpose, context and cultural background.
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Inviting members of the community such as parents, grandparents or
local community organisation representatives to speak to the class about
their language and culture.
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Displaying greetings and phrases in languages spoken by students and
their families.
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Discuss how depictions of characters in print, sound and images reflect
the contexts in which they were created.
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Discussing human rights texts from various cultures and identifying
common features such as fairness and freedom of expression.
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Discuss the characters and settings of different texts and explore how
language is used to present these features in different ways.
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Comparing stories from different cultures about a human rights issue
such as bullying and describe similarities and differences in the authors’
point of view.
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Use interaction skills including initiating topics, making positive
statements and voicing disagreement in an appropriate manner, speaking
clearly and varying tone, volume and pace appropriately.
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Developing a classroom charter showing the rights and responsibilities
of everyone in the class including the right to participate, the right to
learn, the right to express views, the right to be safe and the right to be
free from violence, harassment and bullying.
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HISTORY
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Code
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Content
Description
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Human
Rights Example
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The importance today of an historical site of cultural or spiritual
significance; for example, a community building, a landmark, a war memorial.
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Identifying, in consultation with Aboriginal and Torres Strait
Islander people or another cultural group the importance of protecting sites
of significance as this helps protect and maintain cultural heritage.
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Identify and compare features of objects from the past and present.
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Identifying places and streets named after people that cared for
others and protected human rights.
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GEOGRAPHY
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Code
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Content
Description
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Human
Rights Example
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The ways in which Aboriginal and Torres Strait Islander Peoples
maintain special connections to particular Country/Place.
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Exploring the reasons why people migrate and that people can be forced
to leave their home or place of significance.
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The influence of purpose, distance and accessibility on the frequency
with which people visit places.
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Exploring the difficulties that people with disability can face if
they have a lack of access to accessible public transport.
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Collect and record geographical data and information, for example, by
observing, by interviewing, or from sources such as, photographs, plans,
satellite images, story books and films.
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Collecting and recording geographical data about the accessibility of
school or local buildings for people with a disability.
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Present findings in a range of communication forms, for example,
written, oral, digital and visual, and describe the direction and location of
places, using terms such as north, south, opposite, near, far.
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Reporting on the findings of the accessibility of the school or local
buildings for people with a disability.
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SCIENCE
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Code
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Content
Description
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Human
Rights Example
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Earth’s resources, including water, are used in a variety of ways.
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Recognising that everyone has the right to water that is safe and
clean and encouraging students to participate in water conservation solutions
at school.
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People use science in their daily lives, including when caring for
their environment and living things.
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Identifying the interrelationship between the protection of living
things and human rights by exploring how caring for water resources protects
local environments (plants and animals) and people’s access and right to
water.
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Year 3
ENGLISH
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Code
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Content Description
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Human Rights Example
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Understand that languages have different written and visual
communication systems, different oral traditions and different ways of
constructing meaning.
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Identifying themes of human rights such as freedom of expression,
respect, fairness and equality in stories from different cultures.
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Draw connections between personal experiences and the worlds of texts,
and share responses with others.
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Discussing the rights of children both in person and in literature by
making connections from the text to personal experiences of students.
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Use interaction skills, including active listening behaviours and
communicate in a clear, coherent manner using a variety of everyday and
learned vocabulary and appropriate tone, pace, pitch and volume.
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Exploring texts relating to bullying and discuss the moral decision of
being an active bystander.
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Identifying the rights and responsibilities associated with freedom of
expression when participating in pair, group and class speaking and listening
activities.
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HISTORY
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Code
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Content
Description
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Human
Rights Example
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Days and weeks celebrated or commemorated in Australia (including
Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC
week and National Sorry Day) and the importance of symbols and emblems.
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Celebrating and recognising the human rights significance of NAIDOC
week, ANZAC Day, National Reconciliation Week, National Sorry Day, MABO Day
and the Anniversary of the National Apology.
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Celebrations and commemorations in other places around the world; for
example, Bastille Day in France, Independence Day in the USA, including those
that are observed in Australia such as Chinese New Year, Christmas Day,
Diwali, Easter, Hanukkah, the Moon Festival and Ramadan.
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Investigating the origins and significance of Human Rights Day through
exploring the Universal Declaration of Human Rights.
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Investigating the origins and significance of Malala Day by
acknowledging the right to education.
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Identify different points of view.
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Inviting an Aboriginal and Torres Strait Islander person to speak
about their experiences and perspectives of celebration.
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Brainstorming questions about human rights and the significance of
celebrated or commemorated days in Australia and/or Internationally.
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Develop texts, particularly narratives.
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Writing a narrative about human rights events such as Harmony Day.
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GEOGRAPHY
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Code
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Content
Description
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Human
Rights Example
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The similarities and differences in individuals’ and groups’ feelings
and perceptions about places, and how they influence views about the
protection of these places.
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Reading poems, stories and listening to songs about land rights and
people’s attachment to special places.
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The similarities and differences between places in terms of their type
of settlement, demographic characteristics and the lives of the people who
live there.
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Describing similarities and differences in the lifestyles of children
in Papua New Guinea, East Timor, and Aotearoa/ New Zealand relating to human
rights such as when they start school, visiting the doctor and access to
healthy food.
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Collect and record relevant geographical data and information, for
example, by observing by interviewing, conducting surveys, measuring, or from
sources such as maps, photographs, satellite images, the media and the
internet.
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Interviewing people about why they migrated and identifying their
feelings and attachments to places.
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Reflect on their learning to propose individual action in response to
a contemporary geographical challenge and identify the expected effects of
the proposal.
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Developing an action plan to raise awareness about protecting special
places from environmental destruction.
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SCIENCE
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Code
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Content
Description
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Human
Rights Example
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Science knowledge helps people to understand the effect of their
actions.
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Recognising that when science helps people such as nurses, doctors and
dentists, it is protecting the human right for a person to be as healthy as
possible.
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Identifying that one of the characteristics of a pollutant may be that
it makes people sick and can take away our human right to be as healthy as
possible.
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Inviting a representative from the local Aboriginal and/or Torres
Strait Islander community to talk about the local natural environment.
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Year 4
ENGLISH
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Code
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Content Description
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Human Rights Example
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Understand that social interactions influence the way people engage
with ideas and respond to others for example when exploring and clarifying
the ideas of others, summarising their own views and reporting them to a
larger group.
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Identifying appropriate inclusive terminology when communicating with
and about different groups of people including women, people with disability,
people who are gay or lesbian and people from different cultures.
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Make connections between the ways different authors may represent
similar storylines, ideas and relationships.
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Comparing an author’s narrative about racism from the past with a
narrative from the present.
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Identify and explain language features of texts from earlier times and
compare with the vocabulary, images, layout and content of contemporary
texts.
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Exploring documentaries and news footage showing how women and girls
are portrayed over time and how changing views on gender equality have
occurred.
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Exploring documentaries and news footage about race in Australia and
identify changing views and if these are consistent with human rights.
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Use interaction skills such as acknowledging another’s point of view
and linking students’ response to the topic, using familiar and new vocabulary
and a range of vocal effects such as tone, pace, pitch and volume to speak
clearly and coherently.
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Discussing a children’s rights topic such as freedom of expression and
the right for children to have their voice heard about important issues.
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HISTORY
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Code
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Content
Description
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Human
Rights Example
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The journey(s) of AT LEAST ONE world navigator, explorer or trader up
to the late eighteenth century, including their contacts with other societies
and any impacts.
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Exploring the human rights impact of colonisation on Indigenous peoples.
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Stories of the First Fleet, including reasons for the journey, who
travelled to Australia, and their experiences following arrival.
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Discussing the poor treatment of prisoners in terms of their human
rights not being respected.
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The nature of contact between Aboriginal people and/or Torres Strait
Islanders and others, for example, the Macassans and the Europeans, and the
effects of these interactions on, for example families and the environment.
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Exploring the human rights impacts of contact between Europeans and
Aboriginal and Torres Strait Islander peoples.
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Pose a range of questions about the past.
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Generating questions about the diversity of Aboriginal peoples and how
racism contributed to the negative impacts of colonisation.
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GEOGRAPHY
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Code
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Content
Description
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Human
Rights Example
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The importance of environments to animals and people, and different
views on how they can be protected.
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Exploring how protecting a rainforest can have a positive impact on
people’s health.
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Reflect on their learning to propose individual action in response to
a contemporary geographical challenge and identify the expected effects of
the proposal.
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Developing a strategy collaboratively about how you can reduce your
class or home’s impact on the environment and protect peoples’ right to clean
water and healthy food.
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SCIENCE
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Code
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Content
Description
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Human
Rights Example
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Science knowledge helps people to understand the effect of their
actions.
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Considering different methods of waste management and if they affect
the right to being as healthy as possible, the right to housing and the right
to clean water and food.
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With guidance, identify questions in familiar contexts that can be
investigated scientifically and predict what might happen based on prior
knowledge.
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Considering situations that connect scientific inquiry and human
wellbeing and rights.
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Developing investigative questions relating to the right to safe food
and the right to play. For example ‘will environmental pollution affect
peoples’ ability to catch fish that is safe to eat?’ ‘Will a loss of habitat
mean that children will have less places to play and get exercise?’.
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Year 5
ENGLISH
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Code
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Content Description
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Human Rights Example
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Understand that the pronunciation, spelling and meanings of words have
histories and change over time.
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Exploring the use of the word ‘gay’ and linking this to its negative
use in society and discrimination.
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Critiquing different words that have been used to describe women and
identify if these have positive or negative meaning.
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Understand that patterns of language interaction vary across social
contexts and types of texts and that they help to signal social roles and
relationships.
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Identifying appropriate language that is non–discriminatory and
inclusive.
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Identifying the importance of the right to freedom of expression and
the responsibilities that come with this.
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Understand, interpret and experiment with sound devices and imagery,
including simile, metaphor and personification, in narratives, shape poetry,
songs, anthems and odes.
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Exploring Australian songs about human rights such as the Archie Roach
songs ‘Took the Children Away’ and ‘From Little Things Big Things Grow’.
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Show how ideas and points of view in texts are conveyed through the
use of vocabulary, including idiomatic expressions, objective and subjective
language, and that these can change according to context.
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Exploring personal stories from people who have a range of experiences
including people with a disability, child refugees and asylum seekers.
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HISTORY
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Code
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Content
Description
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Human
Rights Example
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The nature of convict or colonial presence, including the factors that
influenced patterns of development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples)
and how the environment changed.
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Identifying if different groups of children throughout history have
had their human rights respected such as children of convicts, free settlers,
sugar and cane farmers and indentured labor. As a resource, refer to the
Universal Declaration of Human Rights and the Convention on the Rights of the
Child.
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The impact of a significant development or event on a colony; for
example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration,
the advent of rail, the expansion of farming, drought.
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Investigating human rights through historical events such as the Myall
Creek Massacre, the Pinjarra Massacre, the impact of racism on South Sea
Islanders and the Eureka Stockade.
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The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a colony.
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Identifying that people can become refugees and asylum seekers if they
have to flee their homes to stay safe.
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Investigating the experiences and contributions of a particular
migrant group within a colony, including any human rights violations they may
have faced (for example Germans in South Australia, Japanese in Broome,
Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific
Islanders in the Torres Strait).
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The role that a significant individual or group played in shaping a
colony; for example, explorers, farmers, entrepreneurs, artists, writers,
humanitarians, religious and political leaders, and Aboriginal and/or Torres
Strait Islander peoples.
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Developing a profile about an individual and research their
contribution to human rights such as migration reform and women’s rights.
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Develop texts, particularly narratives and descriptions, which
incorporate source materials.
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Using sources that identify the human rights impacts of colonisation
on Aboriginal and Torres Strait Islander peoples.
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GEOGRAPHY
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Code
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Content
Description
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Human
Rights Example
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The influence of people, including Aboriginal and Torres Strait
Islander Peoples, on the environmental characteristics of Australian places.
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Exploring the change in the local environment over time and
identifying how environmental degradation can impact on human rights such as
the right to food and water, cultural rights and link to climate change
related human rights impacts.
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The influence of the environment on the human characteristics of a
place.
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Examining how changes in climatic conditions can influence the
characteristics of a place. Compare this to how communities and nations can
respond to rising sea levels and storm surges based on their level of wealth.
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The influence people have on the human characteristics of places
and the management of spaces within them.
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Investigating a current local planning issue and explore if people
have had the right to participate in the decision making process and how they
did this.
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The impact of bushfires or floods on environments and communities, and
how people can respond.
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Researching the impact of fire on human rights and identify inclusive
practices for prevention, mitigation and preparedness for children,
culturally and linguistically diverse communities and people with a
disability.
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Develop geographical questions to investigate and plan an inquiry.
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Identifying if the right to participation is recognised in local
environmental and planning issues.
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Collect and record relevant geographical data and information, using
ethical protocols, from primary and secondary sources, for example, people,
maps, plans, photographs, satellite images, statistical sources and reports.
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Identifying how ethical research methods and protocols are based on
human rights. Refer to the Guidelines for Ethical Research in Australian
Indigenous Studies developed by the Australian Institute for Aboriginal and
Torres Strait Islander Studies.
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Present findings and ideas in a range of communication forms, for
example, written, oral, graphic, tabular, visual and maps; using geographical
terminology and digital technologies as appropriate.
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Presenting a report, supported by evidence, on an investigation into a
local environmental or planning issue and include reference to the right to
participation in decision making processes.
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Reflect on their learning to propose individual and collective action
in response to a contemporary geographical challenge and describe the
expected effects of their proposal on different groups of people.
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Considering the rights of marginalised groups to participate in
decision-making processes and investigating why it may be more difficult for
people in poverty to participate in environmental decision making processes.
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SCIENCE
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Code
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Content
Description
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Human
Rights Example
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Important contributions to the advancement of science have been made
by people from a range of cultures.
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Exploring stories and images on Aboriginal and Torres Strait Islander
Astronomy.
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With guidance, pose questions to clarify practical problems or inform
a scientific investigation, and predict what the findings of an investigation
might be.
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Exploring why some groups of people who are experiencing poverty or
are from a minority group may be more affected by environmentally destructive
practices such as pollution.
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MATHS
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Code
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Content
Description
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Human
Rights Example
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Construct displays, including column graphs, dot plots and tables,
appropriate for data type, with and without the use of digital technologies.
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Identifying the best methods of presenting data to illustrate a range
of human rights issues such as gender equality and immigration and asylum
seekers.
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Describe and interpret different data sets in context.
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Using data sets to compare if different groups of people have had
their human rights respected such as women and men and pay equality.
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Year 6
ENGLISH
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Code
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Content Description
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Human Rights Example
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Understand the uses of objective and subjective language and bias.
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Differentiating between fact and opinion in an editorial on
a human rights issue.
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Developing a factual recount of the experiences of child asylum
seekers.
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Developing an informative text of a human rights issue in your local
community.
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Developing an editorial/ persuasive text arguing that there should be
better access to buildings for people with disability.
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Make connections between students’ own experiences and those of
characters and events represented in texts drawn from different historical,
social and cultural contexts.
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Identifying the influence that different historical, social and
cultural experiences have on the meaning we make from texts and the attitudes
we may develop towards characters, actions and events relating to human
rights including gender, culture, nationality, socio-economic background,
sexual orientation and religion.
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Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments, sharing and
evaluating information, experiences and opinions.
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Exploring personal reasons for acceptance or rejection of opinions
about human rights issues such as children in immigration detention.
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Plan, draft and publish imaginative, informative and persuasive texts,
choosing and experimenting with text structures, language features, images
and digital resources appropriate to purpose and audience.
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Creating informative texts about children’s rights for different
audiences.
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HISTORY
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Code
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Content
Description
|
Human
Rights Example
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Experiences of Australian democracy and citizenship, including the
status and rights of Aboriginal people and/or Torres Strait Islanders, migrants,
women, and children.
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Identifying how the lack of citizenship rights for Aboriginal and
Torres Strait Islander peoples contributed to other human rights abuses
including the forcible removal of children from their families leading to the
Stolen Generations, poor pay and working conditions, lack of property rights
and voting rights.
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Investigating women’s experience of democracy and citizenship, equal
pay, the bar on married women working and ongoing issues relating to the
human rights of women including violence against women and the impact of the
Sex Discrimination Act 1984.
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Investigating the experiences of democracy and citizenship of lesbian,
gay, bisexual, trans and intersex people including historical discrimination
and new legal protections included in the Sex Discrimination Act 1984.
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Stories of groups of people who migrated to Australia (including from
ONE Asian country) and the reasons they migrated, such as World War II and
Australian migration programs since the war.
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Investigating why child refugees migrated to Australia.
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The contribution of individuals and groups, including Aboriginal
people and/or Torres Strait Islanders and migrants, to the development of Australian
society, for example in areas such as the economy, education, science, the
arts, sport.
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Investigating the role of notable Australians who have won the
Australian Human Rights medal.
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Identify questions to inform an historical inquiry.
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Developing key questions about when different groups such as women,
migrants and Aboriginal and Torres Strait Islander peoples, people with a
disability, gay and lesbian people had their right to vote recognised and
when these groups were first elected into parliament.
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Identify and locate a range of relevant sources.
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Locating material relevant to a human rights inquiry conducted by the
Australian Human Rights Commission.
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Locate information related to inquiry questions in a range of
sources.
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Finding historical information from primary and secondary sources
about the rights of women and fair pay, the Stolen Generations (such as
Bringing them Home: The Stolen Children Report), and racism experienced by
migrants.
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Compare information from a range of sources.
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Exploring the website of a non-government advocacy organisation about
the rights and experiences of refugees.
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Identify points of view in the past and present.
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Analysing the language used in news stories about people who support
the right to freedom of expression.
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Develop texts, particularly narratives and descriptions, which
incorporate source materials.
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Composing historical texts about a human rights issue such as the
different rights that women have fought for.
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Use a range of communication forms (oral, graphic, written) and
digital technologies.
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Creating a digital story about a historical human rights event.
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GEOGRAPHY
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Code
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Content
Description
|
Human
Rights Example
|
·
The location of the major countries of the Asia region in relation to
Australia and the geographical diversity within the region.
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Identifying that different groups within a country can have different
life expectancies and this can be impacted by the level of human rights
protections they have.
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Differences in the economic, demographic and social characteristics
between countries across the world.
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Investigating that people who have a low per capita income may have
poorer health.
·
Identifying the concept of environmental justice and how nations that
consume the least are often most impacted by environmental problems such as
climate change.
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The world’s cultural diversity, including that of its indigenous
peoples.
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Identifying examples of the lives of Indigenous peoples such as Maori
language schools in Aotearoa New Zealand.
·
Exploring the Declaration on the Rights of Indigenous Peoples for an
overview of the diversity of rights that Indigenous peoples have such as the
right to speak their own language and practice their own culture.
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Significant events that connect people and places throughout the
world.
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Investigating the impact of natural disasters on human rights such as
loss of life, housing, work and clean food and water.
·
Exploring how aid can help reduce poverty through promotion of
education and health.
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·
The various connections Australia has with other countries and how
these connections change people and places.
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·
Exploring how special consideration is often given to gender equality
and the rights of vulnerable groups such as children in the implementation of
development projects.
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·
The effects that people’s connections with, and proximity to, places
throughout the world have on shaping their awareness and opinion of those
places.
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Identifying factors such as the media, significant known events,
proximity to places and personal relationships that influence people’s
awareness and opinions of human rights issues.
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·
Develop geographical questions to investigate and plan an inquiry.
|
·
Planning an investigation about how the Boxing Day Tsunami affected
the human rights of people from different locations and focus on how it
affected children’s access to education.
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·
Collect and record relevant geographical data and information, using
ethical protocols, from primary and secondary sources, for example, people,
maps, plans, photographs, satellite images, statistical sources and reports.
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Identifying how ethical research methods and protocols are based on
human rights.
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Interpret geographical data and other information using digital and
spatial technologies as appropriate, and identify spatial distributions,
patterns and trends, and infer relationships to draw conclusions.
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Exploring cause and effect relationships between health,
discrimination and poverty.
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Present findings and ideas in a range of communication forms, for
example, written, oral, graphic, tabular, visual and maps, using geographical
terminology and digital technologies as appropriate.
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Developing a report on a human rights situation or event such as
homelessness in Australia or gender inequality.
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Reflect on their learning to propose individual and collective action
in response to a contemporary geographical challenge and describe the
expected effects of their proposal on different groups of people.
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Developing a plan of action to improve children’s rights, using the
Convention on the Rights of the Child.
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SCIENCE
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Code
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Content
Description
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Human
Rights Example
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Sudden geological changes or extreme weather conditions can affect
Earth’s surface.
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Investigating how geological events such as earthquakes, eruptions and
tsunamis can impact human rights and exploring how scientific understanding
can assist in minimising long and short term impacts on peoples’ human
rights.
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Scientific knowledge is used to inform personal and community
decisions.
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Investigating how understanding catastrophic natural events can help
with planning to protect human rights and minimise the impact on those most
vulnerable.
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Important contributions to the advancement of science have been made
by people from a range of cultures.
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Investigating how people from a range of cultures have used
sustainable sources of energy, for example solar power in remote communities.
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Scientific understandings, discoveries and inventions are used to
solve problems that directly affect peoples’ lives.
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Investigating how electrical appliances have been used to help people
with disability such as screen readers for people with vision impairments.
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MATHS
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Code
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Content
Description
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Human
Rights Example
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·
Interpret and compare a range of data displays, including side-by-side
column graphs for two categorical variables.
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Comparing and commenting on the usefulness of data representation of
different student-generated diagrams, tables and graphs representing
information about student diversity.
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Interpret secondary data presented in digital media and elsewhere.
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Investigating data representation in the media about a topical human rights
issue such as bullying, discuss what they illustrate and the messages the
people who created them might want to convey.
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Identifying potentially misleading data representations in the media
about a topical human rights issues such as homelessness.
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For younger children –
1. Ask children sitting in a circle to think of a quality
about themselves that they consider a good quality. Using a talking stick or
simply speaking in turns, ask each to describe that quality briefly.
- Note
that everyone has good qualities.
- If
children have difficulty generating qualities about themselves, ask
"What are some qualities we admire in people?" and write a list
of responses on the board. Have each child pick one that is true for her
or him.
2. Ask some of these questions:
- Do
you respect in others the quality you like about yourself?
- Do
you respect good qualities in others that you do not have?
- Do
all human beings deserve respect? Why?
- How
do you show respect for others?
3. Ask children if they can remember a time when they felt
hurt because someone did not respect them.
- Did
someone say something insulting or hurtful to you?
- Why
do people sometimes say bad things to each other?
- What
is dignity? Is your dignity hurt when others do not respect you? How does
it feel to you?
4. Ask the group how human beings differ from other living
creatures. Emphasize that human beings communicate with words, not just sounds,
and that they decide many things about their lives.
- Use
the outline in Part A.
5. Ask "What does it mean if we say that all human
beings deserve respect because they all have human dignity?"
6. Explain that after a terrible war, World War II, all the
countries of the world agreed in 1948 on a document that said the world would
be more peaceful if everyone respected the dignity of every human being. These
words are contained in the Universal Declaration of Human Rights.
- Read
the quotations given in Part A, Step 4.
7. Ask children to think of one example of how life in their
community could be more peaceful if people showed greater respect for each
other.
8. Have children work in pairs or alone to illustrate one
way they could show respect to someone. Share these ideas with the rest of the
class.
Sources: Adapted from The Bells of Freedom (Addis
Ababa, Ethiopia: Action Professionals Association for the People, 1996) 15-17;
Ralph Pettman, (Teaching for Human Rights: Pre-School and Grades 5-10)
30; Betty Reardon, Educating for Human Dignity (Philadelphia:
Pennsylvania Studies in Human Rights, University of Pennsylvania Press, 1995)
25-28; Felice Yeban, ed., Human Rights Education Pack(Bangkok:
Asian Resource Center for Human Rights, (1995) 67-68.
Overview
Participants work cooperatively to create an image
that helps to define human rights and human needs.
Time:
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30+
minutes
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Materials:
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Art
supplies, chart paper
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Setting:
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Elementary
school - Adult groups
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Links:
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A good
follow-up or alternative to Activity 1, Human Beings/Human Rights
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Procedure
1. Ask participants, working in small groups, to
draw a tree on large chart paper.
- Write
on the tree (in the form of leaves, fruits, flowers, or branches) those
human rights that they think all people need to live in dignity and
justice.
- A
human rights tree needs roots to grow and flourish. Give the tree roots
and label them with the things that make human rights flourish. For
example, a healthy economy, the rule of law, or universal education.
2. When drawings are complete, ask each group to
present its tree and explain its reasons for the items they have included.
Going Further
1. Match the fruits, leaves, and branches with
articles of the Universal Declaration of Human Rights and write the number of
the article next to each item.
2. Display these trees in the classroom or in
public places.
3. Identify rights concerns that are of particular
concern to you and your community.
Source: Amnesty International-Austria
Overview
Participants work cooperatively to create a map of
their community and identify the rights associated with each major institution.
Time:
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1 hour
(but could extend over several days)
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Materials:
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Setting:
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Elementary
school - Adult groups
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Procedure
1. Divide participants into small groups and ask
them to draw a map of their town (or neighborhood in the case of larger
communities). They should include their homes, major public buildings (e.g.,
parks, post office, city hall, schools, places of worship) and public services
(e.g., hospitals, fire department, police station) and any other places that
are important to the community (e.g., grocery stores, cemetery, cinemas, gas
stations).
2. When the maps are complete, ask participants to
analyze their maps from a human rights perspective. What human rights do they
associate with different places on their maps? For example, a place of worship
with freedom of thought, conscience, and religion; the school with the right to
education; the post office with the right to information, to privacy, and to
self-expression. As they identify these rights, they should look up the
relevant article(s) in the UDHR and write the article number(s) next to that
place on the map.
3 Ask each group to present its map to the whole
group and summarize its analysis of human rights exercised in the community.
- Did
any parts of your map have a high concentration of rights? How do you
explain this?
- Did
any parts have few or no rights associations? How do you explain this?
- Are
there any articles of the UDHR that seem to be especially exercised in
this community? How can this be explained?
- Are
there any articles of the UDHR that no group included on their map? How
can this be explained?
- Which
of the rights identified are civil and political rights? Which are social,
economic, and cultural rights? See Part V, A Human Rights Glossary. Did
one kind of right predominate on the map? Did one kind of right
predominate in certain areas (e.g., more civil and political rights
associated with the court house, city hall, or police station)?
- After
discussion can anyone see new ways to add rights to their map, especially
those that were not included in the first version?
4. Discuss:
- Are
there any places in this community where people’s rights are
violated?
- Are
there any people in this community whose rights are violated?
- What
happens in this community when someone’s human rights are violated?
- Are
there any places in this community where people take action to protect
human rights or prevent violations from occurring?
Adaptations
1. For Young Children –
a. Create a three-dimensional map.
b. Combine this activity with a walk around the
neighborhood to observe rights in action.
c. Focus just on the school or the home
d. Divide into small groups and give each group
separate parts of one common map to analyze for human rights.
2. Extending the Activity – Each
step of the activity might be done on different days, allowing participants
time to reconsider the layout and make-up of the neighborhood and the rights
associated with each component.
3. Guest Speaker – The discussion
in Step 4 provides an excellent opportunity to invite a lawyer or human rights
advocate to speak to the group.
4. Focus on Children’s Rights – The
Convention on the Rights of the Child (CRC) might be substituted for the UDHR,
especially for school use. A representative of the child-protection service or
a children’s advocacy group could be invited to speak to the class.
5. A Math or Geography Activity – This
lesson could be developed as a math activity, drawing the area to scale. It
could also serve as a geography activity, including topography, directions, and
special relationships.
Source: Adapted from a demonstration by Anette Faye
Jacobsen, Danish Centre for Human Rights.
Activity 13: Literature and
Human Rights:
Questions to Apply to Literature, Other Texts, and Media |
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