Teaching Sequence

15 minutes – Part A: Becoming Familiar with Rights and Freedoms
35 minutes – Part B: What Do We Know About Rights and Freedoms?
10 minutes – Reflection

Work through this resource material in the following sequence:

Part A: Becoming familiar with rights and freedoms

Step 1.

Designate one side of the classroom as ‘Agree’ and the opposite side as ‘Disagree’ by attaching these signs to walls on opposite sides of the classroom. Ask the class to shift the chairs and tables so that there is a clear space in the room between the designated sides, allowing students of all abilities to move around the classroom safely.

Step 2.

Explain to students that you will read out some statements. If they agree with the statement they will move to the ‘Agree’ side of the room. If they disagree, they will move to the ‘Disagree’ side of the room. However, they can stand anywhere along the continuum between the two to indicate the extent to which they agree or disagree. Remind students that there are no right or wrong answers and that any opinion is ok, but they should consider why they chose their place along the continuum.

Step 3.

Read out each of the following statements one by one:

Everyone should always follow the rules.
Laws can ensure that people experience freedom.
If we break the law, it is fair that we face a consequence.
Everyone deserves the same rights.
Everybody enjoys the same rights.

After allowing students to place themselves along the continuum to indicate their response to each statement, invite volunteers to share their views and explain why they have chosen to place themselves there. Ensure that the voices of students at different places along the continuum are heard. If students hear an argument they had not considered and wish to change their position, allow them to move along the continuum.

After each question bring students back to the centre of the room and then ask the next. Encourage students to volunteer to share their ideas.

Step 4.

After the last question and follow-up discussion, reiterate to the class that there are many different opinions about most topics and that being able to express our opinions is known as free speech, one example of our rights and freedoms.

Part B: What do we know about rights and freedoms?

Before beginning this part of the lesson, ask students to assist you to arrange the classroom furniture so that the class is seated at tables in groups of four.

Step 1.

Explain to the class that the next part of the lesson will focus on exploring rights and freedoms more deeply. Invite students to explore their prior knowledge about the topic by engaging in a ‘Think-Pair-Share’ visible thinking routine responding to the question: ‘What are rights and freedoms?’

Ask students to access the Student Worksheet and encourage them to:

THINK
Spend a minute writing down a definition of rights and freedoms independently in the space on the Student Worksheet. For students who are not ready to formulate a definition, encourage them to write down some words or dot points as a starting point. (If students are having difficulty forming a definition or thinking of relevant words, ask them to think about some things they believe might be examples of rights and freedoms. Students may find it easier to think about what they know is wrong and see if they can identify the opposite.)

PAIR
Once everyone has had a chance to record some ideas individually, invite students to share what they have written down with a partner or in a small group.

SHARE
Invite students to contribute to a class collection of thoughts and ideas. Stick up the first of three pieces of butcher’s paper in a place in the classroom where all students can see them. Write ‘What we know about rights and freedoms’ on the top of the paper.

Encourage students to contribute at least one idea and scribe as students take turns sharing. Alternatively, ask students to contribute their ideas by writing directly on the butcher’s paper, or by writing on a sticky note and placing it the butcher’s paper. Take some time to read through students’ contributions as a class and clarify anything that is unclear.

Step 2.

Stick up a second piece of butcher’s paper and write ‘What questions do we have about rights and freedoms?’ at the top. Encourage students to spend a minute formulating their questions, then invite them to contribute these to the class list. Summarise the contributions so all students are aware of their peers’ questions.

Step 3.

Once students’ ideas have been explored, expand the initial ideas and thoughts by showing this short video on human rights:

What are Human Rights? (https://youtu.be/WJsUfck01Js)

While watching the video encourage students to note down any words or phrases that that are unfamiliar to them in the table on the Student Worksheet. Then, once they are more certain about what each means, they can note down what they found out in the second column.

Step 4.

When the video has ended, offer students the chance to add to the ‘What we know about rights and freedoms’ and ‘What questions do we have about rights and freedoms?’ lists based on the information in the video.

Step 5.

Stick up a third piece of butcher’s paper and write, ‘What does this topic make you want to explore?’ Display this UDHR Infographic for students to view and use as inspiration to formulate big-picture questions about the topic.

Possible questions could include:

What happens when rights and freedoms are violated?
Which rights and freedoms are most important?
Where do rights and freedoms come from?
Who is entitled to rights and freedoms?
Who protects/enforces rights and freedoms?

Discuss with students where they might find more information about each question.

Reflection

To conclude the lesson, invite students to complete the ‘Colour-Symbol-Image’ visible thinking routine on the Student Worksheet. Invite students to choose a colour that they associate with rights and freedoms, an image that comes to mind when they think about rights and freedoms and a symbol that represents the concept for them. They should then explain their choice in writing.

Take it further

Encourage students to complete the interactive lessons linked below to further explore Human Rights and Responsibilities. The two lessons facilitate the exploration of the meaning of ‘rights’ and develop an understanding of human rights and the responsibilities that complement them.

Access the lessons here.

Differentiated learning

Extension

Students could begin inquiring about their questions through an online search, or by contacting people who may be able to provide insights into their questions. They could then present their new understanding to the rest of the class in a format of their choice.

Provisional learning support

Encourage students to substitute writing their ideas with illustrations or by sourcing images online to demonstrate their thoughts and ideas.

Story of Our Rights and Freedoms - An Introductory Exploration

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