HUMAN RIGHTS
METHODOLOGY
The unit presents a profound reflection on what are human rights and how it
affects our life in order to defend awareness to all human rights. It explores
how these rights are not guaranteed for all, being our individual and social
responsibility to assure all these rights for all society.
In the this unit the figure of Rosa Parks is very important and motivational, she
is a symbol of what it means to suffer an intolerable exclusion (racism) and her
fight towards an equal status.
The student has to investigate different attitudes towards dissimilar people
(disabled, diverse cultural people…) and situations that provoke and require
ethical positions (personal attitude to the difficulties of others, the right to go
to school, the malnutrition in the world…)
As well as this, students will have to discover fundamental concepts such as
dignity, value and respect every person. Dignity entails the concept of “right”,
so our behavior has to ensure that every person has such dignity.
The activities proposed promote meaningful searches for information
(examples of lack of respect for human dignity, the Child Rights Convention) as
well as analysis and reflection on the type of rights (right to live, equality,
education).
Students will work five basic contents: dignity, rights, duties, rules and laws.
BASIC SKILLS
o Social an Citizenship: The unit will facilitate the acquisition of skills and
critical analysis necessary for the development of students as people
with dignity and integrity, who do not accept injustice and working for
the rights of all the persons.
o Independence and initiative: The unit promotes respect, non-
acceptance of different forms of discrimination.
o Learning to learn: The unit is specially stimulates the synthesis of ideas
and learning from other students, it also contributes to team work in a
planned way.
o Linguistic Communication: The unit will encourage communicative
exchanges, contrast and constructive confrontation of ideas and
arguments for a debate (active listening, respect and acceptance
speech, turn respect of ideas that are not shared).
LEARNING OBJECTIVES
o Recognize that all human rights guarantee our dignity.
o Identify situations of injustice against people when their rights are
violated.
o Develop social skills to respect the rights of all.
o Reflect the importance of the Declaration of Human Rights adopted by
the ONU in 1948.
o Acquire the concept of “duties” as a responsible result for the rights.
o Appreciate the importance of the rules and laws of living together.
o Reject situations of injustice, showing sensitivity to develop
antidiscrimination behavior.
EVALUATION CRITERIA
o Take individual and collective responsibilities involved in living and being
subjects of rights.
o Be able to give examples of everyday life in which we evaluate the
importance of fulfilling personal obligations and rules of coexistence.
o Recognize the universality of fundamental rights of individuals, assessing
the need to fight for all human rights to be recognized.
o Develop the ability to identify, recognize and verbalize the unfairness.
o Take an active and responsible role in defending the rights and duties,
as pillars of coexistence.
CONTENTS
o Concepts
The evolution of the concept of dignity.
The formulation of human rights and dignity.
The link between rights and duties.
The duty to oneself and the respect for other people.
Positive involvement in the fight against injustice in favor of human
rights.
Differentiation of just and unjust rules.
Personal involvement in the fight against injustice in favor of human
rights.
o Procedures
Understanding of new concepts, from the explanations and
student’s own reinterpretations.
Acquisition of various human rights, imposing duties, commitment
and respect, fair and unfair rules…
Understand indicators and consequences of violation of rights.
Understand indicators and consequences of infringe of duties.
Organization of a preventive campaign against a social problem.
Planning and developing a team work in raising awareness.
o Attitudes and values
Recognition of human dignity as a universal value.
Defense of human rights for all the society.
Promotion of personal involvement in the daily work against all
forms of discrimination.
Promotion of constructive attitudes and actions against the
injustice of human discrimination.
Assessment of work and personal effort in the performance of
duties that benefit our society.
o EMOTIONAL EDUCATION
Know how to express the feelings that cause unfairness: the
anger, pain… when they observe abuse or injury of innocent
people.
Recognize and enjoy the emotions that arise when justice
happens (satisfaction, joy, euphoria, calmness, peace…)
o VOCABULARY
Law:
Duties: Obligations or needs that have to do something.
Indignation: To be affected by the injustice suffered by someone.
Bullyig:
o TIMING
This unit will have a duration of two weeks.
SESSION 1
Theme: Human Rights
Aims:
To understand what they are.
To know who they are for.
To detect things which are against Human Rights through
photographs and in their reality.
To identify our Human Rights.
To express their opinions using the vocabulary of the unit.
To elaborate a Human Rights List
WARMING-UP
The teacher starts off by asking the students what they know or what they have heard about
Human Rights, giving examples. The teacher also asks if they know of any countries where
Human Rights arn’t respected.
DEVELOPMENT
Following on, the teacher hands out a piece of paper to each student and tells them that they
are going to see a powerpoint with photos which reflect things that aren’t fair. As they see
these photographs, the students must write down the number of the photograph and a word
associated to this photo (what they can see).
After seeing the powerpoint, the teacher will show the photographs (one by one) and ask the
students to say out aloud the word they have written.
The teacher will draw two columns on the blackboard. He/she will write in one column, the
word which the students have most repeated, in the other column those words which don’t
coincide with others but are equally valid.
When they finish seeing all the photo’s they will read the list they have made.
Finally, having this list on the blackboard, all the class will try and elaborate our own “Human
Right List” by reading each word on the list and thinking of an opposite word or sentence
which expresses what would be the correct thing in that situation. As the students and the
teacher agree to a common conclusión for each point, the students will take turns to write
down the final conclusions of each point on a cardboard in order to continue with the activity
the following session.
SESSION 2
Theme: Human Rights
Aims:
To understand what they are.
To know who they are for.
To detect things which are against Human Rights through photographs and in their
reality.
To identify our Human Rights.
To express their opinions using the vocabulary of the unit.
To elaborate a Human Rights List
WARMING-UP
The teacher starts the class by asking the students what they know now about Human Rights
andi f they remember any examples.
DEVELOPMENT
Following on, the teacher will do two groups. One group will read the list elaborated by the
class, and the other group will read the real list of Human Rights. The aim is to contrast both
list and realice that they are both the same expressed in different ways.
In this session, alter reading both lists, the teacher will hand out flashcards of the photos seen
in the previous session.
A group of students will elaborate a project sticking these photographs and writting what they
reflect.
Another group of students will elaborate a project writing on a big card the Human Rights List
and sticking a drawing (they have previously done) next to it.
Finally, whoever finishes first, can elaborate one final sign which will conect both projects:
WE ARE
PROTECTED BY....
Are we
alone?
HUMAN RIGHTS