Focus question 1: What are human rights?
Conduct all activities.
Activity 1 | Activity 2 | Activity 3 | Assessment task
Activity 1: Establishing priorities
Vocabulary: human rights, priorities, rights, gender, race, social
- Discuss each of the rights before asking students to copy them.
- Conduct this activity using small groups.
- Groups complete parts 1a to 1d.
- Conduct 1e as a class exercise, comparing and discussing groups' responses.
- Introduce the information in 'The culture of Hanic.'
- Conduct 1f and 1g as a class exercise, listing the rights on the board and comparing the ranking.
Vocabulary: civil rights, social rights, political rights, Amnesty International, minorities, oppressive rule, liberty, freedom of faith, unfair restrictions, social movements, seek political office, income maintenance, safeguard, material well-being, by virtue of one's citizenship, market capacity.
- Explain 'Defining human rights' as a class exercise, using simpler language.
- Construct a three-column table on the board with headings for the three types of rights.
- Conduct parts 2a to 2d as a whole class exercise, discussing the Amnesty International case studies.
- Conduct part 2e as a small group activity.
- Record responses on the board.
Activity 3: Rights and responsibilities
Vocabulary: responsibility, Universal Declaration of Human Responsibilities (1977).
- Discuss the Declaration of Human Responsibilities as a class exercise.
- Assist students to understand the list of rights in their workbooks.
- Complete the activity as a whole class or small group exercise, writing each sentence on the board.
- Select one article appropriate for ESL learners. Clarify the task. Allow ESL learners to complete the task in pairs.
Back to 'Human Rights - At a glance'