How are rights protected? Activity 1

  1. Write the question, ‘What are rights?’ on the board. Ask students to use their own knowledge, dictionaries and online sources such as Ask.com to define the term ‘rights’. Invite students to share what they have found out and record a class definition of the term on the board or a large sheet of paper that can be used as a display for the classroom.
  2. Explain to students that everyone, regardless of their race, colour, sex, language, religion, political or other opinion, or where they were born or who they were born to, is entitled to a number of basic rights. Ask students to brainstorm a list of basic rights. Students might like to use Post-it notes to record their ideas with each right recorded on a different Post-it note.
    Initial student responses may include the right to:
    • nutritious food
    • clean water
    • housing
    • an education
    • medical services.
    It may be necessary to prompt students so that they consider rights that they may take for granted such as the right to:
    • a name
    • love and understanding
    • special care if intellectually or physically impaired in any way
    • protection against cruel acts or exploitation
    • freedom and dignity.
  3. Use a strategy such as ‘1-3-6-12’ to collate the students’ ideas into categories. Students share their lists with two other students (a group of three). Ask students to use headings to group their rights and freedoms. Next two groups of three students join together to make a larger group of six students. The two groups share small-group work and then combine their ideas. Explain to students that it may be necessary to re-categorise their rights and freedoms under new headings. Repeat this step by inviting two groups of six students to make a group of 12.
    Ask a representative from each large group to report their list of headings for rights and freedoms. Record each idea on the board. Place a tally mark next to rights and freedoms that have already been mentioned as a way of acknowledging students’ responses.

Introduction | Activity One | Activity Two | Activity Three