Introduction to Rights
Standards
Materials
Large pieces of Paper, butcher paper
A formal definition for rights
Student Journals/ Spare paper
Objectives
Students Will
- create an individual definition of rights
- list the rights that they have (for them to consider what rights they have without knowing)
- begin to look into the essential questions of the unit
Lesson Context
As an introduction into the concept of rights students will begin by defining what rights are. In order to dive in a complex topic such as rights, students must have a basic idea of what rights are and what rights they are entitled to on a daily basis. It is also important that students have a basic idea about how the concept of rights developed, and the differences between the various ideologies that surround the concept of 'rights'.
Lesson Body
To start the lesson, I will have each student record their own definition of what rights are and what rights they have. Once students have done this I will have them get into small groups (4-5) and discuss these topics. Within these small groups, students will record group answers to these questions and come up with one definition for "rights" as a group and list all of the rights that they believe they have. The class will then come back together as a group and present their definition, why they chose it, and then their list of rights that they believe they have.
As individuals, students will record once again what rights they believe that they have in the same location that they did the first time. They will then be asked to quickly journal why their list grew, shrank, or stayed the same. This should then end the day, if there is time the students can share their changes with the class, in small groups, or with partners.
To start the next day, a textbook definition should be given to the students. This definition can come from their textbook, a dictionary, or other credible source. As a group, either large or small again, students should discuss the differences or similarities between this definition and the ones students had come up with the previous day.
With the list of rights from the previous day, students will be asked if they are all the same, looking at who has these rights (everyone, not everyone), who controls these rights, and if there are certain rights that are more important than others. Students can break into small groups or write individually on these ideas (if they do it individually, students should share in small groups what they came up with). These small groups will then quickly discuss this topic within a large group setting, synthesizing what was talked about in their groups. The educator will then present a definition, using the students own examples, to introduce the different theories and ways that rights can be identified, especially the difference between human and civil rights/liberties, and what is different between them and their origins (or how they have been created or thought of)
-This last area might be a little difficult in that human rights are seen to be had by all humans, and thus have not truly been created, only understood to be granted to each human, based on what we as people see to be just for each human being
Special Considerations
(Based on performance of students and special needs in the individual classroom)
Assessment
Informal: participation in class discussions, bringing in their own personal beliefs and background to further push or expand the concepts being discussed within the group
Formal: If students do begin the second day with individual writing, these can be collected and looked over at the days end
Materials
Large pieces of Paper, butcher paper
A formal definition for rights
Student Journals/ Spare paper
Objectives
Students Will
- create an individual definition of rights
- list the rights that they have (for them to consider what rights they have without knowing)
- begin to look into the essential questions of the unit
Lesson Context
As an introduction into the concept of rights students will begin by defining what rights are. In order to dive in a complex topic such as rights, students must have a basic idea of what rights are and what rights they are entitled to on a daily basis. It is also important that students have a basic idea about how the concept of rights developed, and the differences between the various ideologies that surround the concept of 'rights'.
Lesson Body
To start the lesson, I will have each student record their own definition of what rights are and what rights they have. Once students have done this I will have them get into small groups (4-5) and discuss these topics. Within these small groups, students will record group answers to these questions and come up with one definition for "rights" as a group and list all of the rights that they believe they have. The class will then come back together as a group and present their definition, why they chose it, and then their list of rights that they believe they have.
As individuals, students will record once again what rights they believe that they have in the same location that they did the first time. They will then be asked to quickly journal why their list grew, shrank, or stayed the same. This should then end the day, if there is time the students can share their changes with the class, in small groups, or with partners.
To start the next day, a textbook definition should be given to the students. This definition can come from their textbook, a dictionary, or other credible source. As a group, either large or small again, students should discuss the differences or similarities between this definition and the ones students had come up with the previous day.
With the list of rights from the previous day, students will be asked if they are all the same, looking at who has these rights (everyone, not everyone), who controls these rights, and if there are certain rights that are more important than others. Students can break into small groups or write individually on these ideas (if they do it individually, students should share in small groups what they came up with). These small groups will then quickly discuss this topic within a large group setting, synthesizing what was talked about in their groups. The educator will then present a definition, using the students own examples, to introduce the different theories and ways that rights can be identified, especially the difference between human and civil rights/liberties, and what is different between them and their origins (or how they have been created or thought of)
-This last area might be a little difficult in that human rights are seen to be had by all humans, and thus have not truly been created, only understood to be granted to each human, based on what we as people see to be just for each human being
Special Considerations
(Based on performance of students and special needs in the individual classroom)
Assessment
Informal: participation in class discussions, bringing in their own personal beliefs and background to further push or expand the concepts being discussed within the group
Formal: If students do begin the second day with individual writing, these can be collected and looked over at the days end