Конференція Клубу Глобальної турботи
середньої
загальноосвітньої спеціалізованої школи № 12
I-III ступенів з поглибленим вивченням іноземних мов
імені
С.Ковальчука м. Житомира
на тему:
«Права людини та дитини»
Учасники: учні 10-11 класів, вчителі
англійської мови школи та міста
Керівник Клубу Глобальної турботи: Арютова Л.О.
Session plan
The Theme: Do children have rights too?
The
level: students of the 10-11th
forms, school and town English teachers.
Material: a copy of Simplified Version of the
Universal Declaration of Human Rights;
A copy of the Convention on
the rights of the Child
Objectives: for developing Human Rights Skills:
1.
to
determine the difference between wants and needs
2.
to
understand the rights
3.
to
realize that children have different rights than adults do
4.
to
identify what some of these rights are( by introducing the Convention of rights
5.
to
realize that every right has a corresponding responsibility
for developing Language Skills
1.
to
practice language skills
2.
to
share and compare information
3.
to
explain and justify decisions
4.
to
combine positive and negative ideas
1. Warming up: Students and teachers
introduce themselves.
My name is…
I want to…
I need to…
Group activity “Making Rain” that gives the opportunity to understand
each other and the
goal
of joint action. They will have to
listen, respect, lead, follow each other.
2. The
teacher writes the words: wants and needs and asks the audience-
What is the difference between a want and a need?
The teacher elicits examples of their
wants (a new car, a warm winter, etc)
Needs (family, clothes, etc)
- Group work.
The students and teachers are split into two
or three groups (mixed)
The task: to create a group list of wants –
group 1
to create a group list of needs – group 2
to create and make presentation of ideas – both groups
- Speaking.
The teacher reads a class list of wants and needs and asks: Can you think
of any other wants and needs
which are not represented on your flip charts?
- Critical thinking. The teacher
asks the Ss to consider what the difference between needs and wants
is.
What are rights? ▼↓
The most basic needs are considered rights.
- T asks Ss to analyze their list
of needs and to answer:
If you were asked to create a list of basic
human rights would it differ from your list of basic human needs?
- Discussion: T asks Ss: Do Children Have Rights, too?
The teacher draws a line on the blackboard
representing life time from age 5 (at the end) to age 30 (at the other end) and
asks Ss write the age on the time-line where a person in Ukraine
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29 30
|
●buy
alcohol
●work full
time
●vote
●any type
of films
●get
married without a parent’s permission
●join the
military
●convicted
of a crime
●a car
●pay full
price on public transport
●etc
Ss are asked to stick the definitions to an age time line. Ss are asked:
Why don’t children have the same rights as
adults?
The teacher
tells Ss that a child is a person under the age of 18 (according to the UN
Convention on the Rights of the Child)
- Listening.
In 1989 the United Nation made a list of rights
and wrote a legal document to protect children’s rights called the Convention
on the rights of the Child. The children’s rights can be divided into three
categories:
Participation- the right to participate in
society (freedom of speech and opinion, school, family, culture, religion,
language)
Protection- the right to be shielded from
harmful acts and practices (physical and mental abuse, commercial or sexual
exploitation, separation from parents)
Provision – the right to possess or have access
to certain things or services (name, nationality, health care, education, rest,
play, care for disable and orphans)
- Groups’ presentation of the ideas.
Students
and teachers are asked to discuss in groups and decide which three rights are
the most important for Ss and Ts. They select
them from the UDHR and CCR.
11. Teacher’s
presentation of the ideas of the session:
Wants ►◄ needs
Needs ►◄
rights
Rights
►◄ responsibilities
12. Discussion.
The teacher involves Ss for discussion of Article 12 from the Simplified
version of the Convention on the Rights of the
Child.
Article 12 “The
right of the child to express his or her opinion and to have this taken
into consideration”
Task: Answer the questions – Is this also a
student’s right?
Is this also a teacher’s right?
If the student has the right Who is responsible to protect that right?
to express his or her opinion ----- What
is their responsibility?
▼
↓
●be treated in the same way
●not speak when others are speaking
●to tell Ts when they think something is unfair
●to others
If the teacher
has the right
to assess the Ss presentation ------------ Who is responsible to protect that right?
What is their responsibility?
● - ? ? ?
● - ? ? ?
● - ? ? ?
13. Critical
thinking. The whole group is split into two groups and asked to identify
the following:
It is the students’ right to…
It is the students’ responsibility to….
It is the teachers’ right to…
It is the teachers’ responsibility to….
14. The teacher puts the lists on the wall and
draws Van diagram. Then everybody
decides:
Which teachers’ and students’ rights are the same?
The participants present their ideas.
15. Wrap up.
Identifying the whole session by answering the
crucial question:
How can human rights be defined?
Human rights can be defined as those basic
rules without which people cannot live in dignity as human beings.
Human rights
are the foundation of FREEDOM
JUSTICE
PEACE
The basis of human rights – such
as respect for human life and human dignity –
can be found in most religions and philosophies.
Respecting human rights allows the individuals
and the community to fully develop.
Комментариев нет:
Отправить комментарий