CLASS
SUBJECT
TOPIC
DATE
NO OF
BOYS
NO OF
GIRLS
EAL
G&T
LEVEL/
GRADE
RANGE
SEN
Learning Objective:
To define the term human rights and understand why they are important
LEARNING OUTCOMES:
All: Able to define human rights
Most: Above + understand some of our human rights
Some: Above + understand the impact of human rights globally
Resources
Assessment Opportunities
Lesson powerpoint
Diamond nine cards
Worksheet- the
impact of human
rights
Teach-ICT bingo
Differentiation
(SEN / G & T)
Questioning
Peer Assessment
AFL
Teacher Assessment
TEACHER SEQUENCE
Starter
TIMINGS
Students begin the lesson by answering a series of ‘what if?’ questions in their
books. Extension- write a full sentence explaining what you think would happen if we
didn’t have to come to school
0 – 10
Assess progress towards LO’s (students are to write the time in their margin and rate
how they feel about today’s lesson outcomes. E.g. a= 7/10, b= 5/10, c= 4/10- repeat
this 2 more times throughout lesson to assess progress)
10 -15
Issue students with 3 post it notes each. Introduce them to the 3 questions before
showing the clips. After watching the clip ask students to write their answers on each
post it note and stick in the middle of their tables. Elect a group leader to read out
their ideas. If not sat in groups ask them to stick post its at front of classroom and
teacher to read. Slides are to be changed manually depending on speed of reading
in class
15– 20
Students to work in pairs to sort the phrases into ‘wants’ and ‘needs’- discuss the
difference as a class
20-25
Copy down definition of human rights Assess progress towards LO’s
25-30
Main
Development
Diamond nine sorting activity- students are to rank the human rights in order of
importance to them. They are then to write a sentence explaining WHY they have
chosen that question. Extension; can they think of any real life examples of
people/countries who don’t adhere to UDHR?
30-35
Teacher to display a series of photos from WW2- teacher to source. Then answer
question- 'why do we need human rights?' When do you think the UDHR was
created?' (Multiple choice answers after discussion).
35- 40
Students to work in pairs/groups to cut up impact cards and stick under the correct
human right
40-50
Assess progress towards LO’s ICT bingo- http://www.teach-ict.com/- teacher will
need to create account (free), or can play without ICT. Students write down 6 human
rights they can remember from the lesson. Either use ICT resource to choose rights
that students can tick off, or teacher to say the rights. First student to fill their grid
wins.
50-60
Plenary
Diamond 9 activity
The right to
freedom
The right to
free
thought
The right to
security
The right to
a good
standard of
life
The right to
a fair trial
The right to
freedom of
thought
and religion
Worksheet
How do Human Rights affect our life? The articles of the Human Rights Act are outlined
in the table below. Cut up the impact cards on the last page of this worksheet and stick
them below the Human Right that they relate to.
A. Everyone has the
same rights
regardless of their
gender, race,
sexuality, religion,
etc.
B. Everyone has the right
to life
C. Everyone has the right to be
free from torture and inhuman
or degrading treatment or
punishment.
.
D. Everyone should be free E. Everyone has the right
from slavery and forced
to a fair trial.
labour.
F. Everyone has the right to
respect for their private and
family life.
G. Everyone has the right to
freedom of thought,
conscience and religion.
J. Everyone has the right to
earn a living
H. Everyone has the
right to freedom of
peaceful assembly and
association.
I. Everyone has the right to
found a family
K. Everyone has the right L. Everyone has the right to
to own property
education and to choose the
type of education for their
children.
Impact Cards
Cut out and stick each card below the Human Rights Act to which it is relevant.
1. Trade unions are
allowed to form in
European Union
countries.
2. Homosexuality in Northern
Ireland is no longer a criminal
act for those over the age of 18.
3. Spain passed laws to ban
phone tapping.
4. Forced labour is no
longer used as
punishment in the
European Union.
5. MAG works in current and
former conflict zones, to reduce
the threat of death and protect
lives.
6. State education is
offered free of charge in
the European Union.
7. Belgium changed its
laws, which
discriminated against
children born outside
marriage.
8. Sweden changed its laws on
compulsory religious education.
9. Women are now allowed
to purchase a home
without a male partner.
10. MAG tackles poverty 11. Suspects can be released on
by training and
bail until their trial.
employing staff from the
local populations,
allowing more people to
earn a living.
12. Torture is prohibited
under international law
and the domestic laws of
most countries in the 21st
century.
Teacher notes
B. Everyone has the
same rights
regardless of their
gender, race,
sexuality, religion,
etc.
B. Everyone has the
right to life
C. Everyone has the right to
be free from torture and
inhuman or degrading
treatment or punishment.
2. Homosexuality in
Northern Ireland is no
longer a criminal act for
those over the age of 18.
5. MAG works in
current and former
conflict zones, to
reduce the threat of
death and protect
lives.
12. Torture is prohibited
under international law and
the domestic laws of most
countries in the 21st
century.
D. Everyone should be free
from slavery and forced
labour.
E. Everyone has the
right to a fair trial.
F. Everyone has the right to
respect for their private
and family life.
4. Forced labour is no
longer used as punishment
in the European Union.
11. Suspects can be
released on bail until
their trial.
3. Spain passed laws to ban
phone tapping.
G. Everyone has the right to H. Everyone has the
I. Everyone has the right to
freedom of thought,
right to freedom of
found a family
conscience and religion.
peaceful assembly and
association.
7. Belgium changed its
laws, which discriminated
against children born
outside marriage.
8. Sweden changed its laws
on compulsory religious
education.
1. Trade unions are
allowed to form in
European Union
countries.
J. Everyone has the right to
earn a living
K. Everyone has the
right to own property
L. Everyone has the right to
education and to choose
the type of education for
their children.
10. MAG tackles poverty by
training and employing
staff from the local
populations, allowing more
people to earn a living.
9. Women are now
allowed to purchase a
home without a male
partner.
6. State education is
offered free of charge in
the European Union.