Activity 3

Title	Ranking Rights ( adapted from Human Rights, G. Pike and D. Selby)
Outcomes	To encourage students to think about and reflect on why certain rights are more important than others To encourage students to consider why certain rights may not be acceptable or desirable
Level	Grades 4 - 6
Curriculum Connections	*Language Arts* - The student will: - speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings and experiences - communicate information and ideas effectively and clearly and respond critically and clearly - interact with sensitivity and respect, considering the situation, audience and purpose"
	*Health* The student will: - demonstrate behaviours which contribute to emotional and social growth and development.
	*Social Studies* The student will: -examine ways in which individuals can exercise their rights and obligations as citizens in Newfoundland and Labrador and Canada.
	Technology Education ( if activity is extended) The student will: - use communications technologies to collaborate with students, teachers and others at a distance to gain understanding of, develop, and implement solutions to, problems and opportunities in energy and power.
Time	30 - 45 minutes ( May be extended if students generate their own lists)
Resources	- Sheets of paper with sample rights (one per student) - One sheet of construction paper per group - 16 paper clips per group

Strategies and Procedures

Step 1

1.1

The teacher divides the class into pairs. He/she gives each group a piece of colored construction paper plus one sheet each of the "rights" statements. Students are asked to rank the rights in order of importance. Rights that they very much believe they should have are ranked (cut and paper clipped) near the top of the construction paper - rights they do not think they should have are attached near the bottom of the sheet.

1.2

The teacher circulates from group to group to observe and facilitate student interaction.

Step 2

2.1

Once most pairs of students have reached consensus on their rankings , they join a second pair of students forming a new group of four. The two pairs of students compare their rankings and discuss their reasons for their choices. For 10 to 15 minutes they work together to try and create a common list with common rankings.

2.2

The teacher circulates from group to group and observes the choices that students are making. He/she stops this portion of the activity at his/her discretion.

Step 3

3.1

Each group of four reports to the rest of the class on their findings. The students are asked to observe which rights have been placed consistently near the top and near the bottom.

3.2

Students are asked to comment on the process - arriving at a consensus in their pair - in their group of four - with the entire class.

3.3

The teacher uses this opportunity to discuss how different individuals may value different things but still need to come to an agreement about certain rights.

Implications for Teaching/Learning:

1. The students may wish to post the activity on the Internet to receive feedback from other schools or a twin class on their opinions. (Teachers should closely monitor children's use of the Internet and direct them to sites that are appropriate for their age group)

2. The students may want to consider how they could repeat the same exercise for "rights at home", or "rights of children in the community". For this they may need to generate their own lists of "rights".

Sample Rights:

The right to a clean comfortable classroom

The right to free refreshment at recess

The right to make as much noise we want in class

The right to choose teachers

The right to choose where to sit

The right to be listened to by the teacher

The right to do what we want in class

The right to days off in fine weather

Table of Contents