Activity 1

Rights and Responsibilities in the Classroom ( adapted from Human Rights, G. Pike and D. Selby)
Outcomes	To involve children actively in an exploration of the concept of human rights and responsibilities To allow children to make decisions based on what they consider to be appropriate rights and responsibilities in the classroom To encourage children to reflect on and revise their decisions through renegotiation To provide an opportunity for children to build consensus in developing a genuine code of conduct for their classroom To encourage children to relate what they have learned from their classroom experience to the whole school, the community and beyond.
Level	Grades 4 to 6
Curriculum Connections	*English 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
	*French Immersion* - The student will: - ask questions to further his/her understanding of other opinions, beliefs, habits and customs.
	*Health* The student will: - demonstrate behaviours which contribute to his/her 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.
Time	Teacher determines the length of the lesson(s) and the duration of the project

Strategies and Procedures

Step 1

Students reflect on the meaning of rights.

1.1. List three or four or more thoughts on the concept of rights. The teacher may supply sentence starters such as :

a) When I hear the word "rights' I think about:

b) For me "rights" means :

1.2. Brainstorm on words associated with "rights". The teacher may supply a starter such as:

When you hear the word "rights" tell me the first thing that comes to your mind : The teacher can make an inclusive list of all ideas presented.

Step 2

2.1

The class discusses its work in light of "rights in the classroom" . The teacher makes sure that the students understand the concept of rights - "something to which one has a just and fair claim" and to observe that " rights" are generally written down.

(The emphasis must be on "rights" pertaining to the classroom and teachers may wish to discuss with students why there are school regulations regarding such things as gum chewing).

Step 3

Each student is given an index card or a piece of paper and is asked to write down one right that he/she feels should be observed in the classroom. The teacher also writes down one right. The cards are collected in. The teacher reads the cards one by one (students are not identified) and the class votes on whether the suggestion should be part of the class code of rights. When every suggestion has been dealt with, students put forward additional rights to be voted on. The suggestions receiving the support of more than half the class are recorded on chart paper and displayed prominently . Each right has to be observed by everybody. Rights are subject to review on a weekly basis and the class may decide to suggest and negotiate changes.

Step 4

The teacher reproduces the listed and agreed upon rights on index cards and puts them in a pile. Students form groups of three or four. A designated student from each group selects randomly from the pile of "rights" cards until the pile is exhausted and each group has selected approximately the same number of cards. Each group of students considers and suggests responsibilities that should accompany each right. The teacher may suggest they consider what the "right" requires of the teacher and others as well as the student.

Step 5

Each group in turn reports to the whole class and invites input and comment from their peers on their decisions. The teacher acts as chairperson and recorder of the discussion. The responsibilities are then reproduced on chart paper to accompany the list of "rights".

Note: Teachers and/or students may choose to use a computer publishing package to record and amend their lists of rights and responsibilities.

Comments:

1. The teacher may encourage the children to reflect on why they have selected these particular rights and responsibilities.

2. The teacher and/or students may be invited to make reference to the posted statements when studying or discussing matters in a subject area, such as characters in a novel, events in history, composition in art.

3. The class may eventually reduce the number of rights posted to those that they consider most important.

4. The teacher may ask children to supply examples from their daily lives of how someone has demonstrated respect for a particular "right" - emphasizing the positive.

Implications for Teaching/Learning:

1. Invite a representative of local law enforcement into the school to discuss the laws that affect young people, their rights and their responsibilities.

2. Connect the activity to the United Nations Declaration of the Rights of the Child (1959).

3. This activity may be conducted in English or French or any other language of instruction.

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