Activity 2

Title	Thinking about Rights ( adapted from Human Rights, G. Pike and D. Selby)
Outcomes	To encourage students to perceive rights issues as being pertinent to their everyday experiences To introduce students to the problem of establishing and then maintaining rights which are universally acceptable
Level	Grade 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.
Time	30 - 45 minutes ( May be extended if students generate their own lists)
Resources	- File cards or Post-its - Masking tape or Velcro strips - Poster Paper - Lists of rights (one list per group)

Strategies and Procedures

Step 1

The teacher divides the class into groups of four or five. She/he assigns roles to each of the participant in each group, ( for example: recorder, time manager, motivator, runner, facilitator, spokesperson) and gives each group a large piece of Bristol board divided into three sections (three vertical rows) plus a set of cards (or post-its) on which are reproduced the same rights as listed on the enclosed sheets. The students are also given approximately 20 blank cards (or post-its).

"Statement of Rights" and "Rights Statement Cards"

Agree	Not Sure	Disagree

Step 2

2.1

For 10 to 15 minutes students work in small groups reading and discussing the rights listed on the sheets and reproduced on the cards. Through negotiation the students decide to assign and affix each card ( with a masking tape back) or post-it of the "rights" statement to one of the categories on the bristol/poster board.

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

The teacher now asks the groups to consider how they might change the wording of the "rights" statements in the "Not sure" and "Disagree" sections and to re-word these statements so that they can be placed in the "Agree" section of the chart. Students may choose to use qualifying words such as "except' or "usually". (Students may also find that they cannot change certain statements enough to move them to the "agree" category).

3.2

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

Step 4

4.1

The teacher asks each group spokesperson to share their decisions with the other groups in the class. Students may wish to reflect on the process and ask questions to members of other groups or share some of their own opinions about particular choices. The teacher acts as facilitator and determines when this portion of the activity should stop.

Step 5

5.1

The teacher now asks each group to discuss the "rights" that they have assigned to the "Agree" category and decide whether or not they can combine these ideas to make five statements that will ensure a safe and fair class/school environment. Each group writes the new statements on the provided blank post-its or cards.

5. 2

The teacher circulates to observe the deliberations of the groups and decides when this portion of the activity should stop.

Step 6

6.1

The spokespersons for the groups report on their discussions and present their proposed statements to the class. The statements are affixed to another poster board entitled "Statements of Rights".

6.2

The teacher invites students to comment on the process that they have just experienced. Students may be asked to make suggestions for extending the activity.

Statements of Rights

We should not be forced to come to school.

Teachers should be allowed to hit us to keep us in order.

We should be allowed to choose where we sit in class.

There should be a school council with representatives from each class.

The school should provide all the equipment we need, such as pens, paper, books.

People who are good at speaking should be allowed to speak more often in class.

Students who misbehave every day should be expelled.

We should be allowed to do what we like when we finish our work.

Teachers should not make fun of us.

There should be separate schools for boys and girls.

The boys should be always grouped together for classroom activities.

Teachers should always listen carefully to what students say.

Teachers should make sure that we can work without being disturbed.

If you need to leave the classroom you should be allowed to.

Older students should have a bigger share of the playground.

Girls should have some classes by themselves.

Everyone in school should be treated with politeness and respect.

The school should make sure that no one gets bullied.

The school should be clean and comfortable.

We should have a chance to give our side of the story if we get into trouble.

Rights Statements Cards	Teachers should not make fun of us.
Teachers should be allowed to hit us to keep us in order.	There should be separate schools for boys and girls.
We should be allowed to choose where we sit in class.	The boys should be always grouped together for classroom activities
There should be a school council with representatives from each class.	If you need to leave the classroom you should be allowed to.
The school should provide all the equipment we need such as pens, paper, books.	The school should be clean and comfortable.
People who are good at speaking should be allowed to speak more often in class.	The school should make sure that no one gets bullied.
Students who misbehave every day should be expelled.	Everyone in school should be treated with politeness and respect.
We should be allowed to do what we like when we finish our work.	Girls should have some classes by themselves.
Teachers should not make fun of us.	We should have a chance to give our side of the story if we get into trouble.
Teachers should always listen carefully to what students say.	Teachers should make sure that we can work without being disturbed.
We should not be forced to come to school	Older students should have a bigger share of the playground.

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