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Human Rights Unit Planning
Human Rights Unit Planning
Human Rights Unit Planning
Human Rights Unit Planning
Human Rights Unit Planning
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Human Rights Unit Planning


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  • 1. CLIL didactic unit Subject: ETHICS AND CIVIC EDUCATION Teacher: ÁNGELA RUIZ MONTERO Title of the Unit. THE CONQUEST OF HUMAN RIGHTS Course / Level: 4th Secondary E. 1. Learning outcomes 1. To understand the characteristics and importance of Human Rights. / Evaluation criteria 2. To classify rights. 3. To learn about the history of Human Rights. 4. To know people who fought or are fighting for Human Rights. 2. Subject Content 1. Introducing Human Rights 2. What are Human Rights. Characteristics. 3. Categories of Human Rights. a. First-generation rights (civil and political rights) b. Second-generation rights (social, economic and cultural rights) c. Third-generation rights (collective rights) 4. The History of Human Rights. 5. Human Rights Defenders. 3. Language Content / Communication Verbs: to fight, to claim, to demand, to segregate, to have the right (not) to Nouns and noun phrases: rights, women’s rights, children’s rights, education, freedom, food, nourishment, work, self-determination, health, environment, natural resources, duty (-ies), Bill of Rights, commitee, rule of law, the legal system, assembly, speech, the pres, equality, race, tolerance, birthplace, belief (-s), feeling, lifestyle, skin color, sexual orientation • Adjectives: individual, collective, universal, irrevocable, inalienable, not negotiable, preferential, civil, political, economic, social, cultural, healthy, equal • Structures • • Vocabulary Nouns + prepositions: right to, freedom of, violence against • Tenses Present Simple, Present Perfect, Past Simple, Past Perfect • Lengua para el aprendizaje Could you investigate about…? Browse the Internet to find out the answers. Write short, clear answers. Search for photos, maps or anything useful for your poster. Create a glogster with the information you gathered and some photos, pictures, maps… Explain to the rest of the class. • Lengua en el transcurso del aprendizaje (que sea previsible) Could you please read the information carefully? Have you got any questions? Do you understand what I mean? What’s the meaning of…? 1
  • 2. How do you say “X” in English? Could you explain it/that again? Could you give an example? Discourse type • • Language skills • • • • 4. Contextual (cultural) element 5. Cognitive (thinking) processes Expository: most of the text used is meant to inform students and explain things. Narrative: it will be used to tell a story or to explain a course of events. Reading (book, worksheets, webpages) Listening (to the Language Assistant, to the teacher, to videos, to recordings…) Writing (exercises, assignment) Speaking (debate, answering questions, giving opinion…) Human rights: definition, characteristics, categories and defenders. • • • • • • Knowledge: the students should be able to name and define the concept of Human Rights and learn about its history. Identification: the students should be able to identify key civil, political and socioeconomic rights recognized in the UDHR. Comprehension: They should be able to understand the importance of Human Rights. Classification: the students should be able to classify human rights into three categories: first generation, second generation and third generation. Application: they should be able to choose the right tool to depict data and help understand it. They should be able to make charts, digital posters, timelines, etc. Evaluation: students will be able to present what they have learnt in a final Project that shows their understanding as well as take a test. 6. (a) Task(s) 1. Comment photos that show the (lack of) respect for Human Rights. 2. Write definitions about Human Rights. 3. Work on texts which deal with the characteristics and categories of Human Rights. 4. Answer questions. 5. Underline or highlight information. 6. Search the web. 7. Listen and understand a recording about Human Rights. 8. Watch and understand a video about Human Rights. 9. Use web tools to generate digital posters, Word clouds, timelines… 10. Debate on Human Rights. 6. (b) Activities Session 1: Introducing Human Rights 1. Look at the picture. Think about words and phrases that come to your mind when you hear the term “human rights”. Then, write them on a Post-it note and place it beside the illustration that is displayed on the wall. 2. In pairs. Using the words and phrases around the cartoon, write down your own dictionary definition of human rights. 3. In small groups (3-4) read the set of cards listing a range of Human rights definitions. These are personal viewpoints rather than accepted 2
  • 3. definitions. Select two you think are most important to share with the class. 4. Compare cards. Is there a strong connection between them? For example, the two definitions may focus on people’s needs. If yes, place the cards together. If no, place them a distance away from each other. 5. After clustering them. Stick your cluster onto a page, and organize them under the following headings: governments, freedoms, justice/fairness, dignity/respect. 6. Re-write your own definition of human rights, based on what you’ve learnt during this activity and add it to the pack. Session 2: What are Human rights? Characteristics 1. In pairs. Look at the following photos and describe them. Do these photos show respect for Human Rights? Justify your opinion. 2. Match the following words to their definitions. 3. Read the following text carefully. 4. Underline or highlight any information you think is important. 5. Read the text again and fill in the diagram. 6. In pairs. Imagine you are a journalist. Search the web for a photo to illustrate the text in exercise 3. Then, explain your classmates why you chose it. Session 3: Categories of Human Rights 1. In pairs. Look at each of the statements below. Tick in the appropriate box to indicate whether you think the statement is true, false, or if you aren’t sure. Then, check your answers with your teacher / language assistant. 2. Read the text and fill in the gaps with the words below. Then, listen to the recording and check your answers. 3. Read the text in exercise 2 again and write five GOOD questions about human rights in the table. Do this in pairs. When you have finished, interview other students. Write down their answers. 4. Read the text below and answer the questions. Session 4: The History of Human Rights 1. In pairs. What do you think this Mafalda cartoon means? Write a brief comment on it. 2. What do you know about the history of Human Rights? Read the questions and choose the correct answer. After that, watch the video and check your answers. Ask your teacher / language assistant in case of doubt. 3. Listen to your teacher / language assistant Reading the text. Then, read it by yourself carefully. 4. Write a suitable Word next to the definitions. Choose one of the bold nouns or phrases in the text. 5. Write a suitable word under each photo. Choose one of the bold nouns or phrases in the text. Then, translate them into your language. 6. Re-read the text and write a timeline of the History of Human Rights. Alternatively, you can use the online tool Session 5 and 6: Human Rights Defenders In groups (3-4 people) investigate on one of the following people: Mahatma Ghandi, Nelson Mandela, Martin Luther King, Mother Theresa, Wangari Maathai, Rosa Parks, Daw Aung San Suu Kyi. 3
  • 4. 1. Write a short text (60-80 words) with their biography and their fight for Human Rights. 2. Read “The Universal Declaration of Human Rights. Shortened Version” and choose a right that has to do with the person you are writing about. 3. Create a Word Cloud with relevant words related to Human Rights and the person you are writing about. (, 4. Create a digital poster using the tool and include the following ítems: a. The text b. The Human Right c. A photo of the person studied d. The Word Cloud 5. When your Project is ready e-mail your teacher and include the link: Session 7: Revision 1. In pairs. Read the following key things about Human Rights. Would you add any more things? 2. Debate on Human Rights (small groups) with the help of the language assistant. 3. Self-assessment 7. Methodology Organization and class distribution / timing 7 60-minute sessions Extra time may be needed for homework Resources / Materials Resources • Worksheets (including lesson notes, activities…) • Internet for research • Laptops with internet connection to generate the word cloud and the digital poster. Also, as a resource for searching information and as a useful tool to learn new words. • Projector • Loudspeakers • CD player • Screen • Language assistant Useful links • Lesson notes and activities: NGLES.PDF 11&category_id=24&category_type=3&group= Class distribution has been mentioned in the activities section. 4
  • 5. • Activities: • Video: • Listening: • Vocabulary: • Game: • TIC tools: To generate the “Word cloud”, To create the digital poster: To generate rubrics: To look up new words:, To generate graphics: To download videos: Key Competences • • • • • Communication in foreign languages Digital competence Learning to learn Social and civic competences Cultural and Artistic competence 8. Evaluation (criteria and instruments) • Creative, active class participation, cooperation with peers, positive teamwork habits... (10%) Rubric to evaluate the glogster digital poster. (40%) Test (50%) Self-assessment rubric • • • Usando una plantilla de Isabel Pérez Torres Un primer modelo de esta plantilla ha sido publicado en: Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180. 5