An acitvity to explore human rights in an inductive way. Suistable for language or social studies classroom.

1. In the 1 st part of the HR Exploration Activity:
1.
2.
What are we about to explore and why doing so is important: Introduction.
Review: what have students done with questioning so far?
– How questioning helps us determine what a word means? Why determening what a
words meand and what meaning the users of a languge give to words is imporant?
– Why understanding the meaning of the words that constitute our Rights, Rules and Laws
is imporatnt?
3. What have students done so far with regard to Human Right – what was the context, the
purpose and the activity itself?
4. Establish the structure and frame for the language exploration and give an example – “right”/
“excllent”.
5. Explore the meanings of human, right and human right following the structure established.
- Discuss the different aspects of meaning (popular, new aspects & meanings, literal, personal) in
a group
- Everyone types thier definition (individual) to the presentation.
6. Our definition of Human Right: everyone types thier into the presentation + we establisha
common one.

2. AHA!YA team
presents:
and invites you on a jorney together

3. Introduction :slide 1
Present the purpose, the activity and the time frame for the
activity:
What are we going to do? Why? In what way is it useful?
Why this presentation – related to what you have done so far.
A special new aspect of the exploration of Human Rights –
meanings and language awareness.
Who – the presentation is created by Ahaya team.
How and when? – Every class for about 20 min. + Language
activities

4. Questioning
Who?
What?
Why?
When?
Where?
HoW?..
&
So what?
Who? What? Why? When? Where? HoW?.. and So
what?!
AHA!YA team

5. Questioning- words for questioning:
slide 2
What have we done and discovered about questioning so far? How do we
ask those questions in Spanish?
Activity:

6. Questioning and Meaning
How do we know
what
a word
means?
Introdice the scheme of work and apply it for two examples words:
Right and Excellent
Who? What? Why? When? Where? HoW?.. and So
what?!
AHA!YA team

7. Questioning and Meaning: slide 3
Introdice the scheme of work and apply it for two examples words:
• Introduce the different levels of the meaning of a word
• Look at missunderstandings that may occur whne one doen’s know the
levels
• Why do we need this? Why being aware of the levels of menring is useful?
When? Your own exaple?
• Words we use to indtorodece the sheme of the different levels of meaning:
Right and Excellent
Points to consider:
•
We may think we know what a word means but sometimes others have
different idea. Or there might be more than we think there is.
•
A word has a definition – meaning everyone agrees upon- you can find in a
dictionary. What definition and what is meaning (Sp. Significado y sentido)
Who? What? Why? When? Where? HoW?.. and So
what?!
AHA!YA team

8. What is human?
Who? What? Why? When? Where? HoW?.. and So
what?
What is the meaning of
human ?

9. Human
Who? What? Why? When? Where? HoW?.. and So
what?
What is the meaning of human ?

10. What is the meaning of human ?: slides 3
&4
Activity:
1.
2.
3.
4.
Everyone gives their understanding of the meaning of the word human.
All input is added to the presentation : human in the center, with bbbles
around it – eveyones’ input
See the different concepts of human. Examine the dictiony meanings and
the popular one…
Conclusion: How different concepts se dopulvat? Do we see
contradictions?

11. Meanings of “Right”:
Who? What? Why? When? Where? HoW?.. and So
what?
What is Right?

12. “Right” in the langugae
Idioms and expressions with “right”:

13. Who? What? Why? When? Where? HoW?.. and So
what?
RIGHT

14. “Right” in the langugae: lsides 5, 6 & 7
Activity:
1.
What is “right” for everyone in the group?: Agian everyone has their
input for the presentation.
2. Idioms with “right” – the wisdom trasmitted trought language. Explore
other levelsof the meaning of right.
3. Short discussion trough example taken out of the classroom (inmediat
stundets’ surroubdings):
If what is right for me is not right for you, are you wrong?
How do we know what is right then? Do we need a contract, rules or
constituion to know what is right? > Let students discuss, lead and direct
the discussion to avoid going off topic for too long. Leave them with thier
conslusions at this stage. Provide littel input as teacher at this stage.

15. What do you know already about human
rights?
What have you done so far to explore the
topic?
Who? What? Why? When? Where? HoW?.. and So
what?
What is “human right”?

16. Activity:
• Review and summary of what students have done so far
with other teachers or in other subject areas:
What, why, when, who, how.
Who? What? Why? When? Where? HoW?.. and So
what?
What is “human right”?: slide 8

17. HUMAN RIGHT
Who? What? Why? When? Where? HoW?.. And So
what?
What is “human right”?

18. Human Rights: definition
Who? What? Why? When? Where? HoW?.. and What
of it?
AHA!YA team

19. What is “human right”?: slides 9 & 10
Activity:
1.
2.
3.
4.
Summarize what we’ ve discovered about the meanings of
“human” and “right”. Remeber we also disucussed what is right for
me might not be right for you?
Now everyone will write donw what is human right in their mind.
With so many peronal understandings of right that are not wrong,
we sitll need to have a foundation – a common understading of
“right” along with all personal concepts of “right”. Why do we need
that? – ask students that question and see where they can get.
Summary of the whole activity (done by teacher): Different levels
of a menaing of a word. Our personal understandongs are not
wrong – we have the right to those – yet there is a social contract
ob what is right to ensure …..