|
|
|
Citizenship at key stage 3 (Year 7-9)
Unit 03: Human rights
Section 2: What are human rights?
|
|
Objectives |
| Children should learn: |
- that human rights play a part in everyday life
- that every human being is entitled to certain basic rights
- that basic human rights in Britain are set out in the Human Rights Act (1998), and that these rights are different from other rights
|
Activities |
|
Outcomes |
|
Children: |
- Tell pupils about the Human Rights Act (1998), that it sets out the basic legal rights of everyone in Britain and is underpinned by common values.
- Ask pupils to look again at the charter of rights they created in the previous section. Would it be suitable for other communities outside the school? What other rights might need to be included? Ask pupils to compare the rights in their charter with the 16 basic rights listed in the Human Rights Act (1998). Which rights didn't they include? Why? Pupils could consider how human rights affect everyday life, whether at home, school or work.
- Are human rights absolute? In groups, pupils identify and discuss situations where the rights of an individual might conflict with the rights of a group. They could consider how to balance conflicting rights in situations where there may be no single correct answer. As an example, refer to Article 8 of the Human Rights Act (1998) ('Right to respect for private and family life'). Ask pupils when it is acceptable to intrude into someone's privacy. Is the use of CCTV to prevent crimes acceptable? What about on a housing estate to prevent graffiti? In the school toilets to prevent vandalism? In a shop changing room to prevent shoplifting? Pupils could also consider the right to respect for family life. Are there any circumstances in which it is acceptable to split up a family? What if parents are unable to care for their children? (Other examples include: free speech, access to land or footpaths, property ownership.) Pupils report back on their group discussions.
- Pupils consider how basic human rights are protected by law in democratic societies, eg by the Human Rights Act (1998) in Britain. Reiterate the point that in many situations, human rights compete and/or conflict and so need to be balanced.
|
|
- understand that human rights are fundamental rights, and that in Britain the Human Rights Act (1998) reflects common values
- know that every person is entitled to certain basic rights
- know how the Act relates to school policies and other aspects of everyday life
- recognise that rights can compete and/or conflict and so need to be balanced
|
|
Points to note |
- A discussion of common values, eg respect, tolerance, may be useful here if this has not already taken place.
- The 16 basic rights of the Human Rights Act are available at www.crights.org.uk/law/uncrc.html
- Link with history: 13 'A world study after 1900' in the programme of study.
- Link with RE: this section links with religious and ethical values and teachings about the nature of humanity. These issues are covered in many RE local agreed syllabuses.
- Link with thinking skills: reasoning, creative thinking.
- Extension activity: it may be appropriate to use drama
activities or role-play to explore real-life situations where there are competing
and/or conflicting rights.
- Another useful resource is the website of the Human Rights
Unit, www.humanrights.gov.uk
- The issues and concepts introduced in this section are complex and will be developed further at key stage 4 and beyond, eg the distinction between human rights that can be legally enforced and those that reflect broad principles. In some cases, however, it may be appropriate to introduce such complex issues and concepts in key
stage 3.
|
|
|
This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
|
|
|
|
