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History at key stage 3 (Year 9)
Unit 19: How and why did the Holocaust happen?
Section 1: Rights and responsibilities?
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Objectives |
| Children should learn: |
- about some key concepts, values and dispositions underpinning their own treatment within school
- that 'rights' imply 'responsibilities'
- that democracies have ways of safeguarding an individual's rights and responsibilities
- that people's access to human rights can be removed by, for example, the actions of a totalitarian regime
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Activities |
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Outcomes |
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Children: |
- Ask the question
What are our own rights and responsibilities and how are they protected? Introduce the topic by using the context in which the pupils find themselves at school,
eg use a copy of the school's mission statement or home-school agreement
to identify rights and responsibilities. Ask pupils to undertake a DART (directed activities related to text)-style exercise, underlining phrases within the document that relate to their 'rights',
eg right to achieve, to be safe, to receive support.
- Through questions and answers, establish a spidergram of rights and link this to a spidergram of responsibilities.
- Prompt pupils if significant ones are not covered,
eg the right to be treated equally regardless of race, sex, religion, disability.
- Ask the question
How are pupils' rights protected and how are pupils' responsibilities expressed? Discuss the various ways in which pupils' rights are protected in school,
eg school rules (protection against what?); and anti-bullying and racist incident procedures. Extend the discussion to include rights in a democratic society and how citizens are protected through laws, parliament, etc.
- Ask the question How are people's rights being denied? Topical news items can be introduced through appropriate media where individual or group human rights are most obviously being denied, together with the opportunity to discuss the basis for their denial. This could act as a springboard into a discussion of the denial of human rights within Hitler's Germany.
- Ask pupils to construct an 'overlay' to the spidergrams, demonstrating how these rights and responsibilities can be denied to individuals.
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- identify key aspects of an individual's rights and responsibilities within a representative democracy
- make links between an individual's rights and responsibilities within a representative democracy
- demonstrate an understanding of how an individual's rights and responsibilities can be denied
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Points to note |
- Citizenship: this provides a context for discussing the legal and human rights and responsibilities underpinning society.Homework or additional class activity: pupils could examine the UN Declaration of Human Rights.Pupils will be familiar with DARTs through work in English. Similar strategies are used in earlier units.
- Links can be made with units covering culture clashes and the denial of human rights,
eg unit 6 'Islamic civilisations 600-1600', unit 10 'France 1789-94', unit 13 'Mughal India 1526-1857', unit 14 'The British Empire', unit 15 'Black peoples of America' and unit 17 'Divided Ireland'.
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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.
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