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The Rights, Wants & Needs activity kit introduces students to human rights and citizenship concepts using picture cards and a variety of related activities. The resource explores the idea that the basic needs of children are considered rights. It uses hands-on activities to help students see the link between rights and responsibilities.
Activity One - Students brainstorm a list of rights and compare their list with the UN Convention on the Rights of the Child.
Activity Two - Students sort a set of picture cards into categories and discuss the differences between wants and needs.
Activity Three - Students journey to a new planet and are allowed to bring certain items. As time progresses students are asked to eliminate certain items leaving those they think are more essential.
Activity Four - Using the rights, wants and needs cards, students play a variety of games.
Activity Five – Students learn that rights come with certain responsibilities. They write and illustrate on a blank card a responsibility they think goes with each right card.
Activity Six - Students collect and share stories about children from books or videos, or use the “Children from around the World” cards provided in the resource. As each story is read or viewed, students select the wants or needs cards they think are being denied in the story.
Activity Seven – Using the “Rights and Needs in Snapshots” photos provided in the kit, students identify the rights, wants or needs that appear to be denied to the children in the photo, and those that appear to be protected.
Extension activities for children's rights can be accessed iat the UNICEF Canada Global Classroom.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|