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Despite some positive developments in the portrayal of people living in poverty in developing world, the public are often exposed to generalized and even stereotypical information and images on the subject. This resource was developed to support junior cycle students to develop the skills necessary to question the one dimensional perspective which is often presented in the media and elsewhere.
In this unit, students:
Each lesson includes a set of step-by-step instructions for teachers, with activities employing a wide range of active teaching methodologies. Student worksheets for individual, pair and small group work, and teacher resource sheets with background information are available for each lesson.
The project brief includes suggestions for the organization of the teaching sessions, and a set of success criteria to be shared with students. The unit concludes with activities to facilitate reflection, review and evaluation of learning outcomes, classwork and the peer teaching project.
The unit provides opportunities for students to develop or strengthen a number of skills;
The unit is unique in that it examines the larger topic of human rights with specific attention to the dangers of portraying individuals or communities by a "single story". The teaching strategies employed to this end are interesting and varied and the strategies included to measure student progress are well considered.
The inclusion of student reflection activities and a final student project further strengthen the unit.
The unit has application for those curriculum units that focus on citizenship in general and human rights in particular. It also has relevance for those curriculum units that seek to understand inequities in the world and the challenges faced by peoples in the developing world.
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||Very Good|
A major goal of the teaching is to help students understand the concept of stereotyping as it applies to individuals and groups and to consider the dangers of making assumptions about others, particularly as it relates to our acceptance of the human rights of "the other". The unit characterizes this tendency as the danger of a single story.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The unit includes a lesson designed to have students acknowledge the indivisibility and interdependence of human rights and the need to see the relationship among economic, cultural, social and environmental rights.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The unit moves from introductory lessons that examine the concept of human rights to consideration of the different categories of human rights, the indivisibility of those rights and concludes with examples of the challenges presented in recognizing the human rights of particular individuals or groups.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Lesson five draws on the student's learning acquired from the unit and asks students to prepare and teach peers (or younger students) about human rights with reference to the experience of housemaids in Ethiopia.
|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||Very Good|
The United Nations Declaration of Human Rights is a statement of values and student exploration of the rights therein may be expected to encourage reflection on the merits of these rights and the students obligations to support and encourage their realization.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The focus of the unit is on the human condition and the importance of human rights and in particular the challenges faced by women in the developing world.
|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.
One of the goals of the unit is to have students understand that human rights are universal but the lesson seeks to underline this point by having students first consider how they would be affected if they were denied particular human rights.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The unit is designed in part to make students change agents; to recognize that the current situation for many people is challenging and that the wider attention to and application of human rights is central to creating a better future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The lessons allow for considerable student input. The introductory lessons ask students to consider their learning goals with respect to the topic of the unit and to identify what they need to do to achieve these goals. The concluding lesson requires students, through a process of review, evaluation and reflection, to assess whether or not the unit outcomes have been achieved
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
An investigation of the topic of human rights may draw upon a number of disciplines. In this unit students are invited to consider the historical record and the current situation with respect to the struggle for human rights, the role of gender in realizing those rights, the inequalities between the developing and developed world, and the responsibility of the media in promoting stereotypes that hinder the process of human rights.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
The methodology adopted in the unit relies on the principles of Development Education (DE). DE is an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live and uses methodologies which are learner-centered and participatory
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
Lesson five has students consider the various learning methodologies experienced in the unit and to work together in evaluating the methodologies used. These include art, creative writing, drama, peer teaching, structured discussion, worksheets and film footage.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The unit moves from an examination of the meaning and implications of human rights to an investigation of their application in real world situations involving individuals and organizations in the developing world.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Very Good|
The lessons include a number of opportunities for pair-share, small and large groups exchanges and concludes with a peer teaching activity that includes student consideration of various teaching methodologies and their effectiveness.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Each of the lessons include time given to have students reflect on what they have learned in the previous lesson. The final lesson invites students to decide whether the unit outcomes have been achieved. Teachers may also assess student progress by evaluating the number or student worksheets that are submitted. Finally, the unit includes specific criteria by which to evaluate the students' peer teaching efforts.
|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||Very Good|
Lesson five requires students to plan and execute a peer teaching session. The lesson provides direction in terms of teaching methodologies for student consideration, practical planning tips, and criteria for evaluating the effectiveness of their work.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Lesson three focuses on the dangers of a "single story" that contributes to stereotyping, which in turns makes it more difficult for some to extend human rights to certain groups. The lesson illustrates this tendency by having students examine the case study of two individuals from Nigeria, Chimamanda's and Fide
|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||Good|
Students are invited to comment on the methodologies adopted by the unit and to make suggestions as to other possibilities.
|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.|