|
|||||||
|
TEACHING RESOURCES The Charter by Carla Peck Level: 3 Objective: To understand the difference between rights and responsibilities, with specific application to the classroom setting. The students will develop their own "Charter" of Rights and Responsibilities. Ongoing Objectives: The students will be able to follow the charter once they have drafted one. Introduction: Introduce the word "Charter" and explain that it is a list of rights and responsibilities that should be respected and followed once it is created. Explain that you would like to create one with your class (explain your reasons, ie. provides fair treatment). Ask the class if they have any reasons for creating a Charter. If they are not sure ask them to think about it and respond in their journal later. Ensure that everyone understands the difference between a right and a responsibility. Provide definitions and examples as needed. Creating the Charter: Break the class into groups and have them brainstorm for ideas of what rights they would like to have in their classroom. After about ten minutes, have the groups share their ideas and write them on the board (the teacher can do this). Next, have the students rate the rights on the board according to importance. Tell them they must choose the ten rights that they feel are the most important. (Ten could change to whatever number you decide on). Developing the Responsibilities and Consequences: Explain to the students that with each right comes a responsibility and a consequence. Their job is to develop a responsibility and a consequence for each right. Work with the class as a whole, ensure suggestions are discussed, and write the choices on the board next to the appropriate right. (Have one student in the class record these for later). Example: Right: We have the right to chew gum during class. Responsibility: Gum must not appear on the floor, furniture, clothes, or books. It must be disposed of properly. Consequence: I will not be allowed to chew gum if I do not fulfill my responsibilities. I will be required to clean up any mess made as a result of my gum. Once the two other factors have been decided for each right, post the class charter in a prominent spot in the classroom. Explain that the charter applies to everyone, including the teacher, and that the consequences will be enforced should a right/responsibility be violated. The teacher should also explain that the charter applies only in their classroom, and that the school rules or other classroom rules may differ. This is true of the rights/rules of the many places we visit outside of the school (library, stores, parks, etc.) Evaluation: Other than participation, evaluation may be difficult. It will really come in the form of "consequences", and /or a display of respect for the charter (either before or after the consequences have been applied). A journal response to the process taken may be interesting to read as well. Resources used:
This was used as a reference only. Our sessions discussions/group work/notes were used as well.
|
||||||
 |
© 2007 Atlantic Human Rights Centre, St. Thomas University |
||||||
