8- The rights of children.

Unit 2.    HUMAN RIGHTS

Lesson 2. INTOLERANCE

The rights of children.

Children are vulnerable because they are not physically  or mentally mature. For this reason they need special care and protection. During the 20th century, there were important developments in the defense of children's rights:

• The Geneva Declaration of the Rights of the Child, in 1924.
• The creation of UNICEF, in 1946.
• The Declaration of the Rights of the Child, in 1959.
• The Convention of the Rights of the Child, in 1989.
• The World Summit for Children, in 1990.

Malala Yousafzai is a Pakistani activist for female education and the youngest-ever Nobel Prize laureate. She is known mainly for human rights advocacy for education and for women in her native Swat Valley in the Khyber Pakhtunkhwa province of northwest Pakistan, where the local Taliban had at times banned girls from attending school. Yousafzai's advocacy has since grown into an international movement.

HOPE, CHANGE, PRIVILEGE, RIGHT, PEACE, PROSPERITY, EDUCATION, LEARNING, SAFETY, COMMITMENT, FUTURE, INVESTMENT

TERRORISM, DISPLACEMENT, DENIAL OF EDUCATION, TRAGEDIES, BEING KILLED, BEING REJECTED, BEING NEGLECTED, BEING HOMELESS, REFUGEE, 

ABDUCTED CHILDREN

• Oral comprehension activity.

9. If this isn't racism, what is?

Unit 2.    HUMAN RIGHTS

Lesson 2. INTOLERANCE

The majority of us reject racist activities and condemn all kind of acts in which people is victim of mistreatment, insults and rejection.  Many times racist behaviour is obvious and evident to everyone but it is also quite often to be difficult to detect it. People can express their prejudices against other race or ethnic groups in many subtle ways:
In a restaurant, people may refuse to share a table with a gipsy family; people act as xenophobes when think immigrants are displacing local population in temporary jobs...

Let's watch this video to be aware of some of the real problems that victims of racism have to face in their daily life:

Prejudice and discrimination

• Content: Discrimination based on racism.
• Content language: victim of discrimination, behaviour, attitude, unfair treatment, to condemn, to refuse, to reject, positive discrimination

• Communication: English language: 

• to be victim of ...
• to discriminate against somebody
• discrimination based on...
• to feel disadvantaged in relation to...
• to be (more/less) likely to +inf.

• Culture: Knowing about real cases of discrimination.

• Cognition: 
• Comprehension: explain, distinguish, give examples, infer, review, identify.

Complete the text by watching the video.

8. Women in History

Unit 2. HUMAN RIGHTS
Lesson 1. Women's role

We are going to learn what many women did and are doing today to make the world be better. 

Despite the problems, difficulties and complex situations they had or have to cope with, eventually, they achieved or are achieving their goals and purposes in life.

Their efforts have been rewarded with international recognition and now we are going to honor them with our project.

Click on the woman's image.

In pairs, you have to look for some information about a woman highlighting the most important and outstanding of their life.

Scheme and format of the project: 

• PDF: page 1: woman's photograph; page 2: composition with the most important information.
• Video recording file.

• Content: The role of women in History.
• Communication: open vocabulary.
• Culture: short biographies of women who has been important in History.
• Cognition: 
• Synthesis: plan design, relate, write, summarize.

7.Discrimination.

Unit 2.    HUMAN RIGHTS

Lesson 2. Intolerance.

Discrimination refers to unfair or unequal treatment of a person or group of people, based on certain characteristics. It comes in various forms. 
Pay attention to this video and write them down:  

Intolerance is the refusal to tolerate or respect opinions or beliefs contrary to one's own. It is as well the refusal to tolerate or respect people of a different social group, especially members of a minority group, who are more vulnerable and have fewer resources for confronting this negative attitude. 

EXAMPLES OF INTOLERANCE IN HISTORY

DISCRIMINATION AGAINST WOMEN

• Content: Prejudice and discrimination. Women's rights. Violence against children. Death penalty and the rights of immigrants.
• Content language: Vocabulary: victims, violence, aggressor, abuse, rape, harassment, protection, kidnapping, to kill, exploitation, sexual merchandise, prison, offense, human trafficking, discrimination, equality before the law, principles, inalienable, deprivation, freedom, to restrict, to prohibit, to guarantee, to respect, to promote

• Communication: English language: 
• the right to + inf.
• the right of + noun
• the duty to + inf.
• to respect the right to + inf.
• to break the law

• Culture: Knowing about human rights around the world.

• Cognition: 
• Comprehension: explain, summarize, distinguish, give examples, infer, review.

• Reading activity.
• Filling the gaps activity.
• Audiovisual presentation.
• Group discussions.

4. Human rights.

Unit 2.    HUMAN RIGHTS

Lesson 1. Declaration of Human Rights

The 1948 Declaration of Human Rights defined the fundamental rights of all people.

LET'S WRITE DOWN THE 30 HUMAN RIGHTS FROM THIS VIDEO

Video: Human Rights I, II, III.

Human Rights are: 

• UNIVERSAL: all human beings have got the same human rights.
• INALIENABLE: they belong to each person. No one can transfer them or take them away.
• NON-NEGOTIABLE: no one can negotiate our rights , under any circunstancesor for any cause.

In general, democratic states recognize, respect, protect and promote human rights. However, this is not true in dictatorships and other types of authoritarian or totalitarian governments.

THE UNITED NATIONS

1- What is the United Nations and where is its headquarters? 

2- When was it founded?

3- How many member states does it currently have?

4- Why was it founded?

5- How many countries originally signed the Charter of the United Nations?

6- What are the purposes and principles of the United Nations in accordance with the Charter?

7- Which are the main organs of the United Nations?

8- Who is the current Secretary General of the UN?

9- From the programmes, funds and specialized agencies which are part of the UN system, select five and explain their aims or main purposes.

• Content: The Universal Declaration of Human Rights (1948). The United Nations.
• Content language: vocabulary of human rights.
• Communication: English language: 
• to have the right / the duty to + noun / infinitive
• making questions with who/what/which/where/why + to be.
• verbs followed by the structure to + inf. (promise, decide, determine, agree, refuse, plan, aim, arrange)
• Culture: 
• In 1948, the United Nations proclaimed the Universal Declaration of Human Rights.
• The establishment of the United Nations.
• Cognition: 
• Comprehension: Give examples, recognize, explain, summarize, identify, rewrite, infer.

• Listening comprehension activity from videos.
• Individual activity / pair activity : searching for information on the Internet. 
• Answering a questionnaire
• Rewriting from the answers of a questionnaire.
• Guided search on the Internet: Treasure hunt activity.