CORE QUESTION: How do the messages of the children’s
rights issue come across in visual form?
OVERVIEW: The focus of this lesson is to provide
a visual picture to define human rights. The lesson
allows students to utilize technology to view how
children’s rights are visually expressed internationally.
Students will have the opportunity to demonstrate
their understanding of the specific rights, found
in the CONVENTION ON THE RIGHTS OF THE CHILD, through
the creation of visual aids. An artistic approach
to define human rights opens the door for students
to express themselves on the issue of children’s rights,
while providing a deeper understanding of the issues.
TIME: 45 minutes
GRADE LEVEL: Grades 6-12.
INTERDISCIPLINARY: Fine Arts, Technology
NEW
JERSEY CORE CURRICULUM STANDARDS: 6.1, 6.2, 6.3
OBJECTIVES:
- Students will be able to analyze video interpretations
of the CONVENTION ON THE RIGHTS OF THE CHILD
- Students will be able to analyze an article from the CONVENTION
ON THE RIGHTS OF THE CHILD.
- Students will be able to create a visual picture
to define and explain specific rights.
- Students will be able to present and explain choice
of materials and images.
- Students will be able to form opinions on how they
personally interpret children's rights.
STRATEGIES:
Kick-Off Question:
What do human rights look like?—discuss answers.
Activity (REQUIRES INTERNET ACCESS):
Access the United Nations cartoons on the CONVENTION at http://www.unicef.org/crcartoons/list.htm
Student will examine video cartoons and pictures (you will
need to choose which cartoons you want to direct students
to examine based on time constraints) and will be
required to take notes on what they see in the pictures:
Cartoon #
Article #
Aim of Article
Explain what you see
Was the visual picture effective?
Why?/Why not?
You may choose to look at the first cartoon together.
I would suggest that you begin with the first cartoon
highlighting the issue of child labor though the two
sides of soccer. Once students understand what is
expected of them, release them to view required cartoons
and still shots.
Remember to inform students that artists and advertisers from
around the globe produced the cartoons they will be
viewing. The cartoons visually represent how the different
nations around the world interpret children's rights
with positive and negative images.
Discussion:
Return students to their seats and develop a discussion to
allow students to express what they saw and what they
found to be most effective. Have students explain
what made these visual images effective. In addition
discuss what the students found to be ineffective,
and explore the reasons why.
Instruct students on their independent assignment.
Enrichment Assignment: (activity may run into a second day)
Each student will be given an article (section) of the
CONVENTION with full text (assigned
or random) – click the link.
Read through article
Provide a written summary of the article
Create a picture to express the images the articles brings
to mind
Provide a written explanation of their picture & type
of right represented
Present visual aid to class
Suggestion:
You may wish to use the visual developed for this assignment
to create a bulletin board for the Convention on the
Rights of the Child
The students created visuals could be grouped together
to reinforce the rights of provision, protection,
and participation.
MATERIALS:
RESOURCES:
Websites:
Print:
- Balton,
David A., Human Rights in the Classroom: Teaching
The Convention on the Rights of the Child,
Social Education, The National Council for the Social
Studies, 1992, Volume 56(4), pp. 210-212.
- Cantwell,
Nigel, Conventionally Theirs: An Overview of
the Origins, Content, and Significance of the Convention
on he Rights of the Child, Social Education,
The National Council for the Social Studies, 1992,
Volume 56(4),pp. 207-210.
- Edmonds,
Beverly C., The Convention on the Rights of the
Child: A Point of Departure, Social Education,
The National Council for the Social Studies, 1992,
Volume 56(4), pp. 205-207.
- Miljeteig-Olsen,
Per, Children’s Participation: Giving Children
the Opportunity to Develop into Active and Responsible
Members of Society, Social Education, The National
Council for the Social Studies, 1992, Volume 56(4),
pp. 216.
ASSESSMENT:
The internet observation and class discussion could be
assessed for a classwork grade.
A suggested rubric for the poster, summary, and presentation
is as follows:
25 pts - Visual aid
15 pts – Written summary of assigned article
15 pts – Written explanation of visual aid and use of
imagery
25 pts - Presentation of visual including verbal explanation
of imagery
10 pts – Effective use of classroom time
10 pts – Active listening during peer presentation
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