OVERVIEW: Students may be aware of violations of various treaties and agreements on children's rights issues, but may not know where to turn in order to take action. This lesson will allow for students to get detailed information on a variety of advocacy groups.

CORE QUESTIONS:

1. How do international children's rights groups work?
2. Where are they located?
3. How can individuals get involved?

TIME REQUIRED: Approximately three 40-minute class periods (can be adjusted to suit grade level and intensity of activity or to block schedule).

SUGGESTED GRADE LEVELS: Grades 9-12, but can be used at lower levels if the teacher has spent time on issues relating to children.

INTERDISCIPLINARY CONNECTIONS: Visual Arts--the creation of posters or pamphlets; Drama/Public Speaking--oral advocacy.

NEW JERSEY CORE CONTENT STANDARDS: 6.1: #6,7,12,14; 6.2: #10,11; 6.3: #13,14; 6.4: #7-13; 6.6: #13-16; 6.8: #16.

OBJECTIVES:

1. Students will describe the activities of various organizations dedicated to children's rights issues.
2. Students will determine how best they can become involved which each organization in order to affect positive change.

STRATEGIES:

DAY 1: Teacher will divide class into five groups. Each group will be assigned an international organization. The group will be responsible for writing a promotional speech in order to gain new members and/or donations. The speech should include 1) historical background, 2) current operations in the area of children's rights issues (what and where), 3) where there are opportunities for average people to get involved (personal action, financial, political pressure, etc.). Each group should make several visual aids including a map as well as a reference/fact sheet that can be photocopied for distribution to the class.
**All materials can be/should be student supplied**

DAY 2 into DAY 3: Groups should present their speeches to the class. It is recommended that the teacher assign roles to each group member. For example, students can read the speech, while others explain the map, visual aid and reference sheet. Therefore, no member of the group is excluded from the oral presentation. It is important to give each group a 5-7minute allotment of time (this time frame can be changed to suit the needs of the teacher and/or class. This allows the group to understand the expectations of the teacher).

REFERENCES: (Click the hyperlinks or type in the URL in your web browser)

• UNICEF (United Nation's Children's Fund - www.unicef.org)
• Amnesty International-USA (www.amnesty-usa.org)
• International Labour Organization (www.ilo.org)
• Human Rights Watch (www.hrw.org)
• Childreach (www.childreach.org)

ASSESSMENT:

After students observe the oral presentations and visual aids, each student will write a complete essay describing what organization they would either join or donate money to (students should not choose their assigned organization). The essay should address the goal of the chosen organization and reason why the student chose that particular essay (see rubric for helpful hints on how to grade the essay).The teacher should ask for volunteers to read chosen essays aloud.