Recap on any Citizenship learning about human rights, e.g. What are rights? What rights should everyone have?
- Write up, project or have on worksheets the word ‘responsibilities’.
- Ask students, in groups or as a class, to talk about what this word means to them. Students should give specific examples of your responsibilities from school, home, friends or work.
- Collect ideas in a feedback session, recording on the board or large pieces of paper.
Repeat this activity using the word ‘rights’.
- Then ask students to compare the two results: 'What differences are there between responsibilities and rights?' Ask students how are they connected?
- Play a ‘rights and responsibilities’ game. Pairs practise miming the respect or abuse of specific rights like ‘the right to express opinions’ or ‘ the right to education’.
- Invite pairs to volunteer to show their mimes to the whole class who have to guess what right is being shown. When they have guessed correctly, ask: What responsibility is linked to this right? For example, identifying ‘the right to privacy' through a mime of opening a young person’s private diary or letters should lead to seeing ‘respect other people’s privacy’ as a reciprocal responsibility.
- Summarise the key point that all citizens have rights – and young people have extra specific rights – which are linked to accepting responsibilities for the rights of others.
- Create a list of key rights for use by younger children. This could be an illustrated booklet or poster. If you have the opportunity, try your list on a younger sibling or friend and make improvements to any arts that were not well understood.
- After doing these activities, students can get involved in active citizenship for rights by doing their own project, as Southfields Community College did for Amnesty International (see Citizenship Action). Or they can visit Newsround page on child asylum seekers in the UK (see Go off on a tangent!)