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\n\"Argument\n\n
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\nCurated OER\n
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\nArgument in an Athenian Jail: Socrates and the Law\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents read and discuss Socrates's \"Crito\" and examine the arguments he made supporting his own death penalty. They consider the still-relevant debate between the rights of the individual and the rule of law.\n
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\n\"Human\n\n
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\nCurated OER\n
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\nHuman Rights Squares\n

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\n\nFor Teachers\n\n4th - Higher Ed\n
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\nStudents read the Universal Declaration of Human Rights (UDHR) and then participate in an activity in which they discuss instances where human rights have been violated.\n
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\n\"Human\n\n
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\nCurated OER\n
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\nHuman Rights, Human Wrongs\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents consider the meaning of the term 'human rights'. They define human rights and research how international human rights doctrine has been established and what specifics are included.\n
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\n\"Human\n\n
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\nCurated OER\n
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\nHuman Rights\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents explore the need for rules and human rights. They imagine what it would be like without rules or rights. Students complete a case study involving human rights in Afghanistan. Students share a top ten list of Human Rights.\n
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\n\"Who\n\n
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\nCurated OER\n
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\nWho Follows the Universal Declaration of Human Rights?\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung scholars examine how countries relate to te Universal Declaration of Human Rights. Working in pairs, they create definitions of human rights and explain why the Declarqation is important. Groups of students uncover examples of...\n
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\n\"United\n\n
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\nCurated OER\n
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\nUnited Nations International Declaration of Human Rights (1947) - 12 October 2000\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nStudents use the 1947 Declaration of Human Rights to explore the concept of basic human rights in relation to past and present world situations. They brainstorm or think of cases where rights are being abused at school, in Australia or...\n
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\n\"Human\n\n
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\nCurated OER\n
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\nHuman Rights Issues Around the World\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders begin the lesson by comparing and contrasting the Bill of Rights with the Universal Declaration of Human Rights. For each document, they highlight the material that is the same for both and discuss the items that are...\n
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\n\"The\n\n
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\nThe Legal Challenge of Human Rights Protection\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nStudents identify the types and extent of human rights violations that occurred in El Salvador . They will also analyze the various laws and statutes that dictate the processes to protect and punish war crimes and human rights...\n
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\n\"Stories\n\n
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\nCurated OER\n
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\nStories of Students Who Took Action: Human Rights\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents read stories of young human rights advocates and discuss examples where young people made a difference. They consider local problems, relate them to human rights principles and role-play possible solutions.\n
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\n\"A\n\n
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\nCurated OER\n
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\nA World Made New: Human Rights After the Holocaust\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the development of the Universal Declaration of Human Rights. After reading excerpts, they discover how cultural values have been blended into the UDHR. They discuss how their school and community deal with human rights...\n
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\n\"Human\n\n
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\nHuman Rights Role-play\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders demonstrate an awareness of the needs, rights, and feelings of others through participation in the planning and presentation of a human rights role-play. They express their thoughts on human rights through writing.\n
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\n\"Taking\n\n
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\nTaking the Human Rights Temperatutre of Your School\n

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\n\nFor Teachers\n\n6th - Higher Ed\n
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\nStudents evaluate their school's human rights climate using criteria derived from the Universal Declaration of Human Rights. They discuss the results and develop a plan of action to begin addressing the problems they find.\n
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\n\"Taking\n\n
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\nCurated OER\n
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\nTaking the Human Rights Temperature of Your School\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents evaluate their school's human rights climate. They administer a survey, participate in discussion groups and consider the human rights enjoyed by various groups including subgroups of gender, race and sexual orientation.\n
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\n\"International\n\n
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\nCurated OER\n
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\nInternational Human Rights Day\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nYoung scholars read the plain language version of the Universal Declaration of Human Rights and consider its relevance today. They discuss the following questions: How does the Universal Declaration of Human Rights apply to your own...\n
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\n\"Human\n\n
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\nHuman Rights : Historical Process towards Individual Application\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nPupils compare governments as they relate to human rights of its citizens.\n
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\n\"Human\n\n
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\nHuman Rights Education Handbook: Telling Our Stories\n

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\n\nFor Teachers\n\n6th - Higher Ed\n
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\nStudents describe a time they stood up for themselves. The stories are interpreted in human rights terms. They match these terms with the Universal Declaration of Human Rights.\n
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\n\"Religious\n\n
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\nCurated OER\n
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\nReligious Freedom - Universal Declaration of Human Rights\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the issue of religious freedom in the Universal Declaration of Human Rights. They annotate on maps places where religious persecution has occured. Students in pair participate in an active listening exercise as each one...\n
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\n\"Human\n\n
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\nHuman Rights Timeline\n

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\n\nFor Teachers\n\n12th - Higher Ed\n
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\nStudents create a time line that includes personal, national, and international human rights events. The lesson is very personal and encourages students to understand themselves and others within the community.\n
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\n\"Grab\n\n
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\nCurated OER\n
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\nGrab Hands and Run: Understanding Human Rights\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders read the novel Grab Hands and Run by Frances Temple. They explore the effects of war on human rights. Students explore the idea that human rights are protected by the United Nations. They identify the human rights that were...\n
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating NEW Human Rights\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nPupils decide on what human rights should exist at a new hypothetical planet after watching clips of three videos. They complete journal entries which tell about factors that influence new human rights.\n
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\n\"Human\n\n
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\nHuman Rights Education Handbook: Perpetrator, Victim, Bystander, Healer\n

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\n\nFor Teachers\n\n6th - Higher Ed\n
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\nStudents describe a time when they played different roles regarding human rights. They are divided into small groups and assigned roles of \"Perpetrator,\" \"Victim,\" \"Bystander,\" and \"Healer.\" Individual students give an example of a time...\n
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\n\"The\n\n
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\nThe Body of Human Rights\n

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\n\nFor Teachers\n\n5th - Higher Ed\n
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\nStudents, in groups, draw a life-size outline of a person on paper. They then place each article of the Universal Declaration of Human Rights on a part of the body, writing the number of the article in the appropriate place (e.g.,...\n
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\n\"Famous\n\n
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\nFamous Women and Human Rights\n

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\n\nFor Teachers\n\n4th\n
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\nStudent identify a famous woman who has fought for a human rights cause. They research the woman and identify the cause she fought for. They organize and display information about their famous woman on a poster.\n
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\n\"Philanthropy\n\n
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\nPhilanthropy and You\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents identify human rights and study the values of historical figures who fought for human rights. In this human rights lesson, students define the term human rights and research examples of human mistreatment in history. Students...\n
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