Tasks:

Generator Group: Watch the video and do the following

• “Learn it”, Key words, key points and concepts
• Develop questions for Responder group to answer
• Help Responder group by suggesting websites and ideas

Responder Group: Watch the video and do the following

• Discuss the main ideas in the video and take notes
• Answer the questions from the Generator group
• Ask questions of Generator group it you need assistance

Both groups use the comments box below to communicate back and forth.

Tasks:

Generator Group: Watch the video and do the following

• “Learn it”, Key words, key points and concepts
• Develop questions for Responder group to answer
• Help Responder group by suggesting websites and ideas

Responder Group: Watch the video and do the following

• Discuss the main ideas in the video and take notes
• Answer the questions from the Generator group
• Ask questions of Generator group it you need assistance

Both groups use the comments box below to communicate back and forth.

Tasks:

Generator Group: Watch the video and do the following

• “Learn it”, Key words, key points and concepts
• Develop questions for Responder group to answer
• Help Responder group by suggesting websites and ideas

Responder Group: Watch the video and do the following

• Discuss the main ideas in the video and take notes
• Answer the questions from the Generator group
• Ask questions of Generator group it you need assistance

Both groups use the comments box below to communicate back and forth.

Tasks:

Generator Group: Watch the video and do the following

• “Learn it”, Key words, key points and concepts
• Develop questions for Responder group to answer
• Help Responder group by suggesting websites and ideas

Responder Group: Watch the video and do the following

• Discuss the main ideas in the video and take notes
• Answer the questions from the Generator group
• Ask questions of Generator group it you need assistance

Both groups use the comments box below to communicate back and forth.

Asylum Seeker
Definition: A person wanting to stay in a foreign country because of a fear of persecution at home.

[download  Rights of the Child lesson activities]
The UN Convention on the Rights of the Child describes the particular rights of children and the responsibilities that governments have to make sure they are met. The rights are grouped under four headings.

1. Survival
(rights important to stay alive)

2. Development
(rights important for learning and development)

3. Protection
(rights important for being safe and secure)

4. Participation
(rights important for children to have their views heard and respected)

Here are some of the rights in the UN Convention on the Rights of the Child:
Copy and paste the rights below into the categories above.

• You have the right to have a say in matters that affect you. (Article 12-13)
• You have the right to be protected from any form of abuse or violence. (Article 19)
• You have the right to healthcare. (Article 24)
• You have the right to food, clothes, and a place to live. (Article 27)
• You have the right to education. (Article 29)
• You have the right to enjoy your own culture, religion and language. (Article 30)
• You have the right to play and recreation. (Article 3 1)
• You have the right to know and be cared for by your parents. (Article 7)
• You have the right to be protected from doing any work that is dangerous or that interferes with your education or that is harmful to your health. (Article 32)
• Refugee children have the right to protection and assistance. (Article 22)

Now rank the rights below: the most important for you at the top and the least important for you at the bottom. Get together with 2-3 other students, share the reasons for your choice and agree to a new group ranking.

Source:Get Connected, Issue 4, July 2008, World Vision Australia.

Human rights recognise that all people are equally important – regardless of age, race, gender, wealth, religion or place of birth – and are to be treated equally, fairly and with dignity. They are a statement of the basic freedoms and protections that belong to all people.

After- the horror of World War 11, the United Nations (UN) wanted to protect human rights and in 1948, the Universal Declaration of Human Rights was adopted, These include the right to life, food and shelter, education, freedom, of speech and religion, justice, and peace. They also define the responsibility of governments to provide for their citizens. When human rights are protected, people can live together in safety and security.

However, in real life, many people do not have their rights protected. When a child is being bullied in the school playground, or abused at home, his or her right to protection and safety is not respected. In some countries, children miss out on their right to an education and are forced to do dangerous work or even fight as soldiers.

In 1989, the United Nations agreed that children needed special protection and adopted the Convention on the Rights of the Child.

The Convention is an international agreement that sets out the rights of children in 54 articles and is guided by four beliefs:

1.    Children should not suffer discrimination (Article 2).

2.    In all decisions affecting children, their best interests should be the main concern (Article 3)

3.   Children have the right to survive and develop healthily (Article 6).

4.   Children have the right to have their views taken into account in matters that affect them (Article 12).

For You To Do!

1.   Imagine. Write a paragraph or poem describing how the world would be different if people were “treated equally, fairly and with dignity”.

2.   Brainstorm a list of ways that school and family decisions might consider “the best interests of children (Article 3). Give examples of when a school or family might take a child’s view into account (Article 12) but not follow that view. Why might this happen?

 Source:Get Connected, Issue 4, July 2008, World Vision Australia.

Computer task.
Go to the Dollar a Day home page on the school’s intranet

 Homepage > SOSE > Dollar a Day

 Save the World Map image onto you H:/ drive.

 To do this Right Click and select Save As.

 Save the image according to your continent

Eg. Europe.gif

Now open Paint.Net

Open your file.

Use the Bucket Fill tool to fill each country according to its wealth.

Make sure you continually save the file.

Afro-Americans: Black Americans or an African-Americans.

Casual work: A job that is not permanent. Workers don’t get holiday or sick pay.  

College: A term used in the United States to mean education after high school such as university.

Decaying: declining in quality, power, or vigor. Falling in to ruin. Eg. The old house is decaying.

Deprived: Suffering a severe and damaging lack of basic material and cultural benefits.

Guatemala: A small low-income country in Central America.

High School Diploma: A certificate given to students in the United States when they have completed high school. The Australian equivalent would be VCE or VCAL.

Latinos: People who speak Spanish and originally come from Mexico and Central-America.

South-central Los Angeles: A poor and rough section of the Los Angeles (a large city on the west coast of the United States).

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