THEME: Celebrating the Spirit … the Spirit ofUNDERSTANDING
LESSON: We Are All Born Free
The Universal Declaration of Human Rights in Pictures
Illustrators: Artists from all over the world
(see pages at end of book)
ISBN: 9781845076504
GRADE LEVEL: Intermediate
TEACHER INFORMATION:
The thirty articles of the Universal Declaration of Human Rights are the subject of We Are All Born Free. Each article is illustrated in a manner that helps to define the meaning of the article through the use of imagery, colour and word. The artistic styles differ and add beauty and texture to the universality of this text as the artists represent a cross-section of the global village in which these articles are lived.
MATERIALS: We Are All Born Free,
BLM:Golden Rule,
chart paper, markers,
computers
TIME FRAME: 1 x 45 minute lesson with extended lesson options
MINISTRY CURRICULA LINKS
Reading: OE 1.4-1.6
Writing: OE 1.5, 2.5
Media Literacy: OE 1.2-1.3 / CATHOLIC CONNECTIONS
Catholic Social Justice Teachings: Dignity of the Human Person; Common Good; Call to Family, Community and Participation, Rights and Responsibilities
Scripture Connections:Isaiah 11:1-3
Religious Education Program: Grade 7: Units 7,8
Grade 8: Units 5, 6, 7
Fully Alive Program: Theme 1 – Created and Loved By God
Catholic Graduate Expectations: 1(d), (e), (g), (h), (i); 2(c); 3(b); 4(a); 5 (e); 7(f)
DISCUSSION POINTS
“When we lose the right to be different,we lose the privilege to be free.”
- Nelson Mandela
- Who is Nelson Mandela and why is this sentence more meaningful coming from him?
Right: something to which a person has a just claim
Responsibility: the necessary action that is required when one has a right given to him/her; we are accountable for our rights.
“Do unto others, as you would have them do unto you.”
“In everything do to others as you would have them do to you; for this is the law and the prophets.”
Matthew 7:12
- What does the word ‘amnesty’ mean?
- Look at the front cover of the book. What do you notice?
- Why do you think the illustrator used parachutes with children on the cover of the book?
- What do you know about the Universal Declaration of Human Rights?
- Activate prior knowledge: What are the rights that you most value in your life at this age?
- What are your responsibilities as a family member? As a member of this class? As a member of this school community?
- Read aloud the story We Are All Born Free. Have students look carefully at the pictures and describe what they see.
- Have students contribute examples of each article that are relevant from their lives.
- Have students check initial predictions. Record on chart paper.
Discussion Options: think/pair/share; large group; journal reading
response
- How do the illustrators show the meaning of the articles in their drawings? Which illustrations might disturb young children?
- How do the illustrators use colour to show the meaning of some of the articles?
- How do the illustrators use humour to show the meaning of some of the articles?
- Has anyone ever had any of these rights denied him/her?
- What does this story teach us about how we should care for all of God’s creatures?
Golden Rule
In every major world religion, the Golden Rule is found. The words are slightly different, but the message is basically the same, that is:
“Do unto others, as you would have them do unto you.”
- Discuss why it was necessary in 1948 that the Universal Declaration of Human Rights be established for the world.
Distribute the BLM:Golden Rule (source: Scarboro Missions)
Amnesty International
Amnesty International is a watchdog agency that reports human rights abuses in countries around the world.Check out their website in Canada:
- Write a letter to advocate for someone whose rights have been abused. Be sure to follow the instructions on the website.
ACCOMMODATIONS:
How will I change the lesson to meet the needs of individual students?
Peer Tutor/ Partner Increase/Decrease Time Manipulatives
Oral Explanation Include Visuals Extend
ASSESSMENT:
How will I know when my students are successful?
Anecdotal Notes Peer/Self Assessment Checklist
Rubric Oral Reports Rating Scale
Interview/Conference Include Visuals Extend
THE GOLDEN RULE
AS TRANSLATED BY THIRTEEN WORLD RELIGIOUS TRADITIONS
Bahá'í FaithLay not on any soul a load that you would not wish to be laid upon you and desire not for anyone the things you would not desire for yourself.
Bahá'u'lláh,Gleanings /
Buddhism
Treat not others in ways that you yourself would find hurtful.
The Buddha, Udana-Varga 5.18 /
Christianity
In everything, do to others as you would have them do to you; for this is the law and the prophets.
Jesus, Matthew 7:12 /
Confucianism
One word which sums up the basis of all good conduct … loving-kindness. Do not do to others what you do not want done to yourself.
Confucius, Analects 15.23 /
Hinduism
This is the sum of duty: do not do to others what would cause pain if done to you.
Mahabharata 5:1517 /
Islam
Not one of you truly believes until you wish for others
what you wish for yourself.
The Prophet Muhammad, Hadith /
Jainism
One should treat all creatures in the world as one would like to be treated.
Mahavira, Sutrakritanga 1.11.33 /
Judaism
What is hateful to you, do not do to your neighbour. This is the whole Torah; all the rest is commentary. Go and learn it.
Hillel, Talmud, Shabbath 31a /
Native Spirituality
We are as much alive as we keep the earth alive.
Chief Dan George /
Sikhism
I am a stranger to no one; and no one is a stranger to me.
Indeed, I am a friend to all.
Guru Granth Sahib, p.1299 /
Taoism
Regard your neighbour's gain as your own gain and your neighbour's loss as your own loss.
Lao Tzu, T'ai ShangKan Ying P'ien, 213-218 /
Unitarianism
We affirm and promote respect for the interdependent web of all existence of which we are a part.
Unitarian principle /
Zoroastrianism
Do not do unto others whatever is injurious to yourself.
Shayast-na-Shayast 13.29 /