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Lesson plan: From moral to legal rights
From the Developing Rights online resource
Age group: 11 - 14
Aims:
To develop an understanding of the role of children as actors in
historical events.
To develop an awareness of how the denial of basic rights led to
the Soweto uprising in 1976 and changes in the future direction
of South Africa.
What to do:
Preparation: It would be helpful to read the background
information on South Africa and Children’s Charter . Photocopy
enough of the ‘Moral to legal rights’ statements
to allow one set for each pair of pupils. Cut out these photocopied
statements, placing each set (not in order) in an envelope. You
will also need one sheet of paper for each pair of pupils, and paper
glue or glue sticks.
You may wish to read out the background information about South
Africa and Children's Charter to help prepare pupils for this activity.
Explain that they are going to be learning about how children in
South Africa were involved in a historic struggle to claim their
right to an equal and non-racist education. What young people fought
for as a moral right has now become incorporated into the new Constitution
of South Africa as a legal right. Although this does not mean that
everyone has benefited from this right yet (as is illustrated by
statements from the children from Khayelitsha), the fact that this
right is recognised by the government is an important first step.
Give an envelope and sheet of paper to each pair of pupils. Ask
them to draw a horizontal straight line in pencil across the centre
of the sheet. Ask pupils to read the statement cards and get them
to arrange the statement cards in the correct sequence. When they
are happy with the order of their cards, hand out glue sticks so
they can be stuck down.
As a group, discuss the role that young people have played in claiming
their right to an education. What can young people in the UK learn
from the example of their counterparts in South Africa? Can pupils
think of any other examples, either locally or globally, where young
people have taken action to claim their rights?
Extension work:
Pupils can undertake research on other historical struggles
that turned moral rights into legal rights, and produce a similar
sequence of statements. Examples to research could include voting
rights for women, or the abolition of slavery.
Curriculum links:
| England |
Scotland |
Wales |
| English:
- Group discussion and interaction - different contributions;
different views into account; sift, summarise and use the
most important points.
- Reading - extract meaning; analyse and discuss.
Citizenship/PSHE:
- Effects of stereotyping, prejudice, bullying and discrimination;
how to empathise with people different from themselves; to
communicate confidently with peers and adults; consider social
and moral dilemmas. |
English:
- Listening in groups; talking in groups; talking about experiences,
feelings and opinions; reading for information.
Religious and Moral Education:
- Relationships and moral values.
PSD:
- Social development. |
English:
- Group discussion and interaction - different contributions;
different views into account ; sift, summarise and use the
most important points.
- Reading - extract meaning; analyse and discuss.
PSE:
- Value cultural diversity and equal opportunity and respect
the dignity of all; be moved by injustice, exploitation and
denial of human rights; communicate confidently one's feelings
and views. |
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