Empowering Global Citizens

3. Students will develop trust, see value in the UDHR as a normative
framework, and become familiar with its history.

4. Students will personalize the principles enshrined in the UDHR
and the importance of responsibilities in upholding these rights.

5. Students will draw linkages between the UDHR and the SDGs.

6. Students will become inspired to develop an action orientation and
to infuse HR principles and themes within their service—learning
projects as well as within their day—to—day actions in class

Overview

Students begin with an understanding of needs and wants, and through
exchanges with peers, they seek the centrality of human needs. They are
familiarized with a brief history of the UDHR and with its value as a nor—
mative framework in protecting the rights of all people. It also stresses the
responsibility of individuals to embody these HR principles in their day—[0'
day lives and actions. Links and associations are also drawn with the SDGs
so that students can see the SDGs as an expression of the rights themselves.

Activity 7 3.]

Needs, Wants, and Scarcity of Resources

Students connect with their pen pals or existing sister schools and exchange
information regarding what they currently need to lead full lives. Students then
draw a laundry list of needs and wants in different parts of the world. The
teacher facilitates a discussion with the class concerning the following questions:

What are needs?
What are wants?
Are there similarities and differences between the two?

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What are some differences and similarities in needs and wants across
the world?

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