Fernando M. Reimers et a].

The teacher then asks the students to consolidate all of the lists together to
form one list and to identify the most important needs.

(Note that the teacher should also play the role of the devil’s advocate and
get the students to defend their stances about their needs. The aim of this
exercise is for the students to learn to work collaboratively through their
differences and conflicts. Through this, the teacher should also be able to fa—
cilitate an understanding that resources on the earth are limited, that some—
times, there can be a scramble for resources, and that countries may want to

prioritize certain needs over others.)

Resource

A list of needs identified by children in Ethiopia, South Africa, Lebanon,
and the United Kingdom that has been created for schools in the United
Kingdom but can be easily adapted for the purposes of this activity
(http://wwwoxfamorg.uk/education/resources/developing_rights/files/les—
son2__the__next_generation.pdf)

ACEiVity 7.3.2

Introduction to the UDHR

The teacher introduces the students to the UDHR and provides the class
with a brief history of it using the resources listed below

(Note that since the Second World War has not been covered yet, the teach—
er should avoid going into in—depth detail about the war as a critical point
for necessitating the UDHR. Instead the focus should be on the UDHR as
an articulation and expression of humanity that works toward respecting
and preserving the rights and dignity of one another.)

Students then undertake a text analysis of the preamble of the UDHR as
well as of article 1 of the UDHR using a child~friendly version of it (listed

under resources).

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