Fernando M. Reimers et al.

The students can have a classroom discussion or complete a journaling ac—
tivity to reflect on the differences between these real—life change makers and
the ones they studied. The students should address the following questions:

What are the similarities and differences in the change makers?
What are the approaches they adopted to safeguard human rights?
Why do you think they decided to take action and responsibility?
What does taking responsibility mean to you?

What kind of responsibility would you like to take in the global HR

.V‘r'kg’b’l‘

movement?

(Note that these reflections should be documented and used to guide
the children in their service projects. This can be a very powerful and
moving unit for the children if done appropriately and if they are guid—
ed through the reflection exercises. Every attempt should be made to
ensure that the children feel optimistic and are inspired to take action.
Students may also read about actions that other children around the
world are taking to effect change. See the book Real Kids, Real Stories,
Real Change: Canmgeous Actions Around the LVor/d: http://www.amazon.
com/exec/obidos/ISBN:1575423SOZ/bravegirlsandstrA.)