UNHCR - Unit plan for ages 12-14 in Human Rights and Refugees: Rights, Responsibilities and Refugees

A woman and her son rest in their tent at a makeshift refugee camp at the Canossian Sisters Convent in Dili. June 2006. © UNHCR/N.Ng

Teaching About Refugees

Unit plan for ages 12-14 in Human Rights and Refugees: Rights, Responsibilities and Refugees

UNIT OBJECTIVES

Knowledge

To understand the nature of human rights and responsibilities
To know that:
- a) the Universal Declaration of Human Rights (UDHR) exists
- b) that it sets forth the basic civic, economic, political, and social rights and freedoms of every person
- c) the UDHR is meant to serve "as a common standard of achievement for all peoples and all nations"

To understand that refugees flee their countries because their human rights are violated
To understand what individuals and governments can do to ensure respect of human rights

Skills

To articulate the rights, and the corresponding responsibilities, which are needed to secure harmony in and outside the classroom

Values

To appreciate the need for reciprocal rights and responsibilities
To appreciate the common humanity we share - citizens of our country and refugees

A child looks out of a giant hole in the wall of his home in Beit Yahoun, southern Lebanon. © UNHCR/A.Branthwaite

LESSONS 1 and 2: Rights and Responsibilities: The Two Sides of a Coin

CONTENT	TEACHING METHODS/LEARNING STRATEGIES
Classroom rights and responsibilities: People cannot function in a situation of anarchy. Rules setting out the rights and responsibilities of each individual are required to allow any unit of society to function harmoniously.	Students first are asked to envisage a classroom where everyone can do whatever they want. They are asked to determine the consequences of such a situation. Working in groups, students are then required to decide upon the basic rights to which each student is entitled, and to devise a set of class rules that would bring about a harmonious learning environment in the classroom, while respecting the students’ rights. Homework: The students are to imagine that they have been given the job of planning the rules to manage the global community.
RESOURCES
Suggested readings for the teacher: Teaching Human Rights (New York, United Nations, 1989), p. 19-27 David Selby, Human Rights (Cambridge, Cambridge University Press, 1987) The Universal Declaration of Human Rights (external link to UNHCHR)

Poverty among the 300 families in Chaman Hozeri means that many depend on what little money their children can earn on the streets. © UNHCR/T.Irwin

LESSON 3: The Universal Declaration of Human Rights

CONTENT	TEACHING METHODS/LEARNING STRATEGIES
The Universal Declaration of Human Rights	Review the homework assignment around the class, building up a blackboard summary of the rules suggested by the students for the global community. Ask the students to explain their understanding of 'rights' and 'responsibilities'. Introduce the Universal Declaration of Human Rights. Go through the rights listed there, ensuring the students understand their meaning and importance.
RESOURCES
Student Resource Sheet: The Universal Declaration of Human Rights (abbreviated) The Universal Declaration of Human Rights in full (external link to UNHCHR)

In Amman, most Iraqi refugees live in very basic and often crowded accommodations. © UNHCR/P.Sands

LESSONS 4 and 5: The Universal Declaration of Human Rights and the Rights of Refugees

CONTENT	TEACHING METHODS/LEARNING STRATEGIES
The Rights of Refugees	Make sure that the students understand who refugees are and why people become refugees. Reference to concepts and materials in the lesson modules in geography for ages 9-11 and 12-14 may be useful. Discuss the 3 Lego posters and the messages they convey. Help the students to identify the needs and rights of refugees in countries of asylum. Stress solutions to these problems - the contributions that governments, refugees themselves and we all can make to ensuring the acceptance and wellbeing of refugees.
RESOURCES
UNHCR Lego posters: Spot the Refugee, How Does It Feel? and What's Wrong Here? Teachers' Resources: Lesson module in Geography for ages 9-11 and Lesson module in Geography for ages 12-14 UNHCR, Protecting Refugees: Questions and Answers for more background on who is a refugee.

Unit plan for ages 9-11 in Geography: Refugees - who, where and why?
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Unit plan for ages 12-14 in Geography: Living Conditions in Refugee Camps in Africa
Refugee camps and local integrated settlements; site planning.

Unit plan for ages 15-18 in Language and Literature: The Depiction of Refugee Experience in Literature
The theme of exile can be studied in literature, the history of music and art.

1951 Refugee Convention: Questions & Answers
The most frequently asked questions about this key treaty. [PDF, 1.6Mb]

Estimated Number of Asylum Seekers, Refugees and Other of Concern to UNHCR, 1st Jan 2007
Asia	14,910,900
Africa	9,752,600
Europe	3,426,700
Latin America & Caribbean	3,542,500
Northern America	1,143,100
Oceania	85,700
TOTAL	32,861,500

Protecting Refugees – Questions & Answers
Answers to some of the most commonly asked questions about refugees themselves and how the agency attempts to help them. [PDF, 3Mb]

Internally displaced people
UNHCR's role and involvement with internally displaced people, currently estimated at 25 million worldwide.

Gallery of Prominent Refugees
Featuring refugees or former refugees who have achieved special status within a community because of their achievements, or because they have overcome hardship to build a new life.

Pictorial history of UNHCR
More than 50 turbulent years in pictures – UNHCR's role in refugee crises and the struggle for survival of one of the world's most vulnerable groups.

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