Teaching for Human Rights, 1-4: Chapter 7

Electronic Resource Centre for Human Rights Education:
Teaching for Human Rights: Pre-school and Grades 1-4

Chapter Seven

A 'Personal Development' program for junior primary
Diana Smythe

OVERVIEW:

Who is important to me?
The following units contribute to answering this question. They are:

1. Why am I special?
This unit addresses the issue of what is human and the celebration of differences in human beings. It also seeks to enhance self-esteem and to develop tolerance towards others.

2. Who do I value at school?
This work focuses on the concepts of trust, dependence, education and friendship.

3. What does my family mean to me?
Non-sexism, tolerance and understanding of other family structures; cultural differences and life style differences are the main focus of this unit, plus the rights and responsibilities of individuals within the family.

4. What contribution do I and others make towards our community?
Economic, social and cultural well-being; freedom of conscience, and expression; and an appreciation of everyone's rights and responsibilities, are issues looked at here.

1. Why am I special?
This addresses the issue of what is human and the celebration of differences in human beings. It also seeks to enhance self-esteem and to develop tolerance and understanding of others.

		Concepts
Contributing Questions	Content Samples	low order	high order
What makes humans human? How is every human being unique? How much do I understand about my own uniqueness? What's special about others?	space peers self commonalities and differences	earth moon myself characteristics skills likes and dislikes praise human beings	humanity self-esteem tolerance values understanding

Aims:
In order to appreciate the uniqueness of each individual, especially themselves,
the children need to understand what a human being is and they need to be able to answer the question: what am 1, that everyone else is? This unit aims to develop in the children the understanding of what it is to be human and to help them to celebrate the differences in human beings.

Objectives:
That by the end of the unit, the children will be able to:

• list some 'commonalities' of human beings-what they have, what they need and what they can do
• describe features of a particular person that enable others to identify them
• explain what it is about themselves, that makes them physically different
• make positive I-statements to other members of the class
• demonstrate knowledge of themselves by:
--listing three things that they can do well
--listing three things they would like to do better
--listing three things that others like about them
--completing activities that clarify preferences & values
• demonstrate knowledge of others in the class by:
--describing other children, their interests and their abilities
--interpreting graphs made by the class
--completing listed activities such as 'Police Officer . . .

Integration across the curriculum has been attempted as far as possible.

Resources:
Ralph Pettman, Teaching for human rights: activities for schools, Hodja Educational Resources for the Human Rights Commission, Richmond, Vic., 1984.
Phyllis Elardo & Mark Cooper, Aware, Addison-Wesley Publishing Co., Philippines, 1977.
Mary Anne McElmurry, Appreciating, Good Apple Inc., Carthage, 1983.
Developing understanding of self and others (DUSO Kit D-1).
From A-Z with me; a self-concept activity book for young children, Incentive Publications, Nashville (Tenn.), 1981.
The best of ... Series, Personal Development Bulletin, P. D. Unit, Department of Education, N.S.W, May 1980.
M. Borba & C. Borba, Self esteem: a classroom affair, Vols I & 2, Dove Communications, Melbourne, 1982.

2. Whom do I value at school?
This unit focuses on the concepts of education, dependence, trust and friendships.

		Concepts
Contributing Questions	Content Samples	low order	high order
Who is at school? What is a staff and what do they do? Who are my friends? How can I extend my friendship group? Can I be a better friend?	staff and peer roles social interaction value judgements differences	trust dependence education friendship needs rights responsibilities values	staff executive ancillary principal canteen secretary cleaner friend

Aims:
This unit focuses on the concepts of trust, dependence, education and friendship.
It will use the school environment to develop an awareness and understanding of
relationships the children have there.

Objectives:
That by the end of the unit the children will be able to:
• identify school personnel and describe their roles
• describe who they see a lot and who they see only occasionally and explain why
• recognise that they can build different relationships with different people they see at school
• name some friends and list the qualities they enjoy in those friends appreciate the needs of children
• at school and be able to list them e.g. to have friends to play with, have a sense of belonging
• explain some of the rights and responsibilities of themselves and others at school
• demonstrate some interpersonal communication skills

Resources:

The film Hopscotch.
Personal development 'a unit approach' North West Region, N.S.W, n.d.

Books suitable for use for a Friendship theme:

Aliki, We are best friends, Piccolo, 1983.
Charlotte Zolotow, My friend Yohn, Harper & Row, 1968.
Russell Hoban, Best friends for Frances, Harper & Row, 1969.
Lucille Clifton, Good, says Yerome, Dutton, 1973.
Lorraine Beim & Jerrole Beim, Two is a team, Harcourt Brace Javanovitch, 1945.
Joan Walsh Anglund, What colour is love?, Harcourt Brace Javanovitch, 1966.
Miriam Cohen, Will I have a friend?, Macmillan, Collier Books, 1971.
Terry Berger, A friend can help, Raintree Publishers, 1974.
Arnold Lobel, Frog and Toad are friends, Harper & Row, 1979.
Joan Walsh Anglund, Love is a special way of feeling, Harcourt Brace Javanovitch, 1958.
Judith Viorst, Rosie and Michael, Atheneum, 1974.
Marine Perrine, Nannabah's friend, Houghton Mifflin, 1970.
Crosby Bonsall, It's mine!, Harper & Row, 1964.
James Marshall, George and Martha, Houghton Mifflin, 1970.

TEACHING AND LEARNING EXPERIENCES

Contributing Questions	Concepts	Experiences	Skills	Generalisations

Who is at school?	school community	• Children listing everyone they know at school to make a data bank. Then they group them and label each group.	listing categorising labelling	A school community is made up of many people.
		• Children choosing representatives from each group to be photographed. When photographs are ready these are used to make two categories-people seen seldom/ frequently.	evaluating classifying	These people belong in groups. Some people belong to several groups.
	staff executive ancillary teaching	• In pairs children writing questions and interviewing school personnel about their jobs. Then they write a description of those jobs.	writing questioning interviewing reporting	One large group is the staff.
	secretary principal	• Role-playing different people for others to guess who they are.	synthesising role-playing	These people have responsibilities.
	deputy	• Painting portraits of school personnel and classifying into executive, ancillary and teaching staff.	expressing classifying hypothesising	The staff members belong to at least one of three groups.
	dependence education rights responsibilities	• Class discussions: what would happen if: (a) the canteen was closed? (b) the cleaner was sick for a week? (c) there were no teachers? (d) there were no school rules?	discussing and explaining	The school staff all contribute to our life at school.
		• Values clarification line: Teachers should always be happy and kind. We should be able to do what we like at school etc.	clarifying values and explaining
Who are my	friendship	• Drawing their friends.	expressing	There is a group of
friends?		• Writing a description of their best friends.	evaluating writing	people I especially like.
		• Painting their best friend.
	feelings	• Reading Best Friends by Aliki and using it for reading and comprehension activities and as a basis for vocabulary building (feeling words) and discussion.	reading comprehension extending vocabulary	Friends can change.
	qualities	• In groups of three to four, let the children come up with a list of the qualities a best friend has.
How can I extend my friendship group?	social interaction rejection	• Watching Hopscotch and using it as a basis for discussion. How does it feel to be left out? How does it feel to play with someone you think you dislike?	discussing evaluating reporting observing	Friends help us feel good. We need friends.
		• In pairs or small groups trying to answer the questions: what can we do about: (a) being left out? (b) including others more often?	sharing/disclosing problem solving
Can I learn to be a better friend?	relationship	• Writing a positive I-message to a friend: I like you because . . .	communicating	Groups have varying activities which
		• Planning an activity with one or two friends that you would all like to do.	planning clarifying	should include the wishes of each
		• Using a continuum to clarify some values relating to friendship.	values	individual.

3. What does my family mean to me?
Non-sexism, tolerance and understanding of other family structures, cultural differences and life-style differences are the main focus of this unit, plus the rights and responsibilities of individuals within the family.

		Concepts
Contributing Questions	Content Samples	low order	high order
Who is my family? How is my family similar and different to others? In what ways do family members help each other? What special occasions does my family celebrate? In what ways does my family keep happy at home/outside? Why do family members fight?	family membership other family units family roles rules leisure needs and wants change	family and family member roles and tasks rules caring leisure time individual differences	family structure cultural difference tolerance interdependence non-sexism life-style rights and responsibilities

Aims:
To develop an appreciation of family members and the family as a unit. To raise the children's awareness of the co-operation needed for a family to operate or function.

Objectives:
Children will be able to:

identify their family members and be aware of the family members that they feel closest to
explain the differences in family structures of other class members e.g. 'Jan's family is different from mine-she lives with her mum and only sees her dad sometimes'
describe jobs that need to be done at home- identify who does them and suggest ways in which they can help demonstrate (in role-play) courteous ways to deal with situations at home
list three ways in which their family relaxes both at home and outside
understand that family members have different needs and this sometimes leads to conflict; they can demonstrate this understanding by identifying one conflict and exploring the needs involved
predict how they would feel if they were alone

TEACHING AND LEARNING EXPERIENCES

CONTRIBUTING QUESTIONS	CONCEPTS		EXPERIENCES	SKILLS	GENERALISATIONS
Who is in my family?	family members family structure	.	• Children collecting family photographs.	observing comparing	A family is made up of members.
How is my family similar/different to			• Drawing a graph of brothers and sisters.	painting writing
others?			• Drawing a graph of brothers and sisters.	describing graphing
			• Drawing a family tree.
			• Drawing a graph of the whole family.
			• Listing the names of aunts, uncles and cousins.
			• Drawing the family constellation.	collecting
			• Discussing family structures-- diagrammatic representation on the board for comparison.	information reporting discussing	A family need not be a mother, father and children.
			• Brainstorming lists of jobs or chores to be done around the house. Discussing: 'Which of these jobs do you do? Who decided which of these jobs would be done by whom? In your family who does the most of the jobs? Why?'	comparing listing categorising discussing reasoning extending language	Family members help each other in many ways. Different people do different jobs in different families.
			• Making a list of courteous terms to use when you want another member of the family to do something. Making mobiles of these words.	assertiveness skills courteous assertiveness
	courtesy		• Practising courteous assertive behaviour in representative home situations. e.g. Your mother cooked a good dinner; thank her. Your father has helped you; say thank you. You want your brother to help you; ask him etc.	courteous assertiveness skills	We need to learn appropriate skills and behaviour.
			• Interviewing Mum/Dad. Asking them about work they enjoy/dislike doing. Reporting back.	interviewing reporting	Often jobs are shared so that everyone can benefit.
What special occasions does my family celebrate?	celebrations cultural/family differences		• Telling stories about different national day celebrations (e.g. Australia, England, Iran and Scandinavia.)	listening discussing comparing	Families celebrate in different ways.
			• Painting and writing about their family's own way of celebrating (extended family outing, quiet dinner, barbeque)	painting writing	Every family has its special days to celebrate.
In what ways does my family keep happy inside/ outside the home?	leisure relaxation respect for others' choices		• From the stories and paintings, making a class list of way families spend time together on special days/weekends. Group this list into inside/outside activities.	listing classifying	Family members relax in different ways. They spend some leisure time alone, some as a family.
			• Making a list of hobbies family members have--are these 'sharing' things or individual.
	hobby		• Drawing something they like to do alone--with another member of their family.
Why do family members fight?	confrontation individual differences compromise individual needs		• Introduction: putting children into groups according to their position in the family: oldest, middle (or thereabouts), youngest or only child. Asking them to each have a turn to say what the best/ worst thing is about being in that position in the family; e.g. If they are an only child . . . (whole class discussion) what are some advantages/ disadvantages (no conflict with brothers or sisters will be brought out).	listing clarifying stating opinion discussing inferring generalising	There are advantages/ disadvantages to all family positions. If there is only one person conflict does not exist (within siblings).
			• Children listing causes or instances of conflict with brother or sisters.	listing inferring	Brothers and sisters in different families often
			• 'Postbag' teacher to tale some of these instances and write letters to the class--'Dear Pleiades, My brother and I are always fighting because . . . What do you suggest we do? Anonymous.'	generalising offering solutions and advice problem- solving	fight about the same things.
			• Children choosing one letter to answer individually.	letter writing
			• Role-playing some of the solutions offered and discuss as a whole class.	role-playing discussing
Culminating activity			• Having a class picnic (families) one Sunday, at a nearby park.

4. What contribution do I and others make towards our community?
Economic, social and cultural well-being; freedom of conscience, opinion and expression, and an appreciation of everyone's rights and responsibilities, are issues looked at here.

		Concepts
Contributing Questions	Content Samples	low order	high order
What is our local area? Who lives in our local area? Who looks after our local area? Who looks after the people in our local area? Who else comes into this area? What contribution can I make towards the area and the people in it?	geographical area neighbors, families and contacts local council and contacts firemen, policemen, doctors, ambulance drivers, dentists etc. business people, tourists old people, protests, litter, council and children's own suggestions	location, boundary, neighbours, residents, council, mayor, alderman, rates, employment, protection, welfare, tourists, contribution, business people	environment, community interdependence, society, rights and responsibilities

Aims:
That through the activities presented in this unit, the children will begin to appreciate other people in the community-the ways in which everyone contributes to the community-and also begin to realise that they are also community members and can make a contribution in their own way.

N.B. For the purpose of this unit, 'Community' is applied to a social grouping with these characteristics:

an agreed-upon territory
a high degree of social interaction
a mixture of residential, commercial and recreational uses
fairly strong feelings of belonging on the part of the people who live there

[My community teacher's manual, ASSP, McGraw Hill, 1983, p. 1.]

Objectives:
By the end of the unit, the children will:

describe features in their local area and explain their purpose
be able to list other members of the community and group them
be able to name at least one neighbour and describe one way in which they and that neighbour interact and help each other
be able to describe some of the people who work in the community to protect us and explain what they do
be able to name some activities of the local council, identify the local council building and have written a letter to the council
name two other groups of people who come into our community and explain the contribution they make
be able to suggest some activities that they can do to contribute to the well- being of the community
predict some advantages and disadvantages of living in isolation i.e. demonstrate understanding of the feelings and values associated with belonging to a community

Resources:
My community Level 3, Audio Visual Kit ASSP, McGraw Hill Book Co. Pty Ltd.
Unit ideas for young children, part 1, St George Council for Social Studies Education in Schools.

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TEACHING AND LEARNING EXPERIENCES

Contributing Questions	Concepts	Experiences	Skills	Generalisations
What is our local area?	local area	Class discussion using two pictures (from ASSP kit) one of our local area (or similar area), one of a different type of community. Try to bring out children's knowledge of the features and boundaries of their own area.	comparing identifying discussing	Different places look different.
	features	Children painting the background to an enormous mural of the area. This is to be used as a data bank.	painting	Our area is near . . .
	location direction	Going for several walking excursions in different directions-each time observing and recording what children hear, see, touch and smell.	observing gathering information	There are many different features in our local area.
		Children writing reports.	recording
		Children drawing pictures.
		Making features (3D) to go on mural-all work, reports, pictures etc can be added to the mural.	mapping modelling	We can represent them on our mural.
		Going to a local park. Children answering questions about it from a large sheet.	researching
Who lives in our local area?	resident	Children looking at the mural of their local area and brainstorming, as a class, people who they know live in this area. These are listed and grouped: -ourselves and families -neighbours -others we don't know -others we do know -old people from home	categorising listing grouping observing drawing cutting	Many people live in our area. They are called residents of the area.
		Children carefully drawing a picture of their house and cutting it out. Then drawing a picture of themselves and attaching it to the house with a block between to give a 3D effect. These houses are all displayed with a caption-e.g. 'We are residents of our local area'.
		Reading an evening at Alfies by Shirley Hughes. Use this for literature-based reading activities and for discussion.	reading comprehending discussing	We all have neighbours.
		Painting one of their neighbours - when dry, cut out to display with poetry.	painting clarifying	Some neighbours are very helpful.
	similarities and differences in neighbours	Using this poem for discussion of similarities and differences among neighbours and as motivation for writing 'diamond' poems e.g. neighbours noisy, laughing always have birthdays get drunk neighbours (Chris, aged 6)	preferences listening discussing poetry writing	Neighbours can be similar and different to ourselves.
		NEIGHBOURS by Leonard Clark
		The people who live on the right of us Are very quiet and make no fuss, But the family on the left clatter about Day and night and sometimes shout. Yet the people on the left of us Are really rather marvellous Instead of being put out by everything They burst out laughing and they sing. But the family who live on the right of us Often make me curios. The way the father whispers to the mother The sister to her silent brother I suppose that neighbours are meant to be different
		(from Poetry plus: people are strange, Schofield & Sims Ltd, England, 1984)
		In groups of two and three, discussing things that their family does for neighbouring families. What do other families do for them? Listing some of these things, as a class group. Having children draw and write about something they could do to be a better neighbour.	discussing and co-operating listing evaluating choosing	We can be helpful in neighbourhoods.
	conflict	Children listening to a newspaper story of some conflict between neighbours; discussing other known areas of conflict and role-play if sensible to do so e.g. building a high fence, cutting down a tree.	role-playing values clarification oral skills
		Culminating activity: inviting a senior primary class to come and look at the work. Having different children explain different aspects of the work.	displaying explaining sharing
Who looks after our area?	features in the area	Children sitting in a circle and stating their reason for liking to live in their community.	clarifying preferences	Our community has many advantages as a place to live.
		In pairs, children discussing what they would like to see in their community, that isn't already there.	listening evaluating and eliminating
		In a class group, children thinking of one thing they dislike about their community.		It also has a few disadvantages.
		Children drawing on a proforma:	drawing, expressing an opinion	There are special features in our community.
		(a) The thing I like best about living here.
		(b) One thing I'd like to see in my community (name).
		(c) One thing I dislike about living in my community (name).
	local council	Class discussion-who do we approach when we (a) need something in our area; (b) want to change something; (c) want to thank someone, in our local area.	discussing	There is an agency responsible for many aspects of our area.
		Using the above proforma for individuals to formulate one compliment, one criticism and one suggestion to council.	writing for different purposes	We can approach the council.
		Telling children that they are going to visit the local chambers; in pairs the children writing one question to ask on the excursion.	questioning
	mayor	Children role-playing asking the questions.		The council is responsible for different things in our area.
	alderman	Excursion to the council chambers.
	town clerk chambers	Brainstorming things seen on the excursion; list, group and label.	observing grouping and labelling
		Graphing things that children would like to see in their community.	graphing
		Children writing: 'If I could be mayor for one day, I would . . .'	hypothesizing expressing	We can think about our local area and say how we would like it to be.
		Completing values line: Agree or Disagree. Reading out statements e.g. Our council is good/ bad. Evaluation: writing a report on a council.	clarifying values explaining demonstrating knowledge
Who looks after the people in our local area?	community helpers	Posing the question: 'If the council looks after a lot of things in our area, who looks after the people?'		We need other people.
	needs	Brainstorming and listing.
	interdependence	Grouping however the children want to.	listing categorising
		With children working in pairs, providing each pair with enough resource material about one group of people for the children to answer these questions: (a) How do they help us? (b) Where do they work? (c) What do they wear? (d) What's special about their job? [They might use cassettes, books, pictures and present the information, with a drawing, as a project.]	researching reading recording observing generalising	We can find out about people. We can do this by: (a) reading (b) listening (c)looking at pictures (d) using television and videos (e) interviewing (f) going on excursions
		Each pair presenting their work to another pair. Then all work displayed.	sharing
		Inviting a policeman, a community nurse, a shopkeeper etc. to visit. Children composing questions for interviewing.	writing interviewing
		Visiting a fire station, a post office etc. Children writing reports afterwards.	observing
		Graphing where children's parents work. Posing the question: 'Who else works in our local area?' Looking at the mural, and inferring where people might work and what they might do.	graphing hypothesizing inferring predicting
		Asking children to discuss when they go on holidays and where. Are they residents of those places? What are they there? What is there in the local area that might attract tourists?		People sometimes travel to work. Sometimes people come to visit our local area.
		Going on an excursion to a fun park.
How can we contribute to our community?	old age	Reading Mem Fox's Wilfred Gordon McDonald Partridge plus related reading comprehension activities.	reading comprehension
		Discussion following the book How does it feel to be old by Norma Farber.
	infirmity death	Qustions posed: 'Who do you know who is old? What can they do/can't they do? What do they look like? Do they have long to live?'	comparing listing predicting	People who are old have lived a long time.
	friendship	Painting self portraits, making chocolate crackles, and making HELLO cards to take to the local old people's home.	painting cooking
	old people's home	Visit to establish an on-going relationship with a home nearby-two children to one old person. Taking photographs. Children singing and reading to the old people.	social skills reading and singing	Old people often live in special places and have special needs.
		Follow-up discussion: 'What did you like least/ most? What ideas do you have for future meetings/activities?'	evaluating expressing ideas
		Painting or drawing their old person.	drawing
	time	Drawing a picture of what they may look like at 93.	predicting	We all grow old.
		Writing about: 'When I see an old person I always think about. . .'	writing
	contribution society dependence	Looking at photographs, talking about what those people used to do. How did they help our society? How are they helping us? Can we help them?	hypothesising problem-solving discussing
What contribution can I make towards the area and the people in it?	review of all concepts	Letting the children review the unit by building a word bank of new words they learned. Asking children to make statements about each word. Writing down key phrases and displaying them.	remembering generalising reading
		Culminating activity: a party for the old people. Children cooking and preparing afternoon tea. [See Elke Muzik's example of this activity]	cooking planning in a group social skills	We can be responsible for others' enjoyment.

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Electronic Resource Centre for Human Rights Education:
Teaching for Human Rights: Pre-school and Grades 1-4