Quick summary: In this Finding Out lesson, students will explore the Universal Declaration of Human Rights (UDHR). They will establish their prior knowledge about the Declaration through the ‘3-2- 1 Bridge’ visible thinking routine, then pose the questions that they have about Australia’s connection with the UDHR. Students will work in groups to conduct quick research around their questions, then share what they find with a partner. Students will work either individually or in groups to create a timeline detailing the development and influence of the UDHR, and use the evidence they gather to support their response to the critical question: “Is the UDHR relevant today?” Students will then reflect on their learning by completing the second part of the ‘3-2-1 Bridge’ visible thinking routine.
- What is the Universal Declaration of Human Rights (UDHR)?
- How was Australia involved with the development of the UDHR?
- Is the Universal Declaration of Human Rights still relevant today?
21st Century skills:
Australian Curriculum Mapping
Year 10 History:
- The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration (ACDSEH023)
- Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
- Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
- Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
- Use historical terms and concepts (ACHHS183)
Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
Syllabus outcomes: HT5-2, HT5-8, HT5-10
General capabilities: Literacy, Critical and Creative Thinking, Ethical Understanding.
Relevant parts of Year 10 achievement standards: Students explain the significance of events and developments from a range of perspectives. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
Topic: Human Rights.
Unit of work: Story of Our Rights and Freedoms – Year 10.
Time required: 120+ mins.
Level of teacher scaffolding: Medium- provide some guiding information to students and supervise group activities.
Resources required: Student Worksheet – one copy per student. Device capable of audio/visual presentation to present a video to the class. Student web-enabled devices. Sticky-notes. Ultimate Cheatsheet for Critical Thinking (download from the link). Printed How to Make a Timeline factsheet (from dohistory.org).
Keywords: rights, freedoms, Universal Declaration of Human Rights, relevance, historical, contemporary.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.