The UK's Human Rights Act 1998 came into force in 2000 and incorporates the European Convention on Human Rights.
In this activity students explore the concept of human rights around the world and discover that, although in principle it’s good, few nations take it seriously.
Students can investigate the human rights records of 12 countries including Russia, USA, South Africa, Serbia, Colombia, and Israel. Each countries notes include case studies, comprehensive background detail and key event information.
Aims: During this activity students will explore the issue of human rights in different countries. After completing the activity and the accompanying worksheet students should be able to:
Discuss what a human rights violation is
Discuss how human rights differ in countries such as Somalia, Colombia, Russia and Serbia
Understand why it's difficult to respect human rights in all situations
Explain why prosecuting those who commit horrendous acts is not as cut and dry as they might think
Citizenship, KS4 Knowledge and understanding about becoming informed citizens
1.a) the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal and civil justice systems
1.f) the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally
1.i) the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations
1.j) the wider issues and challenges of global interdependence and responsibility, including sustainable development
Developing skills of enquiry and communication
2.b) express, justify and defend orally and in writing a personal opinion about such issues, problems or events
Developing skills of participation and responsible action
3.a) use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own
What does it mean to be a British citizen? Ever since the Celts arrived on the landmass we know as the United Kingdom in first century AD, we have been a nation of migrants.
In this interactive timeline students discover the benefits immigrants from all over the world have brought to UK. Over 35 topics are covered including Roman occupation, the origins of fish and chips, the arrival of HMS Windrush and Bhangra music.
Aims: During this activity, students will explore what it means to be British. After completing the activity and the accompanying worksheet, students should be able to:
Identify why the UK is ethnically diverse
Discuss the impact other nations have on the cultural identity of the UK
Understand the challenges refugees and asylum seekers face when they enter the UK
Citizenship, KS4 Knowledge and understanding about becoming informed citizens
1.b) the origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.
Developing skills of enquiry and communication
2.b) express, justify and defend orally and in writing a personal opinion about such issues, problems or events
Developing skills of participation and responsible action
3.a) use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own
At 17, society trusts teenagers enough to operate a moving vehicle on a motorway but doesn't trust them enough to make decisions about the country they live in.
While many teenagers can't vote, they can still be highly influential in bringing about change. By joining pressure groups, teenagers can lobby the government and make radical changes from the ground up.
Five articles address a variety of key issues; from pollution, public transport, taxes, speeding, protesting, and drink driving. Each area has an accompanying quiz which test users knowledge as they progress on their virtual journey.
Aims: During this activity, students will explore laws, where they start off from, and why they're made. After completing the activity and accompanying worksheet, students should be able to:
Discuss the reasons societies have laws
Identify how laws, such as speed limits and drink driving, affect society
Understand how individuals can change laws and bring about social change
Citizenship, KS4 Knowledge and understanding about becoming informed citizens
1.a) the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal and civil justice systems
1.f) the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe, and internationally
Developing skills of participation and responsible action
3.a) use their imagination to consider other people's experiences and be able to think about, express, explain, and critically evaluate views that are not their own
3.c) reflect on the process of participating
Every day, consumers make choices that impact on the lives of people around the world.
When a purchase is made at the supermarket, the customer's choice influences which suppliers the supermarket chain chooses to use. By increasing or decreasing demand customers determine, for instance, whether the bananas available are organic or covered in pesticides.
There are 8 locations to explore including the corner shop, coffee shop and farm. Topics include consumer rights and responsibilities, globalisation, fair trade and organic foods.
Aims: During this activity students will find out what it means to be a consumer. After completing the activity and accompanying worksheet students will be able to:
Identify that spending money has a global impact
Identify what product information is needed to allow people to make an informed decision about the products they buy
Understand that as consumers people have important responsibilities
Citizenship, KS4 Knowledge and understanding about becoming informed citizens
1.f) the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally
1.g) the importance of a free press, and the media's role in society, including the internet, in providing information and affecting opinion
1.h) the rights and responsibilities of consumers, employers and employees
1.j) the wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21
Developing skills of enquiry and communication
2.a) research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources, including ICTbased sources, showing an awareness of the use and abuse of statistics
Hari is the new kid on the block. He's looking forward to starting college and making friends.
Life is looking pretty good... that is, until he encounters a racist gang who are terrorising the neighbourhood.
Major social issues, like racism or gender discrimination, cannot be viewed in black 'n' white. We all have the capability to be perpetrators as well as be potential targets of hurtful acts.
Many people are singled out unjustly - because of the colour of their skin, or their sex, their religion, or because of disability - and subjected to acts of discrimination or violence.
According to the British Crime Survey, in 1999 there were 280,000 racially motivated incidents.
Step into Hari's shoes and see if you can help him make some difficult, perhaps controversial, choices.
Aims: During this activity students will consider racism and bullying. They reflect on different situations in which they might see or hear bullying and racist behaviour. After completing the activity and accompanying worksheet, students should be able to:
Identify racist and discriminatory behaviour
Understand the consequences of racism and bullying on individuals and society
Devise strategies to help challenge racism, discrimination and stereotypes
Recognise the importance of mutual respect and understanding within a diverse society
Citizenship, KS4 Knowledge and understanding about becoming informed citizens
1.a) the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal and civil justice systems
1.b) the origins and implications of the diverse national, regional, religious, and ethnic identities in the United Kingdom and the need for mutual respect and understanding
Developing skills of enquiry and communication
2.b) express, justify, and defend orally and in writing a personal opinion about such issues, problems, or events
Developing skills of participation and responsible action
3.a) use their imagination to consider other people's experiences and be able to think about, express, explain, and critically evaluate views that are not their own
