Page 18 - BRIDGES - ISSUE 7

References restrictions, I decided to skip the first on whether they had been correctly
Rocha, R. And Roth, O. (1989). The activity. matched or not.Thiswould allow them
Universal Declaration of Human In the second one, I divided students to talk about the particular articles,
Rights. An into four groups (4X5) making sure their meaning, what they referred to,
adaptation for children. USA: United that nationalities were mixed. Each etc. At the end of thisactivitystudents
Nations Publications. group was given 5 articles of the were handed in the original version of
h t t p:// e r e. h r c a .o r g / L i b r a r y/ U.D.H.R. written in simplified lan- the U.D.H.R. in their native language
First_ Steps/part4_ eng.html guage.Eachgroup read theircardsand (i.e., Turkish or Greek).
h t t p : / / w w w. u n . o r g / P u b s / exchanged them with those of the In the final activity, students were
CyberSchoolBus/humanrights/re- group next to them, until all groups given the opportunity to become leg-
sources/vocabulary.htm had read all 20 articles. At the end of islatorsand thus put human rightsinto
thisactivity, each group had oneset of practice. I asked them to imagine the
Lesson outline 5 articles. Students were asked to followingsituation:
The first activity is a warm up activity match each one of those articles with "Imagine that you have just discovered
aiming to ’break the ice’when students one of the pictures that had been a new country, where noone has lived
do not know each other very well. blutacked on the wall. The pictures before, and where there arc no laws
More importantly, however, it aims to were illustrations of 20 articles of the and no rules. You and the other mem-
give the opportunity toall participants: U.D.H.R. (taken from Rocha and bers of your group will be the settlers
(a) to introduce themselves Roth’s book The Universal Declara- in this newland.You donot knowwhat
(b) to express likes and dislikes tion of Human Rights. An adaptation social position you will have in the new
(c) to learn something about their for children, 1989). Students were country.You must decide on 10 rights
classmates later asked to read the articlesas these that should be guaranteed for every-
had been matched with the illustra- one in this land".
As students knew each other quite tions.If more time had been available, Each group was given a piece of card-
well, and as there were time andspace I could have asked them to comment board and studentswere asked:
(a)to give the new land a name
(b)tocooperate with the members of
their group in order to decide on the
10 most important rights.
I emphasized that cooperation among
members of each group was particu-
larly important and that all members
lrst Balkan Symposium Proceedings volume .1 of the group had to agree with what
would be finallydecided on.
By the end of this activity all groups
I would like to receive the 1rst Balkan Symposium Proceedings Volume
I enclose a postal order of 1.500 dr per volume. had produced a list of 10 rights writ-
ten on their pieceof cardboard.Arep-
Number of volumes
resentative of each group was then
asked to stand up and read the list,
Personal information which was later blutacked on thewall
so that everybody could read it.
(PLEASE USE BLOCK LETTERS) What follows is the list of rights sug-
Name: Surname : gested by one of the four groups:
Address: Town/City_ Free Land (Πόλη της Ελευθερίας,
Ozgur Ada)
Phone number e- mail:
1. Everyone will be equal
2. Nobody will be a slave
Occupation 3. Everyone can get rest
4. Nobodycan be cruel
5. The colour and religion won’t be
important
date:
6. Everybodycan say what they think
Signature 7. Everyone can travel everywhere
without visa
Please send the above form and your postal order to the following address
8. Nobody will be an enemy to each
TEACHERS OF ENGLISH UNION OF THRACE & EASTERN MACEDONIA other
33 Filippou st 69 100 Komotini Greece 9. Nobody must fight for money
10. Everybody must respect children
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