Lesson video

Hello year seven, and welcome to our lesson today.

My name is Mr. Miskell and I am a citizenship teacher, and I'm going to be your citizenship teacher for our lesson today.

Now, before we get started, I'd like to make sure that you've got everything that you need to be getting ready for our lesson and what I'd recommend that you try to get, but don't worry if you don't have all these things, is a sheet of paper, just any sheet of paper.

And then I'd like you to get a pen.

And ideally you'd have some felt tips or some crayons with two different colours.

Now don't worry if you don't have those, you can simply use your normal pen, that is absolutely fine.

And so make sure you've got yourself in a good space so that we can make a start with our lesson today.

So our lesson today is on a really interesting and very topical theme because citizenship is a very topical subject about things that happening in the real world at the moment.

And what I'm going to be asking that we consider is an overarching question here.

And our overarching question is how has COVID-19 as a global pandemic, that's been impacted our country as well as countries around the world, affected our lives? Now, in order to be able to answer that question, this is a really tough question, we're going to have to break it down.

And our lesson today is really going to be focused on what rights that were entitled to, because that will help us to understand how COVID-19 has affected our lives.

Now to take you through how we are going to go by our lesson today, obviously we shared that the focus of our lesson is about what rights that we are entitled to, to help us understand how COVID-19 has affected our lives or if it has at all.

And in order to do that, we're really going to be thinking about defining the concept of rights.

So we're really going to be kind of going back and considering what rights are? Once we've done that, we're going to be starting to think a little bit about what the development of human rights is over time, the how human rights have developed over time throughout history.

Because that will allow us and give us a richer understanding of rights at the moment, and particularly our rights.

And once you've done that, that will allow us to be able to access a bit of a higher level understanding about what rights that children have specifically.

I'd like to introduce you to a picture of me as a toddler when I was growing up.

It's very strange picture isn't? It does look at those very strange shaped arms that I seem to have there, and I'm not entirely sure what that is that I'm supposed to be leaning on, I think it's perhaps some feathers that will might've been fashionable in the 1980s.

But I'm sharing this picture with you today because it relates to the task that we're going to be doing together in a second.

So in order to do that task, I'd like to get you to make sure that you have a sheet of paper in front of you.

Ideally, you'd have a pant as well as some felt tips or crayons of two separate colours, but don't worry if you've not got two separate colours, I'm at home with you at the moment.

Now, I'd like you to draw an outline of a baby and annotate it.

Now I will run you through what we mean by annotation in a second, because I appreciate that some people might not have done the annotation before, but I'll just explain the task for you and go through it.

So the first thing that I'd like you to do is I'd like you to think back to when you were a baby.

I'd like you to think about what the child's needs? So the child that you're going to be drawing a picture of in a second, they need growing up, from birth right until the 18th birthday.

Now all of those things you're going to think about, I would like you to consider why do they need each and every one of those things and to try and justify it.

Now, in order to do that, I'm going to run you through an example of me drawing a picture of a baby, and I'm annotating it as well, so that you understand what we're going to be doing here together.

And this will help us later on in the lesson when we're able to answer our overarching question for our lesson.

So let me just take you through an example here and draw you a picture.

So here I am drawing a picture of a baby.

Now my baby has a hat and some ears and some hair.

Now entirely sure I had it very much having the picture of me as a toddler that I was sharing with you, it might have a smile, hopefully it would have a big smile.

It would have some arms and it also have some legs.

Now do not worry if you aren't someone who isn't amazing at drawing because that's not the purpose of today's lesson.

You could simply do a stick person, a stick baby.

Now, once you've done that, I'd like you to draw a key.

A key at the site of your page.

And this is what you might choose to use two separate colours.

I'd like you to put up on one bit of the key what.

So what it is that this baby needs by until it's going up until the age of 18 and also why.

And I would do those in two separate colours.

Now this is the annotation bit and as you can see, I'm annotating the what and I'm saying it's food and drink.

So this baby, as a baby needs food drink and milk.

And well, why does it need that? Well, the reason it needs it is because it needs nutrition.

And why is nutrition important? I've annotated to say, well that's about growth really isn't it? In order to grow strong and in order to grow up, this baby needs nutrition in order to be able to grow.

So that gives you a little bit of an idea on what we mean by that.

Now I would like you to pause the video and I'd like you to have a little bit of a go at that task.

Now, remember you can rewind the video and you can have a little look at my worked example, just to give you a little bit more of an idea on what to do.

So I'll let you pause the video now.

So thank you very much for doing that task.

And this is an example that I'm going to share with you today.

So this is my worked example and what I did on earlier.

Now, feel free to add any of the things that I've annotated on my diagram to your diagram, because you might have a number of other things in your diagram, and you can put these ones in as well.

I'm sure you've thought of so wonderful ideas.

Now what I'm going to run you through, a two specific things really.

Now, before we talked about the need for food and drink and milk and we said that that was about nutrition and growth, and here I've also said it's about health really isn't it? Because we know that a healthy young person is one that has good nutrition, that's being able to have good food and drink and all those sorts of important things.

I'm also going to talk to you a little bit about education.

And so, you can see that on my diagram here, I've annotated a what, what this baby needs and this young person needs is growing up as being education and why? I said, well, that's really important for learning and for development.

And that leads to the development of skills.

Of course, we learn in school, we learn outside school, we learn in lots and lots of different places in life.

And ultimately that allows us to be people who are able to get jobs, who are able to take an income, being able to contribute to society to do all of those important things.

Another example I'm going to run you through is at the bottom of the screen, and that's about vaccinations.

And we know the babies that young people are vaccinated against childhood diseases.

Why is that important? Well, it protects against illness.

It makes sure that babies and young people are healthy as well.

So that gives us a little bit of an idea of a number of things that you could ask to your diagram, as well as some of the wonderful ideas that no doubt you've got that.

So now you have drawn an annotated your pictures there and put a baby right in the middle of it.

You've really considered what sorts of things that babies and young people need as they growing up and why they need those sorts of things? Now, just to summarise, we've really be saying the children that those babies, as they're growing up can often be quite vulnerable.

And the reason that they're quite vulnerable is that they're still developing, they're still quite young.

And all of the things that you have highlighted, all of the things that you have drawn that you've annotated on the sheet that we've just done, are basically essentials and needs for life.

So essential needs for life.

And we have to look all of those things that you've annotated on your sheets as entitlements or right.

Now we'll look at rights in a short while, and we'll define that, but it's really important now that I take the opportunity just to explain what we mean by entitlement.

Now, if we're thinking about an entitlement, a good example that I could share with you would be, if your parents said to you that you could have a puppy, if you were really good for an entire six weeks period.

Now, if you were amazingly well behaved for that in time six weeks, at the end of it, you could then go up to your parents and say, well, you know, you did say to me that if I was really good that I had an entitlement to be able to get a brand new baby, very cute puppy, for example.

And that would be your entitlement, wouldn't it? Now, hopefully that explains a little bit about what we mean by entitlement, because we're going to be using that too throughout the rest of our lesson today.

Now, but we said, didn't we? That these things, these things that young people need, these sorts of entitlements or rights were very, very important.

And we're going to define what I mean by rights in a second.

But one person who agrees and is in charge or has been in charge globally about guaranteeing our rights and entitlements is this individual.

And this individual is someone called Kofi Annan.

And Kofi Annan was the former, or he was a former secretary general of the United Nations.

Now the United Nations and it's sometimes called the U.

N is an inter-governmental organisation.

And that means it is basically a collection of different governments from countries across the world.

It was set up after the Second World War and to promote international peace and security and human rights.

And it has 193 member countries.

And I'm going to share with you a quote from Kofi Annan about rights that we're going to be using in our lesson today.

Now, Kofi Annan said this "There is no trust more sacred "than the one that the world holds with children.

"There's no duty, more important than ensuring "that their Mike's respected, "that their welfare is protected "and that their lives are free from fear and want "and that they can grow up in peace." So that's well Kofi Annan, the former secretary general of the United Nations did say.

Now, when I look at this quote, it leaves me asking a number of questions.

The question that I have really is about rights.

Because he talks about we have a duty, that countries around the world have a duty to ensure that children's rights are respected and that their welfare is protected.

But really that leads us to question, what do we really mean when we say human rights? What are human rights? These kind of big ideas that we're going to be talking about today, that Kofi Annan, the former secretary general of the United Nations was talking about that in the quotes.

Now, in order to be able to answer that question, then there were lots of different definitions of what we mean by human rights.

And a good example that I'm going to share with you today is one from Amnesty International.

Now Amnesty International is a human rights campaigning organisation, and they help highlight human rights abuses.

So people's human rights have not been protected in different countries around the world.

Now Amnesty International say that this is a definition of human rights.

They say that human rights are the fundamental rights and freedoms that belong to every single one of us, anywhere in the world.

Human rights apply no matter where you are from, what you believe in or how you choose to live your life.

So that is Amnesty International's definition of human rights.

Now I'd like you bearing in mind the definition that Amnesty International provided a short while ago, I'd like you now to pause the video and complete a very short task on a sheet of paper, I'd like you to write down your own definition of human rights.

So what that means is is that using Amnesty International's definition, I'd like you to try to come up with your own one sentence definition of human rights.

I'm not looking for something, this huge, I'm looking for one sentence, a definition of human rights.

So please pause the video now and see what you can do.

So hopefully now you've had an opportunity to write your own one sentence definition of human rights.

Now I'm going to share with you my definition of human rights now.

Now remember that there is no set definition here, there are multiple different forms of it, but I'm going to share with you my definition here and talk you through it.

Obviously I'm sure your definition is absolutely wonderful as well.

Feel free to add anything that you've learned from my definition of me talking about it now to your definition, if that improves it.

So my definition is that rights are entitlements that every one of us has.

These protect our freedoms and the way we live our lives.

Now, what you'll notice is I have also spent quite a bit of time considering what some of those terms that I've highlighted mean.

And I'm just going to run you through what some of them mean, because it might help you in your understanding of its definition.

And some of the deeper thinking that we're doing.

So we talked about entitlements didn't we, a second ago, and we said that entitlement should really something that you should get? Protects, we mean here usually as schools and our parents protects as young people.

In this case, we're really saying that what protects us is the power of human rights.

And hopefully it's the fact that everyone would hopefully agree with these basic set of human rights that would protect us.

And by freedoms, we're really saying the ability to do something or to think something without being constrained or stopped from doing stuff.

And that's what we really mean, talking about freedoms there.

So bearing in mind, not definition of human rights that I shared with you on the screen, but also the definition that you wrote yourself, looking at Amnesty's definition, then we really need to think about the development of human rights.

And I want to make clear really that when we think about human rights, we're really saying that the development of human rights wasn't an accident.

It wasn't something that just happened, it wasn't inevitable and it didn't just happen by chance.

That the sorts of things that over the centuries, people have campaigned and that they fought for, for their own and others human rights.

And the picture that you'll see on your screen is of the suffragettes.

And we know that the suffragettes were movements of people who work campaigning for women to have basic human rights.

Like for example, the rights to vote.

Because we know that women had to fight in order to be able to get the bind to vote.

And that's something that we know in the United Kingdom at the moment, that everyone can vote at the age of 18, regardless of whether you're a mom or what you are a woman.

So in order to think a little bit about the development, if you might over the years, and to think a little bit about this idea that actually the human minds are inevitable.

They aren't something that just happened by chance.

Now, clearly there was something that people have campaigned and thoughtful, like the suffragettes groups of people like that, that got together to fight their own and to fight other people as well.

But as well as that events can sometimes contribute to things happening.

And when an event, when something happens that contributes to something else happening, we often say that's a catalyst, yeah? And I'm going to share with you an example of a catalyst event, something big in the world that really impacted the development of human rights.

What we're going to say here is that World War II was a catalyst for many of the key human rights that we have today.

And the picture that you can see in front of you is the bombing of a town or city in Germany, actually in this picture addressed and you can see it's really awful scene.

You now homes that have been decimated through bombing.

And we know don't we know that during the conflict of World War II millions of people died in that conflict.

And it included many millions of, of civilians.

We also know that many hovers were committed, including the Holocaust and they were perpetrated.

Millions of people died.

And those catalyst events were really something that really got people thinking about the sorts of worlds that they want to live in.

And that led to the development after the Second World War of a number of different things.

And these different things where conventions and declarations about human rights.

And these are some really, really important documents, so important frameworks that help us get us human rights today.

And the first one I'm going to talk to you about happened directly after the Second World War.

So directly after some of those awful pictures of bombing that I shared with you in the last slide.

And it is really the Universal Declaration of Human Rights, the U.

D.

H.

R.

from 1948.

So just after the Second World War.

And that's a document that outlines and protects every single human basic right.

And it contains 30 mikes and freedoms. Those mikes and freedoms, individual ones are called articles, just like an article in a newspaper and they're 30 of them.

And of course it was written directly after that big catalyst event, which was the Second World War, which really got people together around the world, in the form of the United Nations, which had just been created around that time to think about human rights and protections.

Now it was a direct declaration and that declaration is really important, it means that countries around the world agree to it and they signed up to it, but it isn't legally binding.

So it means that the vision can have a body necessarily overseeing it or the courts, the governments can be taken to if they don't give their citizens, as their basic human rights as 30 basic human right, it's strong, but it's not necessarily as strong as a convention, which is something that is legally binding.

It's something that countries are held to.

And the next day I'm going to talk to you about is the European Convention on Human Rights.

And to shorten that the acronym is that E.

C.

H.

R.

and that was written in 1953.

And this protects the human rights to people in countries that belong to the council of Europe.

And it was put into U.

K Law many years after 1953, it's still applied in the United Kingdom all the way from 1953, all the way up to 1998, but it was put into U.

K Law, as something called the Human Rights Act.

What that meant is that people who felt that their rights haven't been granted to them by our government in the United Kingdom and no longer had to go to a court in Strasburg in France, in order to say that the human rights hadn't been given to them, it meant that they could go to a court in the United Kingdom.

So the Human Rights Act basically put this convention, this legally binding agreement into our own law, but that only happened in 1998.

Something important to say here is that it talks about the Council of Europe, and that's not to be confused with the European Union.

We know that Britain is exiting or United Kingdom is exiting the European Union.

The Council of Europe is a separate organisation.

So just because we'll be leaving the European Union, doesn't mean to say, they're also leaving the Council of Europe.

It doesn't mean to say that the European Convention on Human Rights won't be binding, it won't still apply.

It will be something that we can use in order to get our human rights.

The last document, the last thing that protects human rights is really specific to young people and it's really specific to children.

And it's one that we're going to be focusing in on now, it's called the Convention on the Rights of the Child, or C.

R.

C.

for sure.

And that was done in 1989.

And it's a treaty that protects children and upholds their rights.

And treating means that it's legally binding, it means that countries have to actually stick to it, and there's a report that is done every few years in to each and every country that signs up to it and Britain, United Kingdom is one of those countries that signs up to it as to whether they've done enough to stick to it, to protect children's human rights.

Now in the late 1970 Poland which is a member country of the United Nations, the body that drew this convention up proposed that children should be protected by a special set of rights, a special document that protects us young people's rights.

The document, the protection that we're going to focus in on at the moment is the Convention of the Rights of the Child, because that really helps us at the moment in understanding our rights and particularly understanding our rights during the COVID-19 pandemic that's happening at present.

So with regards to this convention on the rights of the child, we know that it was drawn up by the United Nations and it contains 42 rights.

Each one of them is called an article.

Now I selected a small number here to share with you that we'll go through the worksheet that is attached to this lesson on page one and two has a full comprehensive rundown of all 42 rights.

just to give you a bit more of an overview of what's happening in that convention.

The rights that I'm going to share with you today on the slide are article seven, which is you have the bytes to have a name and a nationality.

Article 14, you have the vines to think what you like and be whatever religion you want to be.

Article 23, if you're disabled, you have the right to special care and education.

Article 24, you have the right to medical care.

Article 26, you have the right to help from the government.

if you're poor.

Article 28, you have the right to an education.

So there's a number of rights that part of the U.

N Convention with the Rights of the Child.

Now, I mentioned a short while ago that we're going to do an activity on the U.

N Convention and the Rights of the Child.

And this is a street scene, it's perhaps a busy street scene, something that we perhaps wouldn't see at the moment.

And there's lots of activity of things that are happening in the streets.

And what I'd like you to do is look at the picture.

Now, the picture is attached to this lesson as page three of the worksheets if you want to zoom into it a little bit more, you can use that worksheet.

Alternatively, you can simply pause the video and have a little look at it, using your screen at the moment.

Now, what I'd like you to do is I'd like you to spend a few minutes looking in detail at this picture.

And I'd like you to focus in on the questions at the top of the screen at the moment.

And the questions are what rights are being denied and which have been exercised and enjoyed? And by denied, I mean, which rights are being taken away from people, which rights aren't able to be used by people? Which rights have been taken away from the people in the street scene.

And by enjoyed it and exercised only mean, for example, thinking about which rights people are taken advantage of, which rights people are using, which rides people are showing.

And that might mean that they using a certain premises on the picture.

It might mean that they're doing a certain action or they're kind of talking to a certain group of people or they're dressed in a certain sorts of way.

So now I'm going to ask that you pause the video and either use the worksheet on page number three, to focus in on that, or pause the video and look at the screen at the moment to look out what rights are being denied, what mites are being enjoyed and exercised? So thank you very much for having a detailed look at this picture.

What I'm going to do is I'm going to feed back to you, what should be on the picture and what sort of things you might see, you might have spotted all sorts of other things that I'm not going to say here and now, and of course you could have used page one and two of your worksheets in order to identify even more rights that weren't mentioned in the slide that we went through a few seconds ago.

But the individual things that I'm going to mention on here, article number seven.

And what you can see there is a picture of people with different flags, in fact, it's the U.

K flag and I think perhaps the French flag.

And what you can see is that people in article seven, exercising that rights to a name and a nationality, something that we take for granted, but of course, some people in certain parts of the world really struggled to be able to take advantage of that rights, that basic human rights.

The next one I'm going to share with you is article 14.

Now you can see that there are a group of people and some of them they're having a chat, they look like they're perhaps from different religious groupings, particularly because one has something that says Jesus on him and his back.

But we know the article 14 is you have the right to think what you like and be whatever religion you want to be with your parent's guidance.

So that's the right to religion, article number 14.

Now what you should be able to see here in the circle that I've just highlighted is article 23.

Now this is someone who is a wheelchair user, they're disabled, but of course we must remember that disabilities can be both physical seen and unseen but this person has a physical disability.

Article 23 is if you are disabled, either mentally or physically, you have the right to special care and education to help you develop and lead a full life.

The next one I'm going to highlight to you is actually article 24.

And it's article 24, because actually it says a health centre, which I take as being a G.

P surgery, that place that we go to see a family doctor, if we're not very well.

And we know that we use the National Health Service, which is free of charge in the United Kingdom.

So article number 24 is you have the right to the best health possible to medical care and to information that will help you to stay well and healthy.

The next one I'm going to share with you, if you really look in actually kind of really squint your eyes, you'll see that this person is perhaps a lost sleeper, is perhaps homeless, he says homeless and hungry.

Because article number 26 of the United Nations Convention of the Rights that the Child say is that you have the invites to help from the government if you are poor or you are in need.

And that means financial support often to help people and to help families.

And a good example of that is something called housing benefit, which would be given to your parents if they're struggling to perhaps pay the rent in order for you to be able to stay in the property that you might live in, for example, yeah? The next one I'm going to share with you is right over on the other side of the picture, it is an example of a school.

And you can see in the school that there is quite a crowded playgrounds there.

And an article 28 shows that people have the right to an education.

So our lesson today has been one where we have covered an awful lots of material.

We've gone through an awful lot of concepts, we've really been looking about what rights we have entitled to.

And the reason we've been doing that is we've been really trying to consider how our rights have been throughout the COVID-19 pandemic? We have considered and we've been able to talk about how children need things in order to scale up and grow into adults.

And we've said that those things are really entitlements, they're entitlements that young people should get.

And actually we've said that those entitlements really are rights.

We said that all people, regardless of what country they're from, their race and nationality, that age should have basic human rights.

We've talked about Amnesty International's definition of human rights, and you've drawn together your own definition of human rights.

But then we've gone into more detail and we've gone into more detail about what rights you have as a young person, particularly in the Convention of the Rights of the Child that gives you specific rights and protections as a young person.

So thank you very much for participate in our lesson today.

Don't forget that there are a number of worksheets to help you out with us and today they're attached to this lesson, you'll notice the page one and two of the worksheet that is attached to this lesson and contains all the different conventions of the child rights.

Today that you can have a little look over.

There's also a page three, which is a copy of the street scene that we've looked at today.

So thanks so much for taking part in our lesson today and it's been wonderful working with you.

Bye bye.