15. Human Rights in the News
No news is good news – or is it?
Themes |
General human rights, Media and Internet
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Complexity |
Level 2
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Age |
10-13 years
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Group size |
10-30 children
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Duration |
45 minutes
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Type of activity |
Scanning media, making a poster, discussion
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Overview |
Children scan newspapers for human rights enjoyed, violated and defended
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Objectives |
• To enhance awareness of human rights in the media and everyday life
• To examine how the media covers human rights issues
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Preparation |
• Collect newspapers of several kinds
• Prepare posters sheets for each group
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Materials |
• Newspaper pages
• Flipchart paper
• Sticky tape or glue and scissors
• Markers
• Copies of the child-friendly UDHR
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Source: Adapted from Human Rights Here and Now (University of Minnesota Human Rights Resource Center, 1998)
www.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-3/Activity6.htm |
Instructions
- Explain that this activity is about human rights in the news. Remind the children of previous activities and discussion of human rights, and reintroduce the UDHR.
- Divide the children into small groups. Give each group a newspaper or newspaper pages, scissors, sticky tape or glue, a marker and a sheet of flipchart paper prepared like that in the sample below.
- Explain the activity. Give some examples of how features other than news stories might also relate to human rights.
- Each group will construct a poster using stories from the newspaper. Ask them to look for stories from three categories:
- rights being practised or enjoyed
- rights being denied or violated
- rights being protected.
- Tell them not just to look for news stories but also features such as sports, announcements and advertisements.
- When they find an article that relates to human rights, they should cut it out and paste it on to their poster in the appropriate category.
- When they have found a newspaper story for each category, ask them to select one story to analyse, answering these questions:
- What specific rights were involved in the story? List them beside the article.
- Find the article(s) of the UDHR that covers each right and write the article number(s) on the list.
- Tell them to write their answers in the space at the bottom of the poster, and to draw an arrow to the story that is analysed.
- Ask a child from each group to present their poster.
Debriefing and Evaluation
- Choose one or two stories from each group’s poster and ask the group to explain their analysis of the story in terms of the UDHR:
- Was it difficult to link stories or features to human rights?
- Were human rights involved in many stories?
- What articles of the UDHR were involved?
- As young person, which rights concern you most?
- Discuss the activity, asking questions such as these:
- What categories of rights stories were easiest to find? Hardest to find? Why?
- Did some articles of the UDHR come up more often than others? Did others not come up at all? How can you explain this?
- How many articles explicitly mentioned human rights? How many concerned human rights issues but did not use those words? Why do you think human rights were not mentioned?
- Were children’s rights mentioned in particular?
- Based on these news stories, what seems to be the state of human rights in the world today? In Europe? In your community?
- What is being done to protect human rights in these stories? Who is taking these actions?
Suggestions for follow-up
- The activities ‘Putting Rights on the Map’, p. 138, and ‘Compasito Reporter’, p. 92, asks children to look at their own communities from a human rights perspective. The latter also engages children in reporting what they observe.
Ideas for action
- Leave the posters hanging and encourage the children to bring in other newspaper clippings. Reassess the posters when several new items have been added.
- Choose one rights topic of particular concern to the group and do an awareness-raising campaign (e.g. right to property, maybe linked with poverty; right to education, especially to quality education) at a level the group chooses (local level, national, international level).
Tips for facilitators
- Choose from a variety of newspapers and news magazines, including local and advertising papers. They do not need to be recent.
- Encourage the children to consider parts of the newspaper other than new stories: e.g. advertisements: right to property; marriage or funeral notices: right to culture, to marry, to thought, conscience and religion; sports: right to leisure; personal ads and notices of meetings: right to association.
- At the beginning be very present in the groups to make sure they understand their task.
- Variation: All groups contribute to three separate posters for each category, combining the articles they have found to make class posters.
- Adaptations for younger children:
- Ask for only two categories: rights enjoyed and rights denied.
- Omit the analysis in Step 3.
- Ask debriefing questions that focus on the child’s experience of human rights in daily life.
- Adaptations for older children:
- Ask children to compare coverage of the same human rights stories in different newspapers and/or different media. What differences can they observe in importance given in the story? In emphasis given in features of the story? Are there different versions of a single event? Did any version of the story explicitly mention human rights?
- Ask participants to watch a news programme on TV and write down the topics covered and the amount of time given to each human rights topic.
Handout: sample poster
RIGHTS ENJOYED |
RIGHTS DENIED |
RIGHTS DEFENDED |
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Analysis |
Analysis |
Analysis |
Right |
UDHR Article |
Right |
UDHR Article |
Right |
UDHR Article |
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