Learning Session - We Know The Rights of The Child

LEARNING SESSION N° 01
GENERAL DATA :
GRADE/SECTION : Fifth “A”
DATE : -09-2019
AREA : Social person
TITLE OF THE SESSION : WE KNOW THE CHARACTERISTICS OF HUMAN RIGHTS.
I. PURPOSES AND EVIDENCE OF LEARNING
Competence(s)/Capabilities Performances What will give us evidence of

learning?
COMPETENCE  Establish relationships with your Summary of Human Rights

Build your identity colleagues without discriminating
ABILITY against them. It proposes actions to
- He values himself. improve interaction between colleagues,
- Self-regulate your emotions. based on reflection on their own or Evaluation instrument
- Reflect and argue ethically. others' behaviors, in which the most
- Live your sexuality in a common prejudices and stereotypes of
comprehensive and their environment (gender, racial,
responsible way according to among others) are evident. Evaluates
your stage of development the fulfillment of their duties and those Checklist
and maturity. of their colleagues, and proposes how to
improve it.
Cross-cutting approaches
Observable attitudes or actions
Rights Approach  Teachers promote knowledge of children's rights.
 Teachers promote opportunities for students to exercise their rights in
relation to their parents and adults.
COMMON GOOD  Teachers promote opportunities for students to assume various
ORIENTATION APPROACH responsibilities in the classroom.
 Teachers and students continually identify, value, generate and highlight
spontaneous acts for the benefit of others, aimed at seeking or restoring
well-being among all in situations that require it.
II. SESSION PREPARATION
What do we need to do before the session? What resources and materials will
be used in this session?
- Prepare cards with the rights from Annex 1 written in two parts (see - Paper, markers and adhesive
models in Home). tape.
- Have a world map or planisphere on hand. - Cardboards with the rights
- Photocopy annexes 2 and 3 in sufficient quantity for all students and written in two parts.
review the following links on the web: - World map or planisphere.
http://www.unicef.org/peru/spanish/convencion_sobre_ - Annexes 1, 2 and 3.
los_derechos_del_nino__final.pdf http://mx.humanrights.com/
about-us/what-is-united-for-human-rights.html
III. MOMENTS OF THE SESSION
START:
APPROXIMATE TIME: 15 min
IN GROUP CLASS
- They remember that they have just started the third unit and that throughout it they will read, deepen
and reflect on rights, with the aim of being able to disseminate them.
- They are placed forming a crescent, so that everyone can see each other.
- They receive one of the cards that you made and that contain the rights of Annex 1 in two parts. For
example:
We have the right to NATIONALITY

Name and
Article 7
- They receive the indication that they must look for each other to form the corresponding pairs of cards.
Once they have achieved this, ask them to read the law and talk about whether they knew it and what
they understand about it.
- Place yourself in a half moon again and have each couple tell the entire group about the right they
formed, as well as what they understand about it. Point out that they can use examples.
- They paste their cardboard on a piece of paper.
- They answer the following questions: how did they feel when they discovered their rights with their
classmates? Did they know those rights? Was it easy to think of examples and explain the rights?
- Listen to the purpose of the session: today you will recognize the characteristics of Human Rights.
- They agree on the rules of coexistence to take into account when working as a team.
DEVELOPMENT: APPROXIMATE TIME: 60 min
PROBLEMATIZATION
Generally
- They answer questions: do you know what the oldest document on human rights in the world is? After
hearing their answers, read with them the text “The Cyrus Cylinder” (see Annex 2) and then comment on
the story using a world map or a planisphere to locate the place where the events occurred.
- They point out that since the time of Cyrus the Great, many events have occurred that have allowed us to
reach agreements on human rights that exist today in almost all countries in the world.
- They continue answering questions: do you know what document contains your rights in Peru.
- They talk to the boys and girls based on their answers and indicate that this document is the Children and
Adolescents Code.
ANALYSIS OF THE INFORMATION

- In small mixed groups
- They comment that now they are going to know the most striking facts throughout the history of
children's rights.
- They point out that for this purpose, each group will receive a copy of Annex 2, which contains a summary
of the history of children's rights in the world. They will read it and make a list of the most important
events, which they will then have to place on a timeline.
- They highlight the importance of each group organizing itself and distributing tasks among its members;
for example: drawing the timeline, identifying important dates in the reading, sharing the work in the
plenary session, making drawings that help understand the information, etc.
- They ask the person responsible for materials to distribute the paperwork and other supplies required for
the activity.
- They remember the rules of coexistence agreed upon for teamwork.
IN GROUP CLASS
- They return to their positions forming a crescent and have a representative from each group present and
share their work.
- They instruct them to explain their timelines clearly and with an appropriate tone of voice, so that all
their colleagues hear them.
- They paste their work in the same space as a museum.
- Discuss with the students that both the international and national documents that contain their rights
(Convention on the Rights of the Child and the Children and Adolescents Code) are mandatory.
DECISION MAKING
- They answer the following questions: how do you feel now that you know where your rights come from?
Do you consider that rights are important in your life? Why? How do they observe compliance with their
rights in the activities they carry out daily?
- Write their answers on the board and suggest that, individually, they think about what they could do to
ensure that their rights are always fulfilled.
CLOSING: APPROXIMATE TIME: 15 min
- They make a summary orally and volunteers to summarize the work done. Then, congratulate everyone
for the creativity shown in developing the activities and the willingness to comply with the agreed-upon
rules of coexistence.
- Metacognition: Through these questions Annex 3
- History of Children's Rights: what have we learned today? How have we organized ourselves? What
steps have we followed to achieve it? Have we all participated?
IV. REFLECTIONS ON THE LEARNING OF THE SESSION:

What progress did the students make? What difficulties did they experience?
What learnings should I reinforce in the next session?
What activities, strategies and materials worked and which didn't?
New Chimbote, September 2019
_____________________________________
Teacher: Rosa Uceda Gil
Grade and Section: Fifth grade “A”
Appendix 1
The Cyrus Cylinder (539 BC) C.)
(A brief history of human rights)
The decrees that Cyrus proclaimed on human rights were recorded in the
Akkadian language on a cylinder of baked clay.
In the year 539 BC. C., the armies of Cyrus the Great, the first king of ancient
Persia (present-day Iran), conquered the city of Babylon. But his following
actions were those that marked significant progress for the people. He freed
the slaves, declared that all people had the right to choose their own religion,
and established racial equality. These and other decrees were engraved on a
clay cylinder in the Akkadian language with cuneiform writing. Known today as
the Cyrus Cylinder, this ancient document has now been recognized as the first
human rights document in the world. It is translated into the six official
languages of the United Nations and its provisions are analogous to the first
four articles of the Universal Declaration of Human Rights.
The dissemination of human rights
From Babylon, the idea of human rights spread rapidly to India, Greece
and finally to Rome. There the concept of “natural law” was born, after
observing the fact that people tended to follow, in the course of life,
certain laws that were not written, and Roman law was based on
rational ideas derived from the nature of things.
Documents affirming individual rights, such as the Magna Carta (1215),
the Petition of Right (1628), the United States Constitution (1787), the
French Declaration of the Rights of Man and of the Citizen (1789), and
the Charter of Rights of the United States (1791) are
the written precursors to many of today's human rights documents.
Sources on the
web:
http://www.humanrights.com/es_ES/what-are-human-rights/brief-
history/cyrus-cylinder.html
http://www.iranchamber.com/history/cyrus/cyrus_charter.php
Annex 3
History of Children's Rights
Historical perspective of the evolution of Children's

Rights
In ancient times, no one thought about offering special
protection to boys and girls. They were considered “small
adults.”
In the mid-19th century, the idea of offering special
protection to children arose in France; This allowed the
progressive development of minors' rights. Beginning in 1841,
laws began to protect children in the workplace, and
beginning in 1881, French laws guaranteed children's right to
a
education. This new development, which began in France, later spread throughout Europe.
Since 1919, after the creation of the League of Nations (which later became the UN), the international
community began to give more importance to
this issue, which was developed by the Committee for the Protection of
Children.
On September 16, 1924, the League of Nations adopted the Declaration of
the Rights of the Child (also called the Geneva Declaration), the first
international treaty on the Rights of Children. Across five chapters, the
Declaration grants specific rights to children, as well as responsibilities to
adults.
The Geneva Declaration is based on the work of Polish physician Janusz
Korczak.
The Second World War left thousands of children among its victims
in a desperate situation. As a consequence, in 1947 the United Nations Children's Fund (known as Unicef)
was created.
During its beginnings, Unicef particularly focused on helping young victims of World War II, mainly
European children. However, in 1953, his mandate reached an international dimension and he began
helping children in developing countries. The Organization then established a series of programs so that
children had access to education, good health, clean water and food.
Since December 10, 1948, the Universal Declaration of Human Rights
recognizes that “motherhood and childhood have the right to special
care and assistance.”
In 1959, the United Nations General Assembly adopted the Declaration
of the Rights of the Child, which outlines children's rights in ten
principles. Although this document has not yet been signed by all
countries and its principles are indicative, it paves the way for the
Universal Declaration on the Rights of the Child.
After approving the Declaration of Human Rights, the UN wanted to present a Charter of Fundamental Rights that
would require governments to respect it. As a consequence, the Human Rights Commission set out to draft this
document.
In the midst of the Cold War, and after arduous negotiations, the United Nations General Assembly in New York
approved two complementary texts to the Universal Declaration of Human Rights: the International Covenant on
Economic, Social and Cultural Rights, which recognizes the right to protection against economic exploitation and the
right to education and medical care; and the International Covenant on Civil and Political Rights, which establishes the
right to possess a name and a nationality.
The UN proclaimed 1979 as the International Year of the Child. During this year, a real change of spirit took place, as
Poland proposed creating a working group within the Commission on Human Rights to draft an international charter.
Thus, on November 20, 1989, the United Nations General Assembly approved the Convention on the Rights of the
Child. Throughout 54 articles, the document establishes the economic, social and cultural rights of children.
This is the most rapidly adopted human rights treaty. It became an international treaty
and came into force on September 2, 1990 after being ratified by 20 countries.
So far, the Convention on the Rights of the Child has been signed by 190 out of 192
States, although there are some reservations about certain parts of the document. Only
the United States and Somalia have signed but not ratified it.
In Peru, in addition to the Convention on the Rights of the Child, we have had the
Children and Adolescents Code since 2000, which says in article V: “This Code will apply
to all children and adolescents in Peruvian territory. without any distinction based on
race, color, sex, language, religion, political opinion, nationality, social origin, economic
position, ethnicity, physical or mental handicap, or any other condition, whether their
own or that of their parents or guardians.”
Currently, his ideal and forceful character are universally accepted. However, its functioning can improve and it is still
necessary to transform words into actions. In a world where urgency is essential, where a child dies of hunger every 5
seconds, it is time to unify theory with practice. Maybe that's how we should have started.
Source: http://www.humanium.org/es/historia/

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LEARNING SESSION N° 01

I. PURPOSES AND EVIDENCE OF LEARNING

Competence(s)/Capabilities Performances What will give us evidence of

COMPETENCE  Establish relationships with your Summary of Human Rights

II. SESSION PREPARATION

APPROXIMATE TIME: 15 min

We have the right to NATIONALITY

DEVELOPMENT: APPROXIMATE TIME: 60 min

ANALYSIS OF THE INFORMATION

CLOSING: APPROXIMATE TIME: 15 min

IV. REFLECTIONS ON THE LEARNING OF THE SESSION:

New Chimbote, September 2019

Historical perspective of the evolution of Children's

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