Introduction Welcome to the Stand Up, Speak Up! resource CD. This CD is intended to be used in tandem with the Stand Up, Speak Up! textbook as an extra resource for teachers. This will provide you with alternative exercises for your classes. All activities and worksheets are available in PDF format. Simply select the exercise you wish to use and press print. The activity sheets may then be photocopied for your students. As per the textbook, each resource on this CD has been linked to one of the seven CSPE concepts. Some exercises include teacher’s notes; others are self-explanatory. As with the activities in the Stand Up, Speak Up! textbook and activity book, there is an emphasis on active methodologies. We have included a wide range of exercises in order to facilitate a spectrum of learning styles and approaches to teaching. These activities are appropriate for both revision and as introduction to the seven CSPE concepts. We hope that this will further enrich your teaching of CSPE. – Hugh Holmes & Gearoidín O’Dwyer 1 CONCEPT 1 Understanding Human Dignity The purpose of this exercise is to encourage students to reflect on what undermines human dignity (homelessness, poverty, insecurity, intimidation, exploitation etc.). It should encourage students to develop a sense of empathy and understanding. 1. Discuss the concept of human dignity and what threatens it. 2. Distribute pages 3–5. 3. For the diary activity on page 4, you should emphasise that students need to write in the first person. 4. Once the class has finished, encourage students to read out their exercises with a view to stimulating discussion. 2 Understanding Human Dignity Look at the pictures below. Choose the person who you feel has the least human dignity. Write a diary entry for that person highlighting the lack of dignity they experience in their lives. A B C D 3 Dear Diary, ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 4 Human Dignity – Needs and Wants As you have seen from your study of Human Dignity, a person’s dignity and sense of self-worth is affected when their basic needs are not met. But what are basic needs? Sometimes we feel we need something when in fact we simply just want it. Basic needs are the things that are essential for us to survive and feel safe and secure. Look at the list below and divide it into basic needs and wants. Add two ideas of your own to each list. Somewhere to live An X-Box Access to a doctor Fizzy drinks A large collection of computer games To feel safe in school An adequate amount of food Drinking water Designer clothes An MP3 player Freedom from persecution Needs Wants 5 Giant Steps Activity – Teachers’ Notes When people’s basic needs are not met they struggle to live with dignity and to reach their full potential. This very visual activity gives students an opportunity to develop empathy with those whose human dignity is denied by walking a few steps in their shoes. This activity is best done in a large room, hall or a corridor. 1. Print, photocopy and cut out the role cards on pages 8 and 9. 2. Print one copy of the statements card on page 7. 3. Give each student a role card. (It doesn’t matter if more than one student has the same role card. Their differing interpretations of the statements may lead to further debate and reflection.) 4. Give the students a few minutes to read their role cards encouraging them to think about their characters. 5. Ask all students to stand at one end of the room. 6. Begin to read out the statements. After each statement allow the students to reflect upon it. If the statement is true for them, they take a giant step forward. If the statement is only partly true for them, they take a small step forward. If it does not apply to them at all, they stand still. 7. Occasionally ask students to justify their steps. The objective of the activity is not for students to reach the opposite wall first, but to remain true to their characters and understand how their rights are denied. However you may wish to offer a prize for the student who reaches the wall first in order to increase the other students’ feelings of frustration at not being able to make progress, thus increasing their empathy with their characters. 6 STATEMENTS 1. I have no worries about where my next meal is coming from. My right to adequate food is respected. 2. I have a great social life, going many different places and taking part in different activities. My right to rest and leisure is respected. 3. I look forward to having a great career some day. My right to education is respected. 4. My culture and faith are respected within my community. 5. I am valued for the person I am and the contribution I can make to my community. My right not to be discriminated against is respected. 6. I feel sure that my right to a fair trial will always be respected and that I will never be imprisoned unfairly. 7. I feel safe and secure in my work. My right to work in a safe environment is respected. 8. I don’t worry about becoming sick. My right to adequate medical care is respected. 9. I never feel awkward or uncomfortable going into public places. My right to equality and to be free from discrimination is respected. 10. Although people say crime is getting worse, I don’t see it. I feel sure that my right to live in safety will always be respected. 7 ROLE CARDS My name is Paul. I am a 35-year-old My name is Josephine. I am a 17-year-old stockbroker. I live in London and work in Traveller. I live in a caravan with my the city. I love my career and admit I eight brothers and sisters and my parents. make very good money which allows me It is an unofficial halting site so we have to live well in a lovely part of the city. no running water or toilets. My name is José. I am nine years old and My name is Troy. I am 19 and on death work as a labourer on a coffee plantation row in a prison in America. I was found in Nicaragua. A guard with a machete guilty of murdering a police officer even stands over me and the other workers all though there was no real evidence against day to make sure we’re working hard me. Like me, most of the other prisoners enough. on death row are either black or poor or both. My name is Mary. I am 71 years old and My name is Baktay. I am six years old live in a small town in rural Ireland. and I live in a Taliban-ruled region of Thank God I am still in good health. I Afghanistan. I would love to go to school love to help out in my local community but cannot because I am a girl. The local centre but lately people don’t want to school was burned down and our teacher have me volunteer there. They think I will murdered by the Taliban because he be a nuisance just because I’m getting on taught girls. in years. My name is Sue. I am in first year in a My name is Liam. I am 45 and live in a school in Co. Kildare. I hate it. Nobody poor suburb of Dublin. Unfortunately, I likes me and I don’t know why. A few was made redundant last year and am still weeks ago some girls started calling me unemployed. I constantly worry about names and making fun of me. No one will how I will pay my mortgage and put food stand up to them or help me. Now I hear on the table for my family. At least we that they are writing horrible things about have a medical card in case anyone gets me on their Facebook pages. sick. 8 My name is Obeida. I am a 16-year-old My name is Ali. I live on the streets of Palestinian. I am currently in an Israeli Dublin. I