Activity 5: The Arch of Rights – Hands Across Rights and Responsibilities

Activity 5: The Arch of Rights – Hands Across Rights and Responsibilities

Why we like it: This activity encourages children to think about the connections
between ‘rights’ and ‘responsibilities’. It invites children to think about who is
involved in protecting their rights and why (including themselves!).

What you will need: Child friendly UNCRC poster, different colours of
construction paper, scissors, markers.

How long: 20-60 minutes

How it works:

  • As a class, discuss what the words ‘right’ and ‘responsibility’ mean in the
    context of child rights. Ask how you make the two meet (like an arch – illustrate
    an arch by bringing your two hands together)

    • Every child in Canada and around the world from birth to 18 has rights.
      Rights are what you should have or be able to do to survive, thrive and meet
      your full potential. All rights are equally important and are connected to
      each other. You are born with these rights, and no one can take them away.
      While the rights change once you are an adult, they are similar.
    • Children’s rights are special because adults and governments need to keep
      the promises that they have made in the Convention on the Rights of the
      Child. Each right has a matching responsibility.
  • As a class, make a list of different people that are responsible for child rights.
    Hint: Think of the people that help children to be healthy, safe, heard and to be
    themselves. Prompt: parents, doctors, police, teachers, nurses, social workers,
    faith-based leaders, clubs, government officials, etc., but also you and your
    friends.
  • In pairs or small groups, ask students to trace their hands and cut them out. On
    one handprint write out ‘Rights’. Choose one right from the UNCRC and write it
    down. On the other hand, write ‘Responsibilities’ and add a corresponding
    responsibility to that hand. On the back of the responsibility hand, add the
    people who have this responsibility.
  • If time permits, in groups, ask students to mix all the hands, pass them to
    another group and try to match the correct right to the responsibility.
    Encourage the students to come to a consensus about why they match.

Reflection:

  • Which were the easiest and most challenging cards to match? What was most
    interesting or surprising?
  • What are some matching rights and responsibilities that you practice every day
    at school? (E.g. I have the right to feel and be safe at school – not bullied; and I
    have the responsibility to be respectful and kind to others).

Tips & variations:

  • This could also be turned into a ‘memory game’ style activity.
  • Optional Activity – Ask students to create a short survey of students in class (or
    school) using statements about student rights. Examples may include “no one
    in our school is disciplined unfairly” or “all students are safe from
    discrimination”. Share the findings and discuss.

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