Modern Westerners take it for granted that every life is valuable. But ideas like equality before the law and the importance of caring for the vulnerable are by no means self-evident. So where did they come from?
This lesson looks at how Christian teachings such as the idea of universal human dignity were foundational in the development of the Universal Declaration of Human Rights.
Introduce
Class Discussion
Students indicate where they think Christianity should be placed on a spectrum between restricting and promoting human rights for all. (Human Rights – The Genesis Slides)
As a class students brainstorm the things they think should be considered human rights, before each selecting their own top 5 from those suggested.
Reflect & Respond
Display the universal logo for human rights and discuss why students think it won the competition.
Display the Mandela, Kennedy and Mlambo-Ngcuka quotes for students to discuss.
(Human Rights – The Genesis Slides)
Watch & Analyse
Students watch the TED-Ed clip for an introduction to the 1948 Universal Declaration of Human Rights (UDHR), and write down one thing they learnt.
Engage
Watch & Respond
Watch the documentary excerpt ‘The Genesis of Human Rights’ (7:07).
Display the five articles referenced in the clip so the students can find or create an image to represent each one. (Human Rights – The Genesis Slides)
Short Answers
Students produce short answers to the following questions (they may do their own research as well):
- In the late fourth century, in Caesarea, Basil argued that the poor had an inherent claim – a right – to the goods of the rich. How did this contradict traditional Greek and Roman thought?
- How did Godfrey of Fontaines in the eleventh century contribute to the development of the idea of “inalienable rights”?
- Students match match up each of the natural rights that had been recognised by the 1300s, with a similar article in the UDHR. (Table found in slides)
- In the segment, Nicholas Wolterstorff comments that many people have forgotten the largely Christian history of human rights. Why do you think this is?
Reflect & Discuss
Display the Moyn quote and facilitate a discussion about specific examples of Christianity influencing human rights. (Human Rights – The Genesis Slides)
Bible Study
Students read Proverbs 31:8-9 and answer the following questions:
- What do these verses say we should do?
- What do they reveal about the inherent existence of rights for the most vulnerable in society?
Students read Galatians 3:26-28 and answer the following questions:
- What do these verses teach about the fundamental equality of human beings?
Respond
Creative Design
Students design a poster using one or more Bible verses to promote Human Rights Day (10th December) in their school.
Reflective Discussion
As a class discuss what bases could there be for human rights other than the biblical idea of humans being made in the “image of God” and therefore having inherent dignity and rights.
Discussion & Brainstorm
Display the Eleanor Roosevelt quote and discuss some ways that your local community or Australia as a whole could make improvements in the way we uphold universal human rights (Human Rights – The Genesis Slides)
Facilitate a class brainstorm on ways students could help to promote universal human rights in their school.
Extension
Students choose either Jacques Maritain or Charles Malik. They research key biographical information, including appointments and written works, and explore how were they involved in the development of the Universal Declaration of Human Rights, and the role their Christian faith may have played in their work on human rights.