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Empowerment and Leadership Strand: Who creates change?8.1 Explain the rights of every person in Belize as outlined in Part II of the Constitution of Belize.8.2 Discuss how a person’s gender, level of education, health status, disabilities they are living with, and financial situation can impact a person’s ability to enjoy their rights.8.3 Explore the actions an individual or group can take, or have taken, to protect their own rights or those of others.Learning OutcomeSuggested ObjectivesSpecific ContentOptional Teaching Learning StrategiesOptional Resources8.1 Explain the rights of every person in Belize as outlined in Part II of the Constitution of Belize.8.2 Discuss how a person’s gender, level of education, health status, disabilities they are living with, and financial situation can impact a person’s ability to enjoy their rights.8.3 Explore the actions an individual or group can take, or have taken, to protect their own rights or those of others.Describe the purpose of the constitution.Define the terms: constitution and rights Explain the rights of every person in Belize as outlined in Part II of the Constitution of Belize.Discuss what is meant by gender, types of disabilities, and current legal guarantees for education in Belize, Discuss how a person’s gender, level of education, health status, disabilities they are living with, and financial situation can impact a person’s ability to enjoy their rights.Explore the actions an individual or group can take, or have taken, to protect their own rights or those of others.Human rights are universal legal guarantees or entitlements (to be, to do or to have) simply by the fact of being human, that are intended to protect you against people who might want to harm or hurt you. The United Nations Universal Declaration of Human Rights was brought into effect in 1948 after WW2. Human rights are important because they oblige governments to do certain things and prevents them from doing others. These obligations and limitations are outlined in our constitution. A constitution is needed for any country that is kingless or is a republic. The Constitution contains the most important rules of our political system; citizens need to know these rules to be informed about their government. So the constitution can be defined as a set of fundamental principles by which a country is Governed.The purpose of a constitution is to protect the individual rights and freedoms of the people inside the country, and it explains their obligations. It defines the institutions of Belize, what their powers are, and how they may use their powers. Most importantly, a constitution limits the power of the government by establishing a system of checks and balances. Limitations on government power is essential to preventing government abuse of power.The Constitution of Belize.is divided into a preamble, 12 parts and four schedules. When these rights outlined in the constitution are broken, there are several government departments in addition to the ombudsman, who help victims seek redress. The Human Rights Commission of Belize is another key stakeholder in ensuring that human rights violations are sanctioned and addressed. Special non-profit interest groups eg Oceana, Special Envoy, Satim, etc all exist to ensure that human rights are not threatened nor violated. In the case where such violations occur, such groups, and individuals can seek redress through the judiciary. Individuals may include citizens as well as non- citizens whose rights are also guaranteed within the constitution. Provide students with the prompt to explore the concept of ‘human rights’. Generate class discussion on what it is and isn’t for class to come to a consensus definition. Have students watch video on ‘Why rights are important’ to respond to the stimulation questions that explore the history of the UN Universal Declaration of Human Rights, identify the articles and discuss why they are important. Elicit from students what the constitution is and discuss why it is important with students giving specific examples from their personal experiences to corroborate their stance. Teacher can identify 6 main rights from the constitution that students will explore. Provide students with a blank template of a shirt for students to design a shirt with a symbol and a catchy slogan that promotes the right assigned. Activity can be extended whereby students can print or paint their design and present their shirt and slogan to the rest of the school. Share with students the news article on police use of excessive force in San Pedro. Elicit from students which rights they think were broken and to identify government institutions that can help to assist the victims. Elicit from students what other actions the victims can take to seek redress. Share with students the news article on the state of emergency declared in Southside Belize City. Elicit from students how people’s gender, financial situation and level of education played a role in these young men being targeted by the police, and which rights they think were violated. Elicit from students what actions the victims can take to seek redress. Compare the situation with the Northside of Belize City and elicit from students how such a situation can be addressed eg. Through after school programs, sports programs, entrepreneurship programs, conflict resolution programs etc.Divide students into groups and provide each group with a case study that explores the impact of specific human elements or characteristics eg our gender, level of education, disabilities etc on our ability to enjoy our rights. Task students with composing a short skit of the case study. After each skit, students are tasked with describing how each element/characteristic of our humanity impacted the person’s ability to enjoy or be denied their rights. Students will then be tasked with identifying one organization that can help the victim enjoy their rights. Invite special guest speakers to share actions students can take if their rights are violated in terms of education, healthcare, harassment etcWhat are human rights? are rights important? of Emergency in Belize History of Belize’s Constitution of Belize Studies- Rights of citizens Resources: and Leadership Strand: Who creates change?8.4 Investigate the life, characteristics and reasons for effectiveness of a selected leader from the local community who has acted to protect or strengthen people’s rights. 8.5 Discuss the characteristics of strong and effective leaders.Learning OutcomeSuggested ObjectivesSpecific ContentOptional Teaching Learning StrategiesOptional Resources8.4 Investigate the life, characteristics and reasons for effectiveness of a selected leader from the local community, for example someone who has acted to protect or strengthen people’s rights. 8.5 Discuss the characteristics of strong and effective leaders.Investigate the life, characteristics and reasons for effectiveness of a selected leader from the local communityDiscuss the characteristics of strong an effective leadersJustify the importance of certain characteristics in a leader, by crafting their own characteristics of what makes a good leader There is a great debate on whether leaders are born or made. Whichever may be the case, there is no denying that the quality of leadership is vital for group cohesion and for group goals to be achieved. Leaders exist in formal and informal groups, but in formal groups they ensure that subordinates obey rules and regulations, conduct themselves respectfully. Leadership positions ought to be secured through a transparent and fair process of election or appointment. To ensure that the objectives of the group are met through effective leadership, there are several essential qualities that make a great leader such as:Understanding Initiative and Vision Dependability Judgement ObjectivityConfidence and Humility Stability Cooperation HonestyCourageCommunication Intelligence and Strategic Planning It is important to note that these qualities alone will not make for a great leader. A leader must capitalize on the right social, political and economic circumstances to push their vision forward. While some of these conditions may already exist, they sometimes must be created by the leader.In Informal groups leaders may not be selected to appointed, but may emerge in response to particular situations or conditions. Create a word find puzzle using the terms that strong effective leaders emulate. Have students try to find as many of the terms in a given period of time. Have students play one of the leadership games and stimulate class discussion based on the pre-assigned questions that are provided at the end of the game (use the links to access these questions). Elicit from students what terms they embodied in the activity and how it helped them to achieve their goal. Divide students into groups and assign each group a biography of select leaders. Have students identify at least 4 characteristics that the leader emulates and invite students to roleplay at least two of those characteristics for the rest of the class to guess, in addition to determining if the leader’s cause is to protect or strengthen people’s rights. At the end of the discussion, assign students the ‘Community Bingo’ whereby the goal is to meet four community members who complete a row on their individual bingo cards. This will allow students to converse with these community leaders about their life and work as leaders. Students can then work in groups to create either a mural, painting or poem on the life, characteristics and reasons for effectiveness of any selected leader from the local community. Teachers should ensure that the leaders they identify hail from diverse ethnicities, socio-economic status and cause.Invite students to write the name of one local or national leader they have great admiration for. As a class, tally the responses to determine if the leaders identified are mostly male or female. Generate class discussion on the reason for the gender disparity. Play Bembe Newsclip and by having students simply raise their hands, determine how many students are familiar with each ‘Bembe gial’. Divide students into groups and assign each group a ‘bembe’ woman to study in terms of her life, cause and 3 characteristics of an effective leader that she emulates. Invite students to identify female leaders from their community and country to state what their cause is with special emphasis on those female leaders who protect or strengthen people’s rights. In groups, have students design and create a pneumonic using the letters of the term ‘Leadership’ to describe the characteristics of a strong and effective leader. Word Find Puzzle Makers Games Newsclip of Effective Leaders Local Leaders Julian Cho Ken and Mateo Ayuso Thomas Vincent Ramos Price and Sharper ................
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