ECONOMY IS ABSOLUTELY CRUCIAL IN MAKING HUMAN RIGHTS RESPECTED

• Tortured or abused in at least 81 countries

• Face unfair trials in at least 54 countries

• Restricted in their freedom of expression in at least 77 countries

Not only that, but women and children in particular are marginalized in numerous ways, the press is not free in many countries, and dissenters are silenced, too often permanently. While some gains have been made over the course of the last six decades, human rights violations still plague the world today..."

1. Students watch the video (or read the first part of the article-18 paragraphs) with great attention and take down a few notes on the content
2. Guiding questions: what is the video/article about? Is the video/article divided in different parts? Which ones? What are the main ideas, the message/s the video/article conveys through images and words?...

1. Focus on the last part of the video (min 5:48) / first part (18 paragraphs) of the article: 
2. Students select one/two sentence/s from the video/article and write it down on a piece of paper: they choose the sentence they consider the most striking, meaningful, thought-provoking, inspiring...
3. Ss share their choices with the group: all selected phrases are written down and numbered;
4. Ss then re-organise all the sentences, negotiating a new order and connecting the sentences with LOGICAL LINKERS/CONNECTORS, so that the whole group eventually creates a completeley new "text", the "Research Community's Text". which constitues the starting point for new reflections, analysis and research work ....
5. DISCOVERING OUR MAIN AREAS OF INTEREST: Students in small groups analyse the Agenda and prepare a "WHY-QUESTION" on a point of their choice. They ask their "WHY-QUESTION" to the whole class and questions are also written down in a list, so that at the end of the lesson a list of questions is ready and it covers all aspects in our "new text".
6. CLASS DISCUSSION and RESEARCH WORK: Students try to answer all the questions and recognise the main areas of interest, focusing on controversial points.
7. Students come up with a CLAIM and start a research work - in favour and against the Claim (Motion).

• know what 'Human Rights' really are - and the possible existing violations;

• understand Human Rights and that Human Rights belong to everybody;

• understand that every Human Right is important for every single Human Being to live and grow;

• analyse Human Rights in the Universal Declaration of Human Rights and clearly see who is responsible for upholding Human Rights;

• appreciate the relationship between Rights and Responsibilities;

• appreciate the meaning and significance of the Universal Declaration of Human Rights;

• develop a more aware and positively active attitude toward one's fellow Citizens in a Globalised World.

•  Linguistic Competence CEFR  B1+ > B2 > B2+

• MIUR / Civic Education as a school Subject: international bodies; sustainable and environmentally friendly development; digital citizenship. 
  Dalle Indicazioni Ministeriali:
  “Area Tematica 1. COSTITUZIONE, diritto (nazionale e internazionale), legalità e solidarietà
  La conoscenza, la riflessione sui significati, la pratica quotidiana del dettato costituzionale rappresentano il primo e fondamentale aspetto da trattare. Esso contiene e pervade tutte le altre tematiche, poiché le leggi ordinarie, i regolamenti, le disposizioni organizzative, i comportamenti quotidiani delle organizzazioni e delle persone devono sempre trovare coerenza con la Costituzione, che rappresenta il fondamento della convivenza e del patto sociale del nostro Paese. Collegati alla Costituzione sono i temi relativi alla conoscenza dell’ordinamento dello Stato, delle Regioni, degli Enti territoriali, delle Autonomie Locali e delle Organizzazioni internazionali e sovranazionali, prime tra tutte l’idea e lo sviluppo storico dell’Unione Europea e delle Nazioni Unite. Anche i concetti di legalità, di rispetto delle leggi e delle regole comuni…”