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UNIT 3:
HUMAN RIGHTS AND FREEDOMS SUBJECT AREAS:

Geography
History
Society & Culture


LESSON PLANS:

Human Rights and Freedoms (3.1)


ACTIONS:

Before lesson 3.1, class should visit the Sydney Jewish Museum


STUDENT MATERIALS:

Handout 3.1: (Timeline) Racism in Action – Nazi Assault on the Rights and Freedoms of German Jews 1933-1943
Handout 3.2: The Nuremberg Laws 15 September 1935 (1) Laws for the Protection of German Blood and Honour
Handout 3.3: The Nuremberg Laws 15 September 1935 (2) Reich Citizenship Law


OBJECTIVES:

1. To establish the concept of rights and freedoms through an understanding of the rights and freedoms students enjoy today;

2. To help students develop an appreciation of the importance of individual rights and freedoms;

3. To explore reasons why people failed to speak out against the Nazi persecution of the Jews and other marginalised groups.


3.1:
LESSON PLAN HUMAN RIGHTS AND FREEDOMS PREPARATION:
Download & Photocopy to distribute Handouts 3.1 – 3.3

1. Begin the lesson by discussing the meanings of the words 'rights' and 'freedoms'.

2. Ask students to suggest the rights and freedoms they currently enjoy or will enjoy once they turn 18 and write student responses on the board.

Some suggestions:
Being able to say what you think reading books of your own choosing using any public facility - bus, train, pool, library, park owning a pet being engaged to or marrying the person of your choice choosing your own friends practising the religion of your choice voting for whomever you want or the party of your choice being protected by the law criticising the government having equal opportunities when seeking a job

3. Ask students to prioritise for themselves these rights and freedoms.

4. Ask students to consider whether there are any basic freedoms that should be enjoyed by everyone. Make sure students can justify their choices.

5. Ask students how they would feel if they were denied these freedoms.

6. Ask students what course of action they would pursue if they were denied these freedoms.

7. Ask students to consider whose responsibility it is to protect individual rights and freedoms.

Some suggestions:
government
law courts
police
media
good citizens

8. Ask students to read through Handout 3.1 (Timeline) and discuss how they would have felt if they had to experience the same deprivations.

9. Ask students to read Handout 3.2 and discuss their responses to the accompanying questions.

10. Ask students to read Handout 3.3 and discuss their responses to the accompanying questions.

11. Ask students to consider how "The Nuremberg Laws 1 & 2" and the "Nazi Assault on the Rights and Freedoms of German Jews 1933-1943" relate to the R. Hilberg quote at the top of the Handout 3.1.