Welcome to our unit on children's rights. We will be pursuing the following lines of inquiry to guide us through our learning journey.

Who we are




Transdisciplinary Theme
Who we are
An inquiry into the nature of the self; beliefs and values; human relationships including families, friends, communities, and cultures; rights and responsibilities; what is means to be human.


Central Idea

Children make up a unique part of a society and are recognized as a group who have specific rights and responsibilities.

Inquiry Lines:

• International rights of the child-UNICEF (1989)
  
• Varying rights actually accorded to children in Kenya and around the world.
  
• The nature of, and differences between rights and responsibilities.

Summative assessment task


Investigate a few rights that are being abused in your home town, Mombasa.
Find out about different rights accorded to children in any other country of your choice. Choose a problem you feel you make a difference to.You may voice your opinion using two different media. You could write poems, songs, create posters or glosters, take a video or make an audio podast. using audacity.


Unit of inquiry: Children’s Rights (Summative Assessment)
Name: Date:

Success criteria	Beginning	consolidating	Proficient
Rights and responsibilities: 3 or more rights have been addressed.	The learner had identified one right that has been abused.	The learner had identified two rights that have been abused.	The learner had identified three or more rights that have been abused.
Reasons why rights have been abused	The learner has not identified the reasons why children’s rights have been abused.	The learner has briefly identified the reasons why children’s rights have been abused.	The learner has identified in detail the reasons why children’s rights have been abused.
Possible practical solutions to the problem	The learner has briefly suggested a solution to the problem which may or may not be practical.	The learner has come up with some practical solutions,	The learner has come up with practical and innovative solutions to the problems addressed.
The mode of presentation	The learner has chosen one (or two) mode of presentation which does not highlight his/her message to the audience well.	The learner has chosen 2 modes of presentation to highlight his/her message to the audience.	The learner has chosen 2 effective modes of presentation to highlight his/her message to the audience.
Creativity	The learner has completed work in a hurry and no attempt at creativity has been made.	The learner has tried to be creative.	The learner has an unusual and exciting way of presentation that interests the audience.
Spelling and grammar	Many spelling and grammar mistakes reflecting no attempt at editing work.	A few spelling and/or grammar mistakes.	No spelling or grammar mistakes.
Teacher’s notes: Video, power points, podcasts and any web 2.0 tools may be attempted at home. Any written work must be of the child’s own language. All sources must be cited without fail, including acknowledgements.

Research about some countries and the role of UNICEF

Somalia	Afghanistan
Kenya	India

Download this book on children's rights:

The little book

For more information, use these links:

http://www.childrensworld.org

http://wealthwisdomandsuccess.com/success/wp-content/uploads/2010/01/maslows-hierarchy.gif

http://boes.org/justice.html

http://www.amnestyusa.org/children/page.do?id=1011016

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm

http://www.learnquebec.ca/en/content/childrens_rights/childrens_rights_curri.html

rights of a child

unicef





Check out a few articles written by the students! (scroll down )