Active Citizenship and Democratic Action · 3rd Year

Active learning ideas

What Are Rights? Being Fair to Everyone

Active learning helps students grasp the complex idea of rights and fairness by placing them in realistic roles. Simulations and discussions make abstract concepts like international law tangible, while gallery walks connect global goals to local experiences. Research shows that when students role-play negotiations, they better understand the challenges of fairness and cooperation across borders.

• NCCA Curriculum Specifications
• NCCA: Primary - Myself and the Wider World - Rights and Responsibilities
• NCCA: Primary - Myself and the Wider World - Fairness and Justice

• 30–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 30 min · Small Groups

Rights Charades: Acting Out Entitlements

Students write down various basic rights (e.g., right to play, right to learn, right to feel safe) on slips of paper. In small groups, one student acts out a right while others guess. This kinesthetic activity helps solidify understanding of what rights look like in practice.

What does it mean to have a 'right'?

Facilitation Tip

During the UN Security Council simulation, assign roles based on real countries’ perspectives to highlight how different national interests shape decisions.

Activity 02

• 35 min · Pairs

Fairness Scenarios: Decision Making

Present students with hypothetical classroom or playground scenarios where fairness is challenged. Students discuss in pairs or small groups how to ensure everyone is treated fairly, considering different perspectives and potential outcomes.

Why is it important that everyone has rights?

Facilitation Tip

For the SDG Gallery Walk, place the goals at eye level and provide a simple checklist so students focus on connections rather than just reading.

Activity 03

• 45 min · Whole Class

Classroom Rights Charter Creation

As a whole class, brainstorm and agree upon a set of 'Classroom Rights' and corresponding 'Fairness Rules' that will guide behavior. Students can illustrate these rules, creating a visual charter to display.

How can we make sure we treat everyone fairly in our classroom and school?

Facilitation Tip

In Think-Pair-Share on the veto power, first let pairs discuss silently on paper before speaking to reduce pressure on shy students.

A few notes on teaching this unit

Teachers should start with concrete examples of fairness in students’ daily lives before moving to global systems. Avoid overwhelming students with legal jargon; instead, emphasize the human stories behind rights and conflicts. Research suggests that role-playing international negotiations helps students see cause-and-effect in decision-making, making abstract concepts stick.

Students will see how fairness depends on shared rules and cooperation rather than force. They will identify rights in both simulated and real-world contexts, and explain how international bodies like the UN balance national interests with universal justice. By the end, they should connect rights to their own lives as global citizens.

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Watch Out for These Misconceptions

• During the UN Security Council simulation, watch for students who assume the UN can simply order countries to follow its decisions.

  Use the simulation’s rules sheet to point out that each country has a veto, and have students tally how many times a resolution fails because of it.

• During the SDG Gallery Walk, listen for comments that international goals don’t affect Ireland or its students.

  Ask students to scan the SDG posters for any mention of Ireland or Irish laws, then connect those to class discussions about local environmental or human rights policies.