Children’s Rights: Un Minuto por Mis Derechos

Un Minuto por Mis Derechos is a program from UNICEF.   The Argentina office, starting in 2005, maintains a youtube channel of one minute videos created by argentine young people, ages 15-21. Each video depicts a right or rights of children from the UN’s Convención sobre los derechos del niño, versión adaptada para jóvenes.  The Columbia UNICEF office also has some excellent videos (see the end of this post for links).

Possible preliminary activities:

To introduce the concept I asked students to come up with a “perfect day” for a child.  They could write a paragraph for homework (using present tense or imperfect tense if you want them to mine their own memories) or work in pairs to make a list of 10 ideas.  They should include people, places and activities.  They can share their ideas and note what the class has in common and differences.  Then ask if anything on the list could be considered “rights” that all children ought to have.  You can compare their ideas to the UN’s.

I printed the above rights document with a color printer, laminated the pages and hung them up around the room.  I had students walk around the room and jot down some reactions, such as a “surprising” right, an important right, a right that needs attention, a right that young people need in our community, etc.  Later we shared in pairs and then as a whole class. (connections, cultures, communities, systems thinking)

Here is a one page summary with activities (in Spanish) that I adapted from the UN’s Convention on the Rights of a Child.  The true/false questions on the back ask students to apply the rights to various situations.

Possible uses of the videos:

I showed a few in class and then asked them to identify the message/children’s right the video depicted.  What is important to the young people who made the video?  Many of the videos are visual and do not require advanced listening comprehension skills.  They do require interpretive skills, however (cultures, intercultural competence, multiple perspectives, multiple cultures within a country).  Next I set them loose in the channel to search for and present to the class videos that interested them (or you could have them search for a particular right or a right that children in our community also need, etc)

The videos from the Argentine program listed below are mostly visual and are good places to begin.  You can use the search button on the channel to find them.

Zapato y Zapatilla

Juan Ausente

Hay wuachu brik fri

Protección más allá de la niñez

The Columbia Un Minuto por Mis Derechos program has also produced many excellent one minute videos by and for young people.  Of special interest are ones in which indigenous Guambiano children explain their dress and political rights within their community. (multiple perspectives, multiple cultures within a country, local and global citizenship, tolerance & stereotypes, etc.)

Mis Trajes

Votando

project idea: Have your class hold a “children’s rights fair.”  Pairs work together to create a stand to promote a particular children’s right.  Stands should be interactive and include “multiple perspectives” (evidence that others in the world believe in/promote/created programs to address the right in their communities, too).  The fair can be held in two rounds:  partners take turns presenting and circulating among the stands.  The students circulating need to note down their reactions:  What did you learn?  Do you agree?  Why or why not?  What was most convincing about the stand?  What other information would you like to learn?

grammar/verb tense connection:  present tense, expressions of obligation with infinitives (deber + inf, etc.), present tense subjunctive/noun clauses (Es importante que….Los niños quieren que…)

modes:  interpretive/aural & reading, interpersonal/oral, presentational/oral & written

About sustainabilityandspanish

Spanish teacher and accidental environmentalist.
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