Module I: What are Human Rights?

Learning objectives

After the completion of this course, students will be able to:

· think for themselves, to reason well, and to approach problems and issues in a systematic and logical manner;

· articulate and defend positions, consider different points of view, and enlist and evaluate evidence while open class discussions;

· to handle authentic texts while listening and reading on the topic;

· not only recycle information but investigate and analyze its sources;

· critically assess different features of the human rights in an effort to develop a deeper understanding of the phenomenon;

· explain the necessity for an interdisciplinary approach to studying human rights;

· explore the nature of the taught phenomenon, by using Functional Language while taking part in the open class discussions;

· think critically, strategically and form their own opinions on the key objectives of the human rights education.

Learning outcomes

At the end of the course the students should:

· adapt and apply skills, theories and methods gained in the course;

· differentiate between dimensions of human rights on the basis of natural and and other kinds of violence;

· acquire new Target Language by accomplishing the course tasks;

· be able to translate from English into Ukrainian/Russian and vice versa;

· read texts and make deductions, follow the reasoning, etc, without understanding all the words;

· evaluate and summarize real world authentic texts by extracting meaningful information;

· prove their ideas in essays by identifying an argument, organizing coherent and cohesive paragraphs by implementing the structural Language;

· apply the acquired knowledge and skills through weekly presentations and group discussions;

· effectively communicate and reflect on what they have learned by preparing portfolios.

This course focuses on 2 main areas:


The students examine the theory through experiential activities, language activities, open class discussions or small group collaboration, writing, video lectures, readings and preparing portfolios.

Classroom Practices

Students put their new knowledge and skills into practice through weekly presentations and group discussions. The teachers observe and facilitate feedback sessions after these lessons. Students learn to reflect on and assess their own presentations as well as to examine the presentations of their peers and give helpful feedback to them.

Instructional Activities & Materials

The students will be provided with authentic materials which come with accompanying materials to determine their usefulness for the course: listening comprehension activities, class discussions that retain knowledge and develop students’ effective problem-solving abilities, topic-based vocabulary,useful links providing more in-depth information on human rights that will help students learn to use the Internet as a research tool while investigating the basic notions, multimedia within the course will enhance student's attention, hand-outs on “Writing good paragraphs”, Argumentative Essay, Synopsis that improve the students writing competency; functional Language, structural language that enable students to think critically, strategically and form their own opinions.

Deterring Plagiarism

Plagiarism and cheating may result in grade reduction and/or other serious penalties.

Submitting material created/written by someone else as one's own; copying from someone else's exam, homework; allowing someone to copy or submit one's work as his/her own; submitting the same paper in more than one course without the knowledge and approval of the instructors involved; using notes or other materials during a test or exam without authorization may result serious penalties.



The portfolio is a compilation of your most significant learningin the course. For the most part, it is a reflection of /on collection of the assignments and work that you have already completed throughout the course. I encourage you to consider the portfolio as a resource for yourself as an effective learner.

The process of putting together a portfolio can be summarized in 3 words:

collect -select-reflect

Students’ portfolio should be submitted on A-4 size paper and should include the following:

ü A page or two typed pages where you should briefly introduce the documents you have chosen to include in your portfolio.

ü Reading Log Section (a collection of supplementary reading), chosen by the students for the analysis

ü Final Argumentative Essay

ü “I Know the Word “ section

ü Annotations

Course Requirements

These must be met in order to receive a passing grade

1 Attend all course lessons

· In the event of an illness or emergency, students must notify the teacher as soon as possible and must make up all missed work as determined by the teacher.

· If more than 30 % of the course of absences are incurred, the student will not be eligible for the passing grade.

II. Participate actively and respectfully in all aspect of the course

- Participants are engaged and remain on task during all aspects of the course including lesson discussions, home assignments, course projects, reading log, discussions.

- Participants will develop and maintain respectful, supportive relations, demonstrate the awareness of their impact on others, and fully participate in collaborative aspects of the course by offering ideas and constructive feedback, and by being open to ideas and feedback from peers and teachers.

III. Successfully complete all assignments

Complete all assignments to course standards.

Course Information

Late work – Each assignment has an initial due date and a final hard deadline. After the due date passes, anything submitted before the hard deadline will have a 10% penalization on the score. After the hard deadline passes, the assignment can no longer be taken for credit, but it is still available to be taken as a learning exercise.

ü The final project and Portfolio cannot be submitted late.


· The purpose of low-stakes assignments is to provide students with an indication of their performance and an opportunity to improve prior to receiving a final grade.

· High-stakes assessment of student learning often involves the evaluation of a student's final "product," whether it is a term paper, final exam, or other type of project.

· All major assignments are graded, with a very few ungraded, and receive immediate feedback. As an educational process is never one- sided some activities involve students' feedback that helps the instructor/tutor enhance the teaching

Assessment is based on the following components:

1. class attendance and participation which includes compulsory presentation/project - 40 points;

2. a mid-term test - 30 points;

3. a final test - 30 points.


90-100 – A

85-89 – B

75-84 – C

60-74 – D

35-59 – E

< 34 – F

Useful links providing more in-depth information on human rights:

Module I: What are Human Rights?

1. Understanding Law and Rights   Listening  
2. The Story of Human Rights Listening  
3. What are Human Rights?   Reading  
4. Natural rights versus legal rights   Reading  
5. Positive rights versus negative rights Reading  
6. What is the Relationship between Rights and Duties?   Reading  
7. What are the universal human rights? - Benedetta Berti   Listening  
8. Principles of Human Rights   Listening  
9. Three generations of human rights   Reading
11. Three dimentions of Human Rights   Listening  
12. First Dimension   Listening  
13. Civil and Political Rights   Listening  
14. Civil and Political Rights III Listening  
15. Second Dimension Listening  
16. Third Dimension   Listening  
17. Do environmental rights= human rights?

18. Minority Rights   Listening