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Express Yourself
 Preparation
Steps
Credits
Preparation
Grade Levels:: 8-10
This activity would be most effective if delivered in four (4) separate 50-60 minute lessons
Prerequisite:
Before beginning this activity prepare seven pieces of large chart paper. Divide the first chart paper into three columns. Title the first column "K," the second "W," and the third "L." Title the second chart paper, "Possible Restrictions to Article 19." On the third piece of chart paper write, "Article 19" in the middle and draw a circle around it. Divide the fourth piece of chart paper into two columns. Title the first column, "Protected Speech" and the second "Restricted Speech." Title the fifth piece of chart paper "Groups/Individuals Who Might Be Offended by the Tsunami Song." Title the sixth piece of chart paper "Actions that Individuals/Groups Can Take in Response to a Form of Expression They Find Offensive." Divide the seventh piece of chart paper into two columns. Title the first column "Positive Consequences of Freedom of Speech" and the second "Negative Consequences of Freedom of Speech."
Materials:
Students will need:
- Long strips of paper
- Markers
- Paper
- Pencils
- Computers with Internet access and the ability to play video clips
Group Leader will need:
Academic Goals:
Students will:
- discuss the concept of Human Rights.
- examine freedom of expression as outlined by Article 19 of the Universal Declaration of Human Rights.
- evaluate events in the media in terms of protected and restricted public speech.
- identify and list productive ways to deal with offensive speech.
Social Goals:
Students will:
- work cooperatively in small groups to accomplish research tasks.
- share their opinions and concerns about freedom of expression in regard to their own lives and current events.
Steps
Activity 1:
Warm-Up (5 minutes)
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Ask students to explain or define the term "Human Rights."
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On the chart paper titled KWL list their responses under the K column. (Explain to students that the "K" stands for what they already KNOW, the "W" stands for what they WANT to know and the "L" for what they LEARN. Explain that they will fill in the W and L sections of chart later in the lesson.)
Introduction: (45 minutes)
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Divide students into groups of 2-4 students. Have each group determine who will be the recorder. Handout Worksheet #1: Introduction to Human Rights (one per group.) Ask students to go to the Human Rights 101 Web site and read through "Human Rights & You" section. Students will answer the following questions as a group based on the information on the site:
- What organization was responsible for creating the Universal Declaration of Human Rights? (The General Assembly of the United Nations created the Universal Declaration of Human Rights.)
- What is the basic concept of the declaration of human rights? (The basic concept of the declaration is that all people are "born free and equal in dignity and rights.")
- What do you think "we are all responsible for each other" means? (Possible response: We are all responsible for each other means that we all have to take care of each other and stand up for each other.)
- Do you think human rights are important? Why? (Answers will vary.)
- Which focus of human rights work most interests your group and why? (Answers will vary.)
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Regroup and ask students to share their group's responses. Chart responses to the last question in the "W" section on the chart paper.
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Come up with a group definition of human rights.
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Ask students to follow the link to Universal Declaration of Human Rights. Ask a student to read aloud the bold section in the beginning of the declaration. It reads as below:
(On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights the full text of which appears in the following pages. Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories.)
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Ask students to explain this in their own words. Go over difficult vocabulary with students, which may include the following words:
- Adopt: (in this case) to accept by formal vote
- Proclaim: to announce officially; declare publicly
- Publicize: to bring to public attention
- Disseminate: to scatter widely; spread abroad
- Expound: to clarify the meaning of; explain, interpret
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Ask students to scroll down and read Article 19 (text below). Go over the declaration as a group.
Article 19
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
Ask the following questions:
- What does "Freedom of Expression and Freedom of Opinion" mean to you?
- Do you think people always have the right to say whatever they want?
- What would you like to learn about freedom of expression and freedom of opinion? (Add responses to the "W" section of the KWL chart paper)
- What restrictions, if any, do you think exist in regards to Article 19?
Chart answers to #4 on chart paper titled, "Possible Restrictions to Article 19"
Note: Students may ask about the difference between the United Nations Declaration of Human Rights -- Article 19 and the First Amendment of the United States Constitution. The First Amendment guarantee of Freedom of Expression is a constitutional right accorded to U.S. citizens in the United States. The UNDHR-Article 19 is part of a global/international declaration recognized by country members of the United Nations.
Activity 2: (30 minutes)
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Review what students learned in Activity 1. Fill in what they learned in Activity 1 in the "L" section on the KWL chart. Students should be able to answer the following:
- What are human rights?
- Who created the Universal Declaration of Human Rights? When?
- How were member countries supposed to share this information with its citizens?
- What freedoms are granted in Article 19?
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Split students into groups of 2-4 and ask each group to visit The International Covenant on Civil and Political Rights. Ask them to scroll down the page and read Article 19. Explain to students that this is a more extensive explanation of the article.
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(The following information is from the Web site http://en.wikipedia.org/wiki/Freedom_of_expression.) Explain to students that according to part 3, the right to freedom of expression is not absolute; governments may still prohibit certain damaging types of expressions. Article 19 mentions two restrictions:
- Part 3a of Article 19 restricts expression if it does not protect the rights and reputations of others. In other words, article 19 does not allow defamation. Explain to students that defamation is any intentional false communication, either written or spoken, that harms a person's (or groupÕs) reputation; decreases the respect, regard, or confidence in which a person (or group) is held; or induces disparaging, hostile, or disagreeable opinions or feelings against a person (or group.)
- Part 3b restricts expression if it does not protect national security, public order, health and morals. The following types of expression are restricted: obscenity, racial hatred, indecency offences, incitement (expression that presents clear and present danger) and fighting words.
It is generally recognized that restrictions should be the exception and free expression the rule; nevertheless, compliance with this principle is often lacking.
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Ask each group to take a different section of the article (section 1, section 2, 3a, 3b.) Handout long strips of paper and markers to each group. Ask students to come up with real-life examples for their section. They are to write their examples on the paper strips. Instructor should rotate among groups to make sure each group stays on track. (Have examples for each section ready if students need help.)
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Ask students to share their examples with other groups. Each group should ask audience members if they can come up with additional examples. Tape the examples to the chart paper with "Article 19" written in the middle. It should resemble a sun with the examples representing the rays.
Article 19
- Everyone shall have the right to hold opinions without interference.
- Everyone shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of his choice.
- The exercise of the rights provided for in paragraph 2 of this article carries with it special duties and responsibilities. It may therefore be subject to certain restrictions, but these shall only be such as are provided by law and are necessary:
(a) For respect of the rights or reputations of others;
(b) For the protection of national security or of public order, or of public health or morals.
Activity 3: (30 minutes)
- Distribute Handout #2: Excerpt from Democracy Now Web site. Explain to students that this is an excerpt of an article written on Monday, September 5th, 2005, eleven days after Hurricane Katrina first hit Florida. (Katrina hit Florida on Thursday, August 25, 2005.) Ask students to read it aloud. (The entire article can be found at http://www.democracynow.org/article.pl?sid=05/09/05/1453244.)
- Explain to students that they will now watch a video clip of the broadcast: http://movies.crooksandliars.com/Kayne-West-Bush-Black-People.wmv. (You'll need Windows Media Player to view the clip.)
- Work with the group to finalize a list of subjects to photograph. You should have from 10-20 subjects -- the more the better.
- Facilitate a group discussion using the following questions:
- What is your initial reaction to what Kanye West said?
- Do you think it was appropriate for live television? Why or why not?
- Review Article 19's restrictions with the group, then write the following on board: Do you think Kanye West's words fell under the protection or restrictions of article 19? Pass out a piece of loose-leaf paper to each student. Ask students to answer the question in writing and explain their opinion in 2-3 paragraphs.
- Ask a few students to share their writing. Tally all of the student's opinions on chart paper titled, "Protected Speech / Restricted Speech." You may want to also discuss the consequences Kanye West's words: He was taken off the air.
Activity 4: (50 minutes)
- Review what students learned in lessons 1 and 2. Students should be able to explain the restrictions to Article 19. Fill in new knowledge in the "L" section of the KWL chart.
- Pass out Handout #3: Lyrics of "The Tsunami Song". Ask students to silently read the lyrics while instructor plays Audio Clip #1: "The Tsunami Song".
- Ask the following questions:
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Do you think "The Tsunami Song" falls under the protection or restrictions of Article 19? Explain your answer.
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Do you find the material offensive? Why/not?
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Can you think of any groups or individuals who might think the song was offensive? (Record their responses to question #3 on chart paper titled, "Groups/Individuals Who Might Be Offended by The Tsunami Song.")
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Based on their responses to Question #3, ask students to look over the lyrics and think about which specific lyrics the people or organizations might find particularly offensive.
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Besides legal action, what other actions can individuals and/or groups take in response to a form of expression they find offensive, such as "The Tsunami Song"? (Students brainstorm and instructor writes their responses on the chart paper titled, "Actions that Individuals/Groups Can Take in Response to a Form of Expression They Find Offensive.")
- Play clip of the Hot 97/Tsunami Song controversy overview, Audio #2. (8 min 40 sec) Instructor or students should pause clip as needed to allow time to write responses. (It can be found by going to: http://www.pbs.org/pov/pov2005/thefirenexttime/special_casestudies_1.html and clicking on the "Hear the song" link. It can also be directly accessed at http://www.pbs.org/pov/pov2005/thefirenexttime/sfcasestudies_popup/audio1.html.)
- Pass out Handout #4: Actions of Groups and Individuals. As a focus for media interaction, have students listen for and note the actions of groups and individuals against Hot 97 and the results of their actions on the handout. (Make sure to tell students that all three columns don't have to be filled in.)
- Discuss their notes, making sure to speak about the actions taken by: Jay Smooth, citizens, Jin, John Woo, Miss Info, Nana Soul, Reach Hip Hop, Asian Media Watch. (Participants can also refer to the Web site: http://www.pbs.org/pov/pov2005/thefirenexttime/special_casestudies_1.html to read about this controversial story.)
Other topics of discussion can include:
- Do you think people working in media have obligations that differ from other individuals? Why/not?
- Brainstorm ways that they can productively deal with speech that they find offensive.
- Discuss the consequences. What happened? Do you think the consequences were fair? Why or why not? What do you think the consequences should have been?
- How did freedom of expression cause the conflict? How did freedom of expression help resolve it?
Activity 5: (45 minutes)
- Divide students into groups of 3 or 4. Ask them to brainstorm the positive and negative consequences that speech may have in their own lives.
- Regroup and record responses on chart paper titled, "Positive and Negative Consequences of Freedom of Speech."
- Based on their responses ask them to specify which types of speech should be prohibited and which types should be encouraged in their after-school.
- Divide into groups again and ask each group to come up with at least two rules for their afterschool speech code.
- Each group presents their rules. The class takes a vote to determine which rules are in the final after-school speech code.
- As a class craft a plan of action describing what they should do when they come across irresponsible and/or offensive forms of expression.
Culminating Event:
Hold a Freedom of Expression Fair. Have students present their after-school speech code to people of the community, including all afterschool participants, families, teachers and principals. Ask all participants and after-school staff to sign the code.
Follow-up:
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Have students write poetry, and/or create skits about freedom of expression.
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Examine legal cases regarding freedom of expression.
Credits
This AFTERSCHOOL EXCHANGE activity was created by Marissa Munn, Beacon Afterschool Coordinator at the Stanley M. Isaacs Neighborhood Center, Inc. and Earl Skinner, Youth Programs Coordinator at The Point C.D.C., based on the THIRTEEN/WNET outreach initiative HUMAN RIGHTS 101.
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