06. Individual vs. collective rights – which is more important?

Objectives

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• The students will know all about special Human Rights
• Work out the differences between individual and collective rights
• Structure an argument
• Evaluate how different cultural values influence the perception of individual and collective rights

The students will work in groups; a questions-based worksheet guides students through the process of gathering information and understanding the dilemma of individual rights vs. collective rights.

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Learning outcomes

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After the session, students will:

• Know the differences between individual and collective rights
• Be able to explain how different cultural values influence the perception of individual and collective rights
• Enhance their personal, social and learning skills
• Achieve citizenship competence
• Improve cultural awareness and expression competence 
• Improve literacy/debating competence

1. Introduction (15 min) 

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Students learn what human rights are and how they affect their everyday lives.

Use Appendix 1 for this activity. It can be used as discussion material or quiz material.

2. Independent research in teams of 4 (30 min)

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Students research the topic with a questions-based worksheet. Work in groups of 4 and do research on the prepared questions. Use the links provided and do more research online if needed.

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3. Debate preparation (45 min + homework)

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4. Debate (45 min or more, depending on skill level)

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5–8 minute speeches

Students prepare arguments on whether individual rights should be valued higher than collective rights.
Example: individual freedom of a woman not to wear a headscarf vs. traditional values and loss of face of family.

Tips and tricks

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• Adapt speaking time to the level of students
• Have lower-level students practice “discussions” before using the debate structure 
• If time allows, have students prepare substantial speeches at home after collecting arguments in their groups
• Less experienced students should speak 4–6 minutes, more experienced students up to 8 minutes
• “Discussions” means zig-zagging statements pvro/con, later with reasoning

Appendix 1: Worksheet: What are human rights?

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Watch the video and answer the questions below.
https://youtu.be/nDgIVseTkuE?si=txOmVYMAbFNt-J0Q

1. What is the primary goal of the Universal Declaration of Human Rights, according to the video?
   a) To establish a binding legal framework for human rights.
   b) To reaffirm the fundamental human rights of all people.
   c) To empower the UN to enforce human rights worldwide.
   d) To address the inequality between Western and non-Western nations.
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2. Which of the following rights is NOT explicitly mentioned as being included in the Universal Declaration of Human Rights?
   a) The freedom of movement and residence.
   b) The right to freely choose one's occupation.
   c) The right to be paid and treated fairly.
   d) The right to access the internet.
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3. Why are human rights still being abused and ignored, even with well-developed principles, according to the video?
   a) The UN lacks the political will to enforce human rights.
   b) Human rights laws are not universally accepted across cultures.
   c) The mechanisms to address violations are too weak and ineffective.
   d) Both B and C.
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4. Which international human rights instrument is cited in the video as having the power to issue binding decisions?
   a) The United Nations General Assembly.
   b) The European Convention on Human Rights.
   c) The Universal Declaration of Human Rights.
   d) The UN Human Rights Council.
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5. What is the main criticism of the development of human rights law, as presented in the video?
   a) It has been heavily influenced by a small number of Western nations.
   b) It prioritises individual rights over collective or group rights.
   c) It focuses too much on civil and political liberties over socioeconomic rights.
   d) All of the above.
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6. What question does the video raise regarding the future of human rights?
   a) Should there be a right to access the internet?
   b) How can human rights be universally enforced?
   c) Are human rights more important than state interests?
   d) All of the above.
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7. What is the overall tone of the video, as presented in the passage?
   a) Objective and informative.
   b) Critical and skeptical.
   c) Persuasive and advocating.
   d) Emotional and passionate.

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Appendix 2: Task 2 (Groups)

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Work in groups of 4 and do research on the following questions. Use the links provided and do more research online if needed.

1. Look up the meaning of the following words: inalienable, indivisible, interdependent, non-discriminatory
2. Write down the individual rights:

3. Within your group, decide on a ranking for the individual rights according to their importance:
4. Would all cultures rank the individual rights according to your ranking?

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Appendix 3: Task 3 (All)

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Choose a motion (see list of motions), decide who is proposition/opposition and prepare a debate.
Speaking time: _____ minutes

Alternative: Panel discussion

List of motions – Human rights: Collective right vs. Individual right

• THW to ban deforestation in the Brazilian Amazon rainforest (individual rights of locals to earn money from sales of forests / collective rights of mankind for preserved nature)
• THW to force OPEC states to pay compensation to LEDCs for causing climate change
• THW to introduce a charge for all companies using fossil fuels to support climate projects
• THW to introduce native language classes for immigrants
• THW to ban female circumcision in modern societies
• THW to ban arranged marriages
• THW to ban all laws restricting women’s choice of clothing (hijab, headscarves, etc.)

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