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Lesson 7

Lesson 7: Your Rights and Responsibilities


  •  Pupils know their rights as a human being. 
  • Pupils understand some of the issues that hinder the implementation of these rights. 
  • Pupils think about how they can introduce Children’s Rights into their lives and communities. 
  • Explain what Children’s Rights are, who have formulated these rights, where they come from, who  is responsible for implementing these rights and acknowledge that every human being in the world  has these rights, young people too 
  • List at least four rights related to sexual and reproductive health for young people 
  • Give three reasons why Children’s Rights have not yet been fully implemented in Ethiopia 
  • Describe how rights and responsibilities are related and list two responsibilities  
  • Acknowledge that  all  young  people,  both  boys  and  girls,  have  the  right  to  education  and youth-friendly, non-judgmental health services. 
  • Argue the importance of Children’s Rights for young people and of standing up for your rights  
  • Argue that all people, including themselves, have the right to be supported, helped, protected and cared for by their families, the community and the government 
  • Value and respect their own rights and those of other people 
  • recognize how these entitlements apply to their own life and community and to act if these entitlements are violated. Skills 
  • Provide a scenario for how they would defend their rights and advocate their own rights 
  • Design and creative skills
  • Create a short and powerful slogan
  • Design a poster and list three elements that can make a poster attractive and effective
  • Name two places where they could put up their poster in order to attract people’s attention 
  • Create a poster by cutting and pasting from newspaper articles, drawing or painting 
  • Demonstrate how to cut and paste from newspaper articles.


The  theme  of  this  lesson  is  Children’s  Rights.  This  means:  knowing  your  rights,  respecting  other                    peoples’  rights  and  supporting  rights  in  the  community.  The  aim  of  this  lesson  is  for  students  to                     become  aware  of  their  rights,  realize  that  these  rights  have  been  accorded  to  them  by  the  United                 Nations, that they are entitled to have   these rights and that they feel empowered by these rights.  The Pupils are introduced to Children’s Rights by means of a brief presentation. They discuss whether  and  why  they  think  these  rights  are  not  as  common  as  they  should  be.  Pupils  are  divided  into  pairs. Each  pair  chooses  one  right  they  believe  would  benefit  their  community.  They make  a  poster  to advocate this right.  This is how you can introduce the lesson to the pupils: ‘This  lesson  is  about  Children’s  Rights.  After  this  lesson,  you  will  realize  that  the  United  Nations  has accorded these rights to you. When you know about these rights, you might ask yourself: ‘This is all  very  well,  but  what  good  are  they  to  me  when  the  current  situation  does  not  give  us  young  people those rights?’  Well, if you know them, you know what you are entitled to and what you can fight for. You know what  all of us – Ethiopia and 190 other countries – are trying to achieve. In a short presentation on Children’s  Rights, you will learn about these rights.   Then we will discuss why you think these rights are not implemented as well as they should be. After  that, it is time to get cracking: together with a classmate, you are going to advocate one of the rights  that you feel is very important. Make a poster and go tell the community about it!  In brief: know your rights, respect other peoples’ rights and support rights in the community!’ 

Learning Resources

Teaching Methodologies

In this lesson the teachers and learners will use different active learning methods.

For examples:

  • Method 1
  • Method2
  • Method3
  • Method4

Delivery of this lesson will be done with minimum requirement that discussed in the following steps.

Delivery Method

Reflect (some minutes) 

Ask a few Pupils whether they have noticed any situations in the past few days in which gender played a positive or negative role. 

The best time in my life (warm up – 5 mins) 


  • Pupils learn more about each other and share happy memories.  How

  Step 1. Make  all  Pupils  stand  or  sit  in  a  circle. Ask  the  Pupils  about  the  best  moment  of  their  lives  so  far. Depending on time, ask a few or all Pupils to tell something about it.  

Children’s Rights Presentation (40 mins)


  • Pupils learn about the rights all human beings are entitled to in the area of reproductive health; 
  • Pupils feel empowered. 


Step 1. The  Pupils  read  the  presentation  in  their  Pupils  Book.  Discussion  points  are  included  in  the presentation. Before continuing with the next slides, Pupils should address these points together. 

The presentation covers the following topics:  

What is a right? 

Where do these rights come from?; 

Who are these rights for?; 

Why do we have these rights?; 

What rights are there and what do they mean? 

Rights and responsibilities. 

The presentation promotes  the  Pupils’  awareness  of  what  their  rights  are  and  that  they  should  feel responsible for upholding these rights. The presentation concludes with questions to be answered by the entire group in a group discussion.  Plan 30 minutes for reading the presentation and 10 minutes for the group discussion.

Poster-making (30 mins). 


Pupils internalize the information on Children’s Rights and consider which of these rights they feel would be beneficial to their community and explain why. Encourage the Pupils to advocate Children’s Rights locally. This exercise should be done using papers and pencils:  Show Pupils the information on how to make a poster:  Guidelines for making poster:  For text The snappier the text, the better. Keep it simple. Think in slogans.  For layout to get some ideas, see the examples at the end of the pupils’ book.  A good  poster  is  catchy  to  the  eye  and  easy  to  read,  has  a  clear  and  understandable  message  with convincing  arguments  and/or  slogan. Pupils  can  also  insert  symbols,  smileys  or  other  kinds  of  signs that may be appropriate to liven up their posters.   You can draw a poster or cut fragments from magazines and make a collection.  


  Step 1. Pupils work in pairs for this exercise. Each pair chooses the right they wish to promote or advocate in  their community by making a poster. 

Step 2. Pupils write  down  some  reasons  why  they  think  this  right  is  so  important  and  try  to  summarize  the  most important arguments for this right. 

Step 3. Pupils design the best layout for their poster in order to communicate their message most effectively.  The poster should fit one A4 page. Pupils make their posters on paper. 

Step 4. Pupils can paint or shade their posters. 

Discussion, conclusion, and homework (10 mins) 


  • Pupils summarize the messages they have learned. 


  • Pupils gather around and look at all the posters that have been made. 
  • Pupils discuss which poster might be the most effective and explain why they think it is the most      effective. 
  • Pupils suggest places where their posters can be put up for people to see their messages on rights.
  •   Check whether the places suggested by Pupils for putting up their posters are appropriate.  


Each pupil should  note  in  his/her  notebook  when  Children’s  Rights  are  being  abused  in  his/her community.  Pupils should find places where they could hang their posters. Definition of age of consent:  

  • Age of  consent  is  the  age  at  which  a  person  is  legally  considered  competent  to  consent  to  sexual intercourse or have marriage. 
  • According to the constitution of the Republic of Ethiopia, it’s 18 years. 
  • Art  31(1)  of  the  constitution:  Men and Women of the age of eighteen years and above, have the  right to marry and to form a family and are entitled to equal rights   in marriage, during marriage and at its  dissolution.
  •  Definition of rape:  according to  the  Penal  code  Act,
  • Sec  123:  Any  person  unlawful    having carnal knowledge (= sexual intercourse) of a woman or a girl, without her consent, or with her  consent, if the consent is  obtained by force  or by means of threats  or intimidation of any  kind or by  fear of bodily harm, or by means of false   representation as to the nature of the act, or in the case of  a married woman by   personating her husband, commits the felony termed. 
  • Sec 124.Punishment for rape: a person convicted of rape is liable to suffer death. 
  • Sec 125. Attempt to commit rape: any person who attempts to commit rape, commits a felony and is  liable to imprisonment for life with or with out corporal punishment. 
  •  Definition  of  defilement: defilement refers to unlawfully having sexual intercourse with a girl under  the age of eighteen years.
  •  Punishment for Defilement: 
  • Sec  129  of  the  Penal  code  Act  Defilement  of  a  girl  under  the  age  of  eighteen:
  •  Any  person  who  unlawfully  has  sexual  intercourse  with  a  girl  under  the  age  of  eighteen  years commits an offence and is liable to suffer death.
  • Any  person  who  attempts  to  have  unlawful  sexual  intercourse  with  a  girl  under  the  age  of  eighteen  years  commits  an  offence  and  is  liable  to  imprisonment  for  eighteen  years  with  or  without  corporal  punishment. 
  • Definition of abortion:   abortion is an intentional removal of unborn fetus from the mothers’ womb before nine months at which a child is expected.
  •  The constitution prohibits this practice and it states that: 
  •  Art 22.   No person shall be deprived of life intentionally except in execution of a sentence passed in a fair trial by a court of competent jurisdiction in respect of a criminal offence under the laws and the  conviction and sentence have been confirmed by the highest appellate court. 
  • No person has the right to terminate the life of unborn child except as may be authorized by law.  Inheritance and Harmful Traditional Cultural Practices.  The articles below from the constitution Equal inheritance of property by both males and females and are also against harmful traditional practices
  •  Art 33.    Women shall be accorded full and equal dignity of the persons as with men.         
  • (4)  Women shall have  the  right  to  equal  treatment  with  men  and  that  right  shall  include  equal opportunities in political, economic and social activities.             
  • (6) Laws, cultures, customs or traditions which are against the dignity, welfare or interest of a woman or which undermine their status, are prohibited by this constitution. 
  • Article 32.   Notwithstanding anything in this constitution, the state shall take affirmative action in favor of groups marginalized on the basis of gender, age, disability or any other reasons created by history, tradition or  custom, for the purpose of redressing imbalances which exist against them.  Parliament shall make  relevant  laws,  including  laws  for  the  establishment  of  an  equal  opportunities  commission for the purpose of giving full effect to clause (1) of this article.



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Quiz for Lesson 7

Quiz for Lesson 7

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7.1. Are youths allowed to have these entitlements in our countries context? 

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7.2. All young people are:


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7.3. All young people have the right to:

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7.4. The families have the right to be supported, helped, protected and responsible for their children 

5 / 5

7.5. Every young person value and respect their own rights and those of other people. 

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