Human Rights Impact on Sexual Health

Time Needed 55-80 minutes

Prior Knowledge Lesson 4

Lesson Formative through discussion and student responses

Assessment

Materials Needed Projector, whiteboard, markers, posters from lesson 4

Objectives:

● To explore the impact of human rights on sexual health

● To explore who is most vunerable to having their human rights infringed upon
● To explore the impact on victims/survivors

Time Learning Task Methods or Procedures

5-10 Take some time to answer any questions that were Q&A
mins placed in the question box at the end of the last lesson.

15-20 Refer to the posters on the wall from the previous Gallery Walk
mins lesson. Place the following question on the board:
“What Human Rights impact sexual and reproductive
health?”

Ask students to complete a gallery walk around the

room, taking note of those that they believe would apply
to the question. Once they have done this, ask them to
get into a group of three, and compare what rights they
have written down. They can go back to a poster if they
need to view it again.

Discuss with the class their thoughts on which ones

pertain. See how many they can make a case for. Then
point out that none of the rights mention sexual
orientation or gender identity, whereas some do mention
religion, race, and sex.

Also, point out the generality of “no good reason,” which

is listed in several of the UN articles.
 1. What does this mean?
2. Who decides what a good reason is?
Finish this conversation with writing on the board which
articles would pertain mostly to sexual and reproductive
health, but also reminding students that this is a set of
guidelines, and is not necessarily enforceable by law in
Canada.

10-15 Remind students of the Canadian Charter. This one is an Group work and
mins enforceable document, so which aspects of this Discussion
document would pertain to sexual and reproductive
health?

Give students some time to examine the document and

come up with a case for their points.
https://www.canada.ca/en/canadian-heritage/services/do
wnload-order-charter-bill.html

Discuss with the class their thoughts on which ones

pertain. See how many they can make a case for. Write
on the board (in a different colour) which aspects of the
Charter would pertain to sexual and reproductive health.

Optional: If you did not explore the BC Human Rights

Code, this could be a time to have the students dive into
the code on a deeper level to answer the question.

5-10 Now that a list has been formulated, and given the Discussion
mins discussion over the last two classes, pose the following
question:
“Who is most vulnerable to having these rights infringed
upon?”
Answers include, but not limited to:
- Children
- Those with intellectual and physical disabilities
- Indigenous women and women of colour

Ask the students WHY these people may be most

vulnerable?

15 mins Read the following article with the class: Case Study - judge
https://www.bbc.com/news/world-us-canada-39224844 Robin Camp

Ask students to determine which human rights the judge

infringed upon.
- How did his words/behaviour negatively affect the
 victim/survivor?
- Do you see this type of thinking in other areas?
The media? Movies?

After a discussion on the previous article, read the

following one with the class:
https://globalnews.ca/news/4227215/knees-together-jud
ge-robin-camp-law-society-alberta/

- How do they feel this is going to impact

victims/survivors moving forward?
- Do they agree or disagree that he should have
been able to practice law again?

5-10 Ask if there are any questions about today’s lesson. If Q&A
mins students are uncomfortable asking one in class, they can
ask you privately after class, or they can place it in the
anonymous question box at the back of the room, to be
addressed in the following class.