Alles Rights

Democracy
and
Rights

I HAVE A DREAM – EXERCISES
Figures of Speech
Certain rhetorical devices called FIGURES OF SPEECH are used in both poetry and prose to make ideas more
memorable and forceful. For centuries speakers and writers have known that such well said devices affect
listeners and readers in powerful ways.
Alliteration – repetition of a sound, normally a consonant, at the beginning of neighbouring words, to
produce a rhythmic effect. (Around the rugged rock the ragged rascal ran)
Allusion – the direct or indirect reference to something/somebody the reader or listener is supposed to
recognize (e.g. historical events, literature, Bible,…)
Anaphora – repetition of a word or phrase at the beginning of a sentence, verse or paragraph. (I have a
dream… I have a dream…)
Metaphor – comparison between two things (without using the words ‘as’ or ‘like’) which are basically
quite unlike. (There’s daggers in men’s smiles. Macbeth)
Simile – also a comparison, but while a methaphor says that something is like something else, a simile
says that something is like something else, and uses the words ‘like’ or ‘as’ to draw that comparison. (the
storm had blown itself out like a candle)
1. "Five score years ago," the opening phrase of King's speech, is an ALLUSION to what or whom? Why was this an
appropriate and strong way for King to begin his speech?
2. King's speech contains other ALLUSIONS in addition to the one with which he opens his speech. Find an allusion
to the Declaration of Independence and the Bible.
3. Find an example of ALLITERATION in King's speech.
4. Find an example of a METAPHOR.
5. Find an example of a SIMILE.
6. In the second paragraph, King says that "the life of the Negro is still sadly crippled by the manacles of
segregation and the chains of discrimination." These words bring up strong IMAGES OF SLAVERY. Why would this
be an effective method of moving his audience?
7. Besides the famous "I have a dream" phrase, find two other examples of ANAPHORAS.
8. List at least two possible effects upon King's audience of repeating the phrase, "I have a dream."
9. Nearly every line of King's speech is filled with powerful images, or "MENTAL PICTURES," many created by using
figures of speech. Images help audiences to feel what speakers/writers want them to feel, help them
remember what they have read or heard, and help them understand difficult material. Write a well-developed
paragraph telling which of King's images you find most powerful and appealing and explain why this image had
meaning for you.
Relating to the Dream
1. What is your definition of RACISM?
2. The CIVIL RIGHTS MOVEMENT was met with much opposition, from Southern governors and other elected officials
to cross-burning members of the Ku Klux Klan. Unfortunately, Civil Rights opponents sometimes turned to
violence against black leaders and members of the black community.
o Why do you think extreme right-wing organizations such as the Klan would chose violence as a means to
fight against the civil rights movement, even though their actions enraged the rest of the country and
gained sympathy for the cause of Southern blacks?
o Why do you think the black community withstood such violent attacks without responding with their own
violent retaliations?
3. Today's "SKINHEADS" share the same radical right-wing philosophies and views supporting white supremacy and
segregation of the races that had been held by Hitler during World War II and the Klan during the civil rights
movement. Do you think today's skinheads are dangerous? Why or why not?
4. King was assassinated for his work in civil rights. A QUOTATION FROM THE BIBLE on
the memorial at his gravesite reads, "Behold the dreamer. Let us slay him,
and we will see what will become of his dream." What do you think has
become of King's dream? Write two paragraphs: one telling in what ways the
dream has been fulfilled and one telling what yet remains to be accomplished.

Do you
respect other
people's
rights?
What human
rights organisations
do
you know
about?
What is the
most important
human right?
Why?
Do you think
that religions
respect
human rights?
Is human
rights
guaranteed
in your
country?
Do you know
someone
whose rights
have been
violated?
Do you know
about anyone,
personally or by
name, who has
had to fights for
their rights?
What rights
should people
who violate the
rights have?
What would the
world be like if
everyone
respected the
human rights?
Do you find it
possible that
everyone in the
world will have
the same rights
in the future?
Why/why not?
Poster source: http://www.undp.org/content/rbec/en/home/ourwork/democraticgovernance/human-rights/more-about-human-rights/

In 1989 the United Nations set the Convention of the Rights of the Child, the first legally binding
international instrument to incorporate the full range of human rights (civil, cultural, economic, political and
social rights), that Children everywhere have: the right to survival; to develop to the fullest; to protection
from harmful influences, abuse; and to participate fully in family, cultural and social life.
With these rights comes the obligation on governments not to infringe them. The task, however, must engage
not just governments but all members of society. The standards and principles articulated in the Convention
can only become a reality when they are respected by everyone . The only UN organization dedicated
exclusively to help and to protect the lives and rights of children is UNICEF.
Activities :
-Separate the following words into POSITIVE and NEGATIVE:
Discrimination, joy, violence, school/education, protection, hard work, racism, peace, food,
hospital, family, orphans, illnesses, poverty, freedom, homeless, home, democracy, clothes,
malnutrition.
-Choose the correct words: CHILDREN HAVE THE RIGHTS TO:
Education, health, drugs, no discrimination, identity ( name and nationality), death, war, life,
hygiene, abuse, love.
-Choose one of the rights and make a poster to illustrate young people’s human rights.

VOCABULARY
Human rights
1. Access
2. arrest
3. asylum
4. charge
5. choose
6. conscience
7. consent
8. contrary
9. cruel
10. cultural
11. degrading
12. deny
13. destruction
14. dignity
15. discrimination
16. duty
17. employment
18. equal
19. form
20. frontier
21. fundamental
22. guilty
23. hearing
24. impartial
25. impose
26. incitement
27. independent
28. innocent
29. interference
30. jurisdictional
31. law
32. liberty
33. life
34. limitation
35. manifest
36. merit
37. moral
38. movement
39. nationality
40. omission
41. persecution
42. personality
43. procedure
44. prohibited
45. protection
46. proved
47. punishment
48. recognition
49. remuneration
50. reputation
51. rights
52. security
53. servitude
54. sex
55. slavery
56. spouse
57. suffrage
58. tolerance
59. torture
60. will
Homewok
1. Find the meaning of these words
in the dictionary. Write them on
your notebook.
2. Place the correct word under the
picture.
3. Complete the sentences below
using the words from the
vocabulary.
Complete the statements about human rights. Use the given words.
Asylum, degrading, innocence, law, punishment
1. His father died when he was three, his mother when he was only seven, and he grew
up in a brutal and _________________ environment where he learnt to hold human life
and human dignity in contempt.
2. Assuming this violation occurred, what is the _______________ for breaking this law?
3. Julia is studying __________________ and Rachel is majoring in business.
4. He loved her fresh ________________, her selfless courage.
5. The land which, a millennium before, had been a prison for the Jewish exiles was now
their _______________ of refuge.

ACTIVITIES
1. Look at the pictures above and write the human rights issues they represent.
2. Discussion. Answer these questions.
What do human rights mean to you?
Are human rights respected in your country?
What are the common human rights issues in your country?
3. Write sentences about human rights using these verbs.
SPEAK
HAVE
VIOLATE
UNDERSTAND
HAPPEN
DEDICATE

4. Design a slogan about human rights and explain it to the class.
5. Write the most important human rights that every person has in the concept map.
Human rights

Hassi El Frid S.S.
Lesson 10: Child Labour
Miss Amira CHATTI
Before You Read:
Activity 1. Examine the following set of pictures and say what the common point between
them is:
…………………………………………………………………………………………………
Activity 2. Watch the next video and answer the questions below:
Are children supposed to take up jobs?
…………………………………………………………………………………………………
How are their work conditions?
…………………………………………………………………………………………………
Cross the odd man out:
poverty – illness – happiness – harm – safety – education –
injury – pocket money - exploitation – fun – maltreatment.
Activity 3. Fill in the blanks with words from the list:
lowest – Asia – Europe - Africa – developed – increasing –
underdeveloped – highest – decreasing
According to statistics, the (1) ……..……..………… percentage of child labour is in (2)
……..……..………… countries in (3) ……..……..…………and (4) ……..……..………….
However, the (5) ……..……..………… percentage is in (6) ……..……..………… countries in
(7)
……..……..…………. In fact, these percentages are (8) ……..……..………… in Africa. In
contrast, they are (9) ……..……..………… in Europe.
As You Read:
Activity 1. Read the starting sentence of every paragraph in the text page 63 and
match each paragraph with its corresponding heading:
a. The outcomes of child labour § …
b. The figures counting child labour § …
c. The work conditions of child labourers § …
d. The reasons behind child labour § …
2 nd Year Arts Skill in Focus: Reading

Hassi El Frid S.S.
Lesson 10: Child Labour
Miss Amira CHATTI
Activity 2. Fill in the table with the missing information from the text:
Age Types of Job Work conditions
From ……..
to ……..
In rural areas: ……..……..…….. and ……..……..……..
In urban areas: ……..……..…….. , ……..……..…….. ,
……..……..…….. , and ……..……..……..
……..……..…………
……..……..…………
……..……..…………
Activity 3. Say whether the following are true or false. Justify your answer from the
text:
Working children enjoy comfortable conditions. [§ 2]
…………………………………………………………………………………………………
Working children take up jobs for the sake of entertainment. [§ 3]
…………………………………………………………………………………………………
School attendance is very difficult for working children. [§ 4]
…………………………………………………………………………………………………
Activity 4: Find words in the text that mean the same as:
calculated approximately (§ 1): ……..……..………………...
making goods by industrial process (§ 1): ……..……..………
to suffer something that’s painful (§ 2): ……..……..………
to help to cause something (§ 4): ……..……..………………
After You Read:
Activity 1. Examine the following set of pictures and say what these children should be
doing instead of working:
…………………………………………………………………………………………………
Activity 2. Think of three possible solutions for working children:
………………………………………
………………………………………
………………………………………
2 nd Year Arts Skill in Focus: Reading