Develop a systematic and conceptual understanding of the ideas and core debates surrounding theories of rights and demonstrate coherent and detailed knowledge of the key literature on theories of rights.

Learning Outcomes:

 

  1. Develop a systematic and conceptual understanding of the ideas and core debates surrounding theories of rights and demonstrate coherent and detailed knowledge of the key literature on theories of rights.
  2. Display the capacity to integrate information and concepts from a number of disciplinary areas; and evaluate a range of issues via reference to contemporary rights theories.
  3. Structure your ability to come to a well-reasoned judgement on a complex issue.
  4. Show effective communication skills and the ability to work as part of a team.

Summative (Final) Assessment:

 

The final assessment for this module is an in-person paired debate (10 minutes) on one of the topics below. This approach to assessment aims to encourage students to develop a breadth of knowledge in the area of human rights, both in terms of theory and practical concerns; and to show an ability to devise and sustain an argument which will be presented orally within a debate setting using concepts and techniques taught on the module.

 

Debate topics:

  1. The UK Government proposes a plan to withdraw from the European Convention on Human Rights.
  2. A petition asks the UK Parliament to pass legislation giving inmates serving a sentence of less than four years the right to vote in UK elections.
  3. The UK Government proposes new legislation that would permit police and intelligence services to carry out certain criminal acts, including torture and murder.
  4. The UK Government proposes a new policy of cutting foreign aid for countries whose governments violate human rights.
  5. The UN recommends that surveillance technology be banned immediately until effective controls are put in place to lessen its harmful impact.
  6. A petition asks that the UK Parliament allow anyone over the age of 16 years old the right to vote in General Elections.

Substantial information:

  1. The debate is paired. Groups are self-selecting.
  2. The debate is in-person in front of a panel.
  3. Your group needs to choose one of the topics above and the two group members should choose opposing stances on the proposal.
  4. For the best results, both group members should work together, helping each other to tease out the most effective arguments for and against.
  5. The groups will be assessed together, but the individual marks may be different if the quality of the two interventions differ significantly.
  6. The debate should take 10 minutes (+/- 1 minute) and be structured in the following way:
    1. Introductions of students and their positions on the proposal
    2. Student A’s arguments for the proposal – about 4 minutes
    3. Student B’s arguments against the proposal – about 4 minutes
    4. Student A’s response – about 1 minute
    5. Student B’s response – about 1 minute.
  7. If a student does not find a pair, they will be allocated a partner.
  8. When preparing and presenting your arguments, pay attention to the learning outcomes, making sure you cover both theoretical and practical issues.
  9. Use of reference materials and notes is allowed, but students are encouraged to maintain visual contact and not read from the script.
  10. You may reference literature in your speech, but please don’t provide visuals, scripts or lists of references.
  11. We will provide further details on the content and structuring of the debates during lectures.

Formative Assessment (Feedback)

There will be mock debates during the weekly seminars, at the end of which students will receive feedback on their performance, in terms of use and application of theory, timing and communication skills.

 

WEEK 6 Workshop – Students share outlined for and against argument for their planned presentation.

Information for ALL students of on submission this assessment

  • The date and time of the submission of your work for this assessment can be found on this document and your module Moodle site.

 

  • You are reminded of the University’s Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity. Except where the assessment of an assignment is group based, the final piece of work that is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating. You must also ensure that you acknowledge all sources you have used. Submissions that are considered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits. If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor.