Rights

Balloon
In t his a c t iv it y, the participants will understand
the difference between rights and wants and prioritize
various rights in their lives.
time required: 20 minutes
INT E ND E D F O R G R A D E S 3 - 6
Mat er ial s
N eed ed

» newsprint and markers

» copies of the handout titled “The Rights Balloon,” one for each participant
» pens or pencils, one for each participant

Activity Steps
1 A s k t he pa rt i c i pa nt s to brainstorm things they need or enjoy having. Write their
responses on a sheet of newsprint.

2
Di s t r i but e to each participant a copy of the handout and explain that a right is something
every person is entitled to for survival and a good life. Then offer the following key points:
» Every human being is created in the image of God and is given a mandate to participate
in God’s creation.
» God confirmed the value of each of us by the death and resurrection of Jesus Christ.
» We do not have rights simply because we exist, but because God chose to give us value
and, therefore, rights.
» Allowing people to be what God intended them to be is the Christian basis for respect-
ing human rights.
» Respect for the rights of others is a duty to God.
» We are to treat all as if they belong to God.

3
» The Scriptures calls us to continually think of the rights of others.

Ask the participants to close their eyes and imagine they are alone in a hot-air balloon floating
high above the ground. Describe what they might be seeing and ask them to choose a destination
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 (e.g., another country or a friend’s home). Tell them they each have 10 rights on board, and each

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right weighs one pound.

Tell them that the balloon has suddenly begun to drop. To stop the balloon’s descent, each of
them must throw one right overboard. Ask the participants to open their eyes and, without discus-
sion, select one item from the list of rights that they are willing to give up. Instruct them to write
number “1” in the “Me” column beside their choice.

5 Tell the participants to close their eyes again. They can continue imagining their journey
now that the balloon has leveled out at a safe altitude. After a few seconds, tell them the balloon is
descending again and they must select another item to throw overboard. They should write “2” in

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the “Me” column beside the second right they surrender.

Continue in this way, with participants choosing rights to throw overboard each time the
balloon descends and numbering their choices until only one item remains in the balloon. The last
right—the one most important to them—is numbered “10.”

7 Ask the participants to share their numbered lists with a partner. If necessary, partners can
agree on a new ordering of the rights and wants and record this new order in the “Us” column.
Reassure the participants that there is no correct way to prioritize their rights and wants and that
participants may differ on how they numbered these items.

8 ENGAGE the participants in a large-group discussion using the following questions:

» Which rights were easiest to give up? Which were the most difficult?
»W
»A
 hat is the difference between the things you need (rights) and the things you want?
 re there any rights so basic you would never give them up? Which are they? Why?

It is important to note that the Convention on the Rights of the Child does not encourage
conflict between children and adult authorities. It confirms that children have the right to
express their views and have their views taken into account, but it does not say that the
children’s views are the only ones to be considered. The Convention on the Rights of the
Child defends children’s basic rights, but it does not violate the parental right to decide

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what is best for their children.

Conclude by inviting the participants to join you in prayer. Pray for all children, especially
those who struggle for the God-given rights they deserve. Pray for all those who work for the rights
of children. Pray that all young people will be honored and respected as God would want.

(This activity is adapted from Children Changing the World, by SOPAR. 2002; www.sopar.ca. Original source:
Pike, G. and Selby, D., Global Teacher, Global Learner. Hodder and Stoughton Publishing, London, 1988.) All
rights reserved. Used with permission.

Copyright © 2009 by World Vision Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716,
wvresources@worldvision.org. All rights reserved.

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Handout | The Rights Balloon

Rights Me Us
A school to learn in
A doctor’s care
Spending money
Healthy food and clean water
TV
Family and friends
Time to play and have fun
Toys
My own bedroom
A safe home to live in

(This handout is adapted with permission

from Children Changing the World, by
SOPAR. 2002; www.sopar.ca. Original
source: Pike, G. and Selby, D., Global
Teacher, Global Learner. Hodder and
Stoughton Publishing., London, 1988.)

Permission to reproduce is granted.

© 2009 by World Vision Inc.

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 About World Vision
W o rld Vis i o n i s a Christian relief, development, and advocacy organization dedicated to helping
children and their families break free from poverty. Our work is motivated by our faith in Jesus Christ. We
see a world where each child experiences “fullness of life” as described in John 10:10. And we know this can
be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World
Vision is unique: We bring nearly 60 years of experience in three key areas needed to help children and
families thrive: emergency relief, long-term development, and advocacy. And we bring all of our skills across
many areas of expertise to each community we work in, enabling us to care for children’s physical, social,
emotional, and spiritual well-being.

W o rld Vis i o n R es o u r c e s educates Christians about global poverty, inspires them to social justice,
and equips them with innovative resources to make a difference in the world.

For more information about

our resources, contact:

World Vision Resources

www.worldvision.org
wvresources@worldvision.org

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