human rights in the classroom

HumanRightsintheClassroomAGuideforEducators

FirstEdition

JustinD.Bibee

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HumanRightsintheClassroom

AGuideforEducators

AllRightsReserved.2015

FirstEdition.2015

Allrightsreservedwithlimitedreproductionpermissiontocopyanddistributeforeducationalpurposesonlyupongivencredittotheorganizationinwhichtheresourceisadapted.This

materialmaynotbesoldorusedcommercially.Reproductionforotherpurposesrequiresthepermissionoftheorganizationinwhichtheresourceisadapted.

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forKaleigh

loveuncleJustin

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CONTENTS

INTRODUCTION...........................................................................................................................................6

HOWTOUSETHISBOOK.............................................................................................................................7

HUMANRIGHTS...........................................................................................................................................8

WHATAREHUMANRIGHTS?.......................................................................................................................9

WHEREDOHUMANRIGHTSCOMEFROM?................................................................................................9

WHYAREHUMANRIGHTSIMPORTANT?..................................................................................................10

WHOISRESPONSIBLEFORUPHOLDINGHUMANRIGHTS?.......................................................................10

WHATARETHEFUNCTIONSOFTHEHUMANRIGHTSSYSTEM?...............................................................11

WHATARETHEOBJECTIVESOFHUMANRIGHTSEDUCATION?.................................................................12

HOWDOITEACHHUMANRIGHTS............................................................................................................13

SIXC’SOFHUMANRIGHTSEDUCATION....................................................................................................15

UNIVERSALDECLARATIONOFHUMANRIGHTS(SIMPLIFIEDVERSION)....................................................16

LEADINGDIALOGUEANDINFORMALDISCUSSION...................................................................................19

MANAGINGTHEDIALOGUESPACE............................................................................................................21

FACILITATORTRAINING.............................................................................................................................23

DIALOGUEFACILITATIONTIPS...................................................................................................................25

NOTESONFACILITATINGICEBREAKERS.....................................................................................................27

PEACEBUILDINGICEBREAKERS..................................................................................................................29

HUMANRIGHTSCLASSROOMACTIVITIES.................................................................................................35

HUMANRIGHTSEDUCATIONTOOLKIT......................................................................................................59

HUMANRIGHTSAROUNDTHEWORLD.....................................................................................................61

THEIMPORTANCEOFHUMANRIGHTSEDUCATION.................................................................................64

AHUMANRIGHTSACTIVIST......................................................................................................................67

DEFININGHUMANRIGHTS/FISHBOWLACTIVITY....................................................................................70

HUMANRIGHTSINOWNCOUNTRYCONTEXT..........................................................................................72

HUMANRIGHTSINTHEWORLD/MAPPING.............................................................................................74

TAKINGACTION!........................................................................................................................................76

TAKEACTIONINSIDEANDOUTSIDETHECLASSROOM..............................................................................77

10STEPSTOBECOMINGAHUMANRIGHTSADVOCATE...........................................................................79

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TAKEACTIONONHUMANRIGHTS............................................................................................................81

PRE-TESTS/POST-TESTS,EXAMPLEQUIZ..................................................................................................83

TIPSFORCREATINGGOODPRE-TESTS/POST-TESTS..................................................................................84

EXAMPLEQUIZ...........................................................................................................................................85

HUMANRIGHTSVOCABULARY..................................................................................................................88

UNIVERSALDECLARATIONOFHUMANRIGHTS(ENTIRETY)......................................................................98

BIBLIOGRAPHY.........................................................................................................................................106

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INTRODUCTION

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HOWTOUSETHISBOOK

WelcometoHumanRightsintheClassroom,AGuideforEducators!

Thisbookisacollectionofadaptedresourcesforhumanrightseducation.Thefollowingpagescontaineverythingyouwillneedforteachinghumanrightsintheclassroomandcanbeusedinavarietyofways.YoumaywanttoreaditcompletelystartingwithHumanRights(p.8).Thissectionprovidesgeneralknowledgeabouthumanrights.

PeacebuildingIcebreakers(p.29–34)helpnewgroupstogettoknoweachotherandfeelcomfortabletogether.HumanRightsActivitiesprovidesfiftyfunandengagingactivitiesthathelpintroduceparticipantstohumanrightsissues.

Oryoumightprefertostartwithsectionsthatseemmostrelevanttoyourcommunity,thetopicofdiscussion,oryourowninterests.Forexample,ifyouareleadingadialogue,youmayfindthatthesectionLeadingDialogueandInformalDiscussionprovidesdialoguefacilitationtipsandhowtomanageyourdialoguespace.

Lookingtotrainfuturehumanrightsadvocates?ConsultAHumanRightsActivistforafulldetailedlessonplan.

ReadingTakeActiononHumanRightswillprovideyouwithinformationonhowyouand/oryourparticipantscangetinvolvedwhetheryouhavetenminutes,afewhours,amonth,orayear.

Wonderingwheretoevenbegin?SeeHowdoITeachHumanRightsformethodologiesusedtoeffectivelyteachabouthumanrights.

HoweveryoudecidetouseHumanRightsintheClassroom,AGuideforEducators,Ihopethatyou’llreferbacktoitoftenandthatitwillinspireyoutoteachhumanrightsinyourcommunity.Thisbookisdesignedtobeuniversal;usedatthecommunity,national,andinternationallevels.Thetoolkitsandactivitiesareadaptabletofitanycontextinanyculture.

JustinD.Bibee

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HUMANRIGHTS

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WHATAREHUMANRIGHTS?

Humanrightsarefundamentalrights–rightsyouarebornwith.Theyreflecttheminimumneedsnecessaryforpeopletolivewithdignity.Humanrightsguaranteepeoplethemeansnecessarytosatisfytheirbasicneeds,suchasfood,shelter,andeducation,sopeoplecantakefulladvantageofallopportunities.Thefollowingaresomeofthemostimportantcharacteristicsofhumanrights:

• Theyareforeveryone.• Theyareinternationallyguaranteed.• Theyareprotectedbylaw.• Theycannotbetakenaway.

Allhumanrightsshouldthereforebeseenashavingequalimportance.

WHEREDOHUMANRIGHTSCOMEFROM?

Themodernhumanrightseracanbetracedbacktostrugglestoendslavery,genocide,discrimination,andgovernmentoppression.AtrocitiesduringWorldWarIImadeitclearthatpreviouseffortstoprotectindividualrightsfromgovernmentviolationswereinadequate.ThuswasborntheUniversalDeclarationofHumanRights(UDHR)aspartoftheemergenceoftheUnitedNations(UN).

TheUniversalDeclarationofHumanRightswasthefirstinternationaldocumentthatspelledoutthebasiccivil,political,economic,social,andculturalrightsthatallhumanbeingsshouldenjoy.ThedeclarationwasratifiedwithoutoppositionbytheUnitedNationsGeneralAssemblyonDecember10,1948.

Whenitwasadopted,theUniversalDeclarationofHumanRightswasnotlegallybinding,thoughitcarriedgreatmoralweight.InordertogivethehumanrightslistedintheUDHRtheforceoflaw,theUnitedNationsdraftedtwotreaties,theInternationalCovenantonCivilandPoliticalRights(ICCPR)andtheInternationalCovenantonEconomic,Social,andCulturalRights(ICECR).

Together,theUDHR,ICCPR,andICESCRareknownastheInternationalBillofHumanRights.Theycontainacomprehensivelistofhumanrightsthatgovernmentsmustrespect,protect,andfulfill.

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WHYAREHUMANRIGHTSIMPORTANT?

Humanrightsgivepeoplethefreedomtochoosehowtheylive,howtheyexpressthemselves,andwhatkindofgovernmenttheywanttosupport,amongmanyotherthings.Byguaranteeinglife,liberty,equality,andsecurity,humanrightsprotectpeopleagainstabusebythosewhoareinpositionsofpower.Humanrightsarelegallyguaranteedbyhumanrightslaw.ThislawplacesanobligationonStatestoactinaparticularwayandprohibitsStatesfromengaginginspecifiedactivities.

WHOISRESPONSIBLEFORUPHOLDINGHUMANRIGHTS?

Governmentshavetheprimaryresponsibilityforprotectingandpromotinghumanrights.However,governmentsarenotsolelyresponsibleforensuringhumanrights.

TheUniversalDeclarationofHumanRightsstates:

“Everyindividualandeveryorganofsociety…shallstrivebyteachingandeducationtopromoterespectfortheserightsandfreedomsandbyprogressivemeasures,nationalandinternational,tosecuretheiruniversalandeffectiverecognitionandobservance.”

Thisprovisionmeansthatnotonlythegovernment,butalsobusinesses,civilsociety,andindividualsareresponsibleforpromotingandrespectinghumanrights.

Whenagovernmentratifiesahumanrightstreaty,itassumesalegalobligationtorespect,protect,andfulfilltherightscontainedinthetreaty.Governmentsareobligatedtomakesurethathumanrightsareprotectedbybothpreventinghumanrightsviolationsagainstpeoplewithintheirterritoriesandprovidingeffectiveremediesforthosewhoserightsareviolated.

Governmentpartiestoatreatymustdothefollowing:

Respect

Governmentsmustnotdeprivepeopleofarightorinterferewithpersonsexercisingtheirrights.

Forexample,governmentscan:

• Createconstitutionalguaranteesofhumanrights• Providewaysforpeoplewhohavesufferedhumanrightsviolationsbythegovernment

toseeklegalremediesfromdomesticandinternationalcourts.

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• Signinternationalhumanrightstreaties.

Protect

Governmentsmustpreventprivateactorsfromviolatingthehumanrightsofothers.


• Prosecuteperpetratorsofhumanrightsabuses.• Educatepeopleabouthumanrightsandtheimportanceofrespectingthehumanrights

ofothers.• Cooperatewiththeinternationalcommunityinpreventingandprosecutingcrimes

againsthumanityandotherviolations.

Fulfill

Governmentsmusttakepositiveactiontofacilitatetheenjoymentofbasichumanrights.


• Providefree,high-qualitypubliceducation.• Createapublicdefendersystemsothateveryonehasaccesstoalawyer.• Ensureeveryonehasaccesstofoodbyfundingpublicassistanceprograms.• Fundapubliceducationcampaignontherighttovote.

WHATARETHEFUNCTIONSOFTHEHUMANRIGHTSSYSTEM?

TheUnitedNationsandotherhumanrightsbodiesengageinavarietyofactivitiestoprotect,monitor,andadvancehumanrightsworldwide,includingthefollowing:

CreateTreaties-Overseethedraftingofnewtreaties.TheUnitedNationsandotherhumanrightsbodiesalsoissuedeclarationsandcommentsthatdefineandclarifyexcitinghumanrightstreaties,educatinggovernmentsandcivilsocietyontheirresponsibilitiesunderinternationallaw.

MonitorandReport-Internationalandregionalhumanrightsbodiesmonitorandreportonhumanrightsconditionsinmembercountries.Partiestointernationalandregionalhumanrightstreatiesarerequiredtosubmitregularreportsdetailingtheircompliance.Thesereports

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areusedtoexposehumanrightsviolationstoaglobalaudienceandpressurecountriestoimprovetheirhumanrightsrecords.

TakeComplaints-SomeUnitedNationandregionalhumanrightsbodiesareabletotakecomplaintsfromindividualsandotherswhosehumanrightshavebeenviolated.Thesebodiesmayrequestagovernmentresponsetothecomplaint,heartestimonyfromthevictim,andmakeapublicreportonthecase.Iftheindividualisfoundtohavesufferedaviolationofhumanrights,thebodymaymediateasettlementbetweenthevictimandthegovernment,requirethecountrytoreportonwhatstepsithastakentoremedytheviolation,andinsomeinstancesreferunsolvedcasestotheinternationalcourt.

EnforceHumanRightsStandards-TheUnitedNationsSecurityCouncilcanimposeconsequencesoncountriesthatengageinmassivehumanrightsviolationsbyenforcingsanctionsorauthorizinghumanitarianintervention.Regionalorganizations,includingtheEuropeanCourtofHumanRightsandtheInter-AmericanCourt,investigateandruleoncasesinvolvinghumanrightsviolationsintheirmembercountries.TheInternationalCriminalCourtandspecialinternationaltribunalsprovidelegalremediesformassivehumanrightsviolations.Thesetribunalshavethepowertoimposecriminalsentencesonpeoplefoundguiltyofgenocide,warcrimes,crimesagainsthumanity,andcrimesofaggression.

DirectlyImproveHumanRights–TheUnitedNationscontainsagenciesthatworkdirectlywithgovernmentsandcivilsocietytoimprovehumanrights.Theseagenciesruneducationalprograms,providetrainingtogovernmentofficials,andfundprojectsthatincreaseunderstandingofhumanrightsandresponsibilitiesworldwide.

WHATARETHEOBJECTIVESOFHUMANRIGHTSEDUCATION?

Thereareviolationsofhumanrightsallaroundus.Weseeand/orexperiencesocietalproblemssuchashomelessness,racialdiscrimination,andintoleranceonadailybasis.Itisthejobofahumanrightseducatortoassiststudentsofopeningtheirmindstonewwaysofseeingthecomplexityofthechallengesfacedinourcommunitiesandtheworld.

Theobjectivesofhumanrightseducationare:

• Tobuildafoundationoffreedom,justice,andpeaceintheworld;• Topromotethedevelopmentofacultureofhumanrights;• Topromoteacommonunderstandingofhumanrights;

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Thebenefitsofhumanrightseducationare:

• Produceschangesinvalues,attitudes,andbehavior• Producesempowermentforsocialjustice• Developsattitudesofsolidarityacrossissuesandnations• Developsknowledgeandanalyticalskills

Humanrightseducationteachesstudentsnotonlyabouttheirrightsbutalsotheirresponsibilities.Weallhavearesponsibilitytoensurethatwedonotinfringeupontherightsofothers.Forexample,therightstofreedomofexpressionalsocarrieswithittheresponsibilitiesnotthehurt,insult,orinciteotherstoprejudicialbehavior.

Throughhumanrightseducation,teacherscaninstillasenseofrespecttowardotherhumanbeingsandinspirethemtobecome,intheirownrights,educatorsandactivistswhowillassistinthedefenseofhumanrights.

HOWDOITEACHHUMANRIGHTS

Methodologiesusedtoteachabouthumanrightsincludethreeelements:learningabouthumanrights,learningforhumanrights,andlearningthroughhumanrights.Inotherwords,studentsshouldbeawareoftheissues,concernedbytheissues,andcapableofstandingupforissues.

Toeffectivelyeducateabouthumanrights,educatorsshoulduseage-appropriateteachingmethodsthat:

• Promoteawarenessandunderstandingofhumanrightsissuessothatlearnersrecognizeviolationsofhumanrights(knowledge);

• Helplearnersdeveloptheskillsandabilitiesnecessaryforthedefenseofhumanrights(skills);and

• Helplearnersdevelopattitudesofrespectforhumanrightssothatpeopledonotviolatetherightsofothers(values).

Knowledge

• UnderstandthateveryhumanisbornwithinalienablehumanrightslistedintheUniversalDeclarationofHumanRights.

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• Graspkeyconceptssuchas:freedom,justice,equality,humandignity,democracy,sustainability,poverty,universality,rights,responsibilities,interdependence,conflictresolution,andglobalization.

• Understandthathumanrightsprovideaframeworkfornegotiatingandagreeingonstandardsofbehaviorinthefamily,school,community,andtheworld.

• Recognizetherootcausesofhumanrightsconcerns.• Understandhumanrightstermsandconceptsaccordingtoage/gradelevel.

Skills

• Respect:Uselanguagerespectfulofothersregardlessofrace,gender,religion,sexualorientation,class,size,etc.

• ActiveListeningandCommunication:Beabletolistentodifferentpointsofview,recognizeandacceptdiverseopinions,makeagenuineefforttounderstandthem,andadvocateone’sownrightsandthoseofothers.

• CriticalThinking:Findrelevantinformation,appraiseevidencecritically,beawareofpreconceptionsandbiases,recognizeformsofmanipulation,andmakedecisionsonthebasisofreasonedjudgment.

• MakingConnections:Shareinformationonhumanrightsissueswithotherstudents,family,andthecommunity.

• TakingandSharingResponsibility:Identifyhumanrightsviolationsandattempttorespondtothembothlocallyandglobally.

• ProblemSolving:Analyzeahumanrightsproblem,examinepotentialsolutions,andtakeactioninawaywhichupholdsthehumanrightsofallpartiesinvolved.

Values

• Asenseofresponsibilityforone’sownactions,acommitmenttopersonaldevelopmentandsocialchange.

• Acommitmenttolearning.• Abeliefthatpeoplecanmakeadifference.• Acommitmenttodemocraticprocesses.• Curiosity,anopenmind,andanappreciationofdiversity.• Empathyandsolidaritywithothersandacommitmenttosupportthosewhosehuman

rightsareunderthreat.• Asenseofjusticeandthedesiretoworktowardtheidealsoffreedom,equality,and

respectfordiversity.

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SIXC’SOFHUMANRIGHTSEDUCATION

Creativity

Ateacherwhowantstoteachhumanrightswilllikelyneedtoweaveitintoexistingcurricula.Forexample,anEnglishteachercanuseapersuasiveessaytoaddresshumanrightsrelatedissuesaffectingthoseinschool’scommunity.Ascienceteachercantalkabouttherighttoanadequatestandardoflivinginconjunctionwithaunitoftheenvironmentandeveryone’srighttoacleanenvironment.TieineverythingtotheUniversalDeclarationofHumanRightsandthelanguagewillcomeroutine.

Curriculum

Ideally,humanrightsshouldbeapartofallschoolsubjectsandshouldpermeatethestudents’wholelearningexperience.Puttingtogetheramodelcurriculumshouldideallybecross-disciplinaryandradicallytransformthecurriculumyourschoolteaches.

Community

Invitecommunitystakeholderstobepartofhumanrightseducationinyourclassroom.Askattorneys,artists,andauthorstosharetheirexpertise.Parentsandstudentsneedtolearnabouthumanrightstogether.Itwillstrengthenthemessageofwhyhumanrightsbelonginyourschoolifitiscomingfromthecommunity.

Consent

Anadministratormustbeonboardwiththeteachingofhumanrightsintheclassroom.Offerideastohim/herabouthowmuchhumanrightswillbenefityourstudentsandthoseenhancethecommunity.

Conversation

Allowthestudentsinyourclassroomtoparticipateinopendialogue(seeLeadingDialogueandInformalDiscussiononthefollowingpage)withoneanother.Bringtheconversationoutoftheclassroomandintothecommunity!

Connections

Connectwithotherlike-mindedteachers.Buildanetworkofhumanrightsadvocatestosupportteachersandtoprovideavenueforteacherstoshareideasfromoneanother.

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UniversalDeclarationofHumanRights(SimplifiedVersion)

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UNIVERSALDECLARATIONOFHUMANRIGHTS

SummaryofPreamble

TheGeneralAssemblyrecognizesthattheinherentdignityandtheequalandinalienablerightsofallmembersofthehumanfamilyisthefoundationoffreedom,justiceandpeaceintheworld,humanrightsshouldbeprotectedbytheruleoflaw,friendlyrelationsbetweennationsmustbefostered,thepeoplesoftheUNhaveaffirmedtheirfaithinhumanrights,thedignityandtheworthofthehumanperson,theequalrightsofmenandwomenandaredeterminedtopromotesocialprogress,betterstandardsoflifeandlargerfreedomandhavepromisedtopromotehumanrightsandacommonunderstandingoftheserights.

AsummaryoftheUniversalDeclarationofHumanRights

1.Everyoneisfreeandweshouldallbetreatedinthesameway.

2.Everyoneisequaldespitedifferencesinskincolor,sex,religion,languageforexample.

3.Everyonehastherighttolifeandtoliveinfreedomandsafety.

4.Noonehastherighttotreatyouasaslavenorshouldyoumakeanyoneyourslave.

5.Noonehastherighttohurtyouortotortureyou.

6.Everyonehastherighttobetreatedequallybythelaw.

7.Thelawisthesameforeveryone,itshouldbeappliedinthesamewaytoall.

8.Everyonehastherighttoaskforlegalhelpwhentheirrightsarenotrespected.

9.Noonehastherighttoimprisonyouunjustlyorexpelyoufromyourowncountry.

10.Everyonehastherighttoafairandpublictrial.

11.Everyoneshouldbeconsideredinnocentuntilguiltisproved.

12.Everyonehastherighttoaskforhelpifsomeonetriestoharmyou,butno-onecanenteryourhome,openyourlettersorbotheryouoryourfamilywithoutagoodreason.

13.Everyonehastherighttotravelastheywish.

14.Everyonehastherighttogotoanothercountryandaskforprotectioniftheyarebeingpersecutedorareindangerofbeingpersecuted.

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15.Everyonehastherighttobelongtoacountry.Noonehastherighttopreventyoufrombelongingtoanothercountryifyouwishto.

16.Everyonehastherighttomarryandhaveafamily.

17.Everyonehastherighttoownpropertyandpossessions.

18.Everyonehastherighttopracticeandobserveallaspectsoftheirownreligionandchangetheirreligioniftheywantto.

19.Everyonehastherighttosaywhattheythinkandtogiveandreceiveinformation.

20.Everyonehastherighttotakepartinmeetingsandtojoinassociationsinapeacefulway.

21.Everyonehastherighttohelpchooseandtakepartinthegovernmentoftheircountry.

22.Everyonehastherighttosocialsecurityandtoopportunitiestodeveloptheirskills.

23.Everyonehastherighttoworkforafairwageinasafeenvironmentandtojoinatradeunion.

24.Everyonehastherighttorestandleisure.

25.Everyonehastherighttoanadequatestandardoflivingandmedicalhelpiftheyareill.

26.Everyonehastherighttogotoschool.

27.Everyonehastherighttoshareintheircommunity'sculturallife.

28.Everyonemustrespectthe'socialorder'thatisnecessaryforalltheserightstobeavailable.

29.Everyonemustrespecttherightsofothers,thecommunityandpublicproperty.

30.Noonehastherighttotakeawayanyoftherightsinthisdeclaration.

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LEADINGDIALOGUEANDINFORMALDISCUSSION

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LEADINGDIALOGUEANDINFORMALDISCUSSION

Communicationandunderstandingareparamountinhumanrightseducation.Dialogueissimplyaconversationbetweentwoormorepersons.Inahumanrightscontext,dialoguecanbedefinedasanexchangingofideasoropinionsonaparticularissuewithaviewtoreachinganamicableagreementorsettlement.Dialoguesessionsprovide:

• Atimeandspaceforunpackinglearningandmanaginggroupdevelopment;• Participantsachancetospeakandbeheard,buildingconfidenceandrapport;• Feedbackonparticipants’well-beingandemotions,andhowtheclasspace,

components,andcontentarebeingreceivedandprocessed;• Asafespacetoexploresensitivetopics,buildunderstandingamongdiverse

participants;• Atimeandspacetoraiseandexplorechallengingissuesinafacilitatedformat.

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MANAGINGTHEDIALOGUESPACE

Inestablishingasafesettingforeffectivedialogue,afacilitatormustestablishacomfortablephysicalspaceaswellascreatethepropermoodandintention.PhysicalSpaceSpacedesignandmanagementisimperativetoaneffectivedialoguesession.Howthegroupsitstogetherisessential:sittinginacircle,closeenoughtoheareachotherandfeelasenseofinterpersonalintimacy.Perhapshavetheparticipantssitnexttopeopletheydonotknow,especiallyiftheyarefromdifferentorconflictedcommunities.Hangingchartsofgroupnormsornewvocabularywordscansupportlearningmaketheparticipantsstrugglingtheexpressthemselvesfeelmorecomfortable,ofthosewhoarenotspeakingtheirnativelanguage.Havingadialoguespacethatparticipantsfeelbelongsuniquelytothemcreatesaseparate,sharedatmospherethatisbothfocusedandcomfortable.CommunicationNormsDialogueparticipantsraisetheirawarenessofcommunicationpractices.Contentthatseemsobvioustonativespeakersmaynotbeunderstoodbynon-nativespeakers.Groupsnormsneedtoensureparticipationandunderstandingforallparticipants.Participantsbrainstormtocreatetheirowngroupbehavioralnorms(i.e.guidelines,habits,rules,laws)thatneedtobeestablishedforsafe,respectfuldialogue.Positivenormsemergeoutoftrueintentiontoberespectfulanddevelopempathy–bydemonstratingcourtesyaswellasappreciationandunderstandingofothers.Participantsconsiderwhatitmeanstobeonone’sbestbehavior.TimingTimingofdialogueisimportant.Participantsmayseemsleepyearlyinthemorning,hungrybeforelunch,sluggishafterlunch,andfatiguedlateintheday.Dialoguesessionsmayworkbestinthemorningwhenparticipantsarelikelytobemostmentallyfresh.Dialoguesessionsusuallyrunfor60–90minutes.SelectingAppropriateTopicsDeterminingwhichtopicsareappropriateforaspecificgroupisaseriouschallenge.Indeterminingtopics,itisnecessarytoassessbothwhatisrelevantandwhatistheappropriatelevelofriskagroupisreadytoexpressandexplore.

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Afacilitatormustbeawareofpotentialdangersraisedbysurfacingunmanageableconflict(argumentoranger)ortrauma(emotionalcrisis)basedonthepersonalandpoliticalhistoryofparticipantsinthegroup.Inadialoguewithpeoplefromtraumatizedsocietieswheretherehasbeenwarandterrorism,itrequiressensitivitytoentermeaningfuldiscussionthatwillnotevokepersonaltrauma.Thisiscriticalwhenparticipantsarefarfromhome.

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FACILITATORTRAINING

Check-InThecheck-inmakestheshiftfromacasualconversationtowardsmoreauthenticpersonalsharing.Usuallyparticipantssimplysharehowtheyaredoingorfeeling.Youcanevendoa“onewordcheck-in”whereyougoaroundthegroupone-by-oneandparticipantssayjustonewordtodescribehowtheyarefeelingatthatmoment(excited,happy,tired,anxious,etc.)Sharingthisinformationhelpsparticipantsmeeteachother’sneeds.FearsandHopesforDialogueThisisanopportunityforparticipantstoshare,withthesafetyandanonymity,theirexpectationsforparticipationinthedialoguegroup.Whatdoyouhopedialoguecanachieve?Whatareyouafraidmighthappened?Participantsanonymouslywriteonehopeandonefear,regardingthedialoguesessionorprogramasawhole,onsmallpiecesofpaperandthemintoahat(fromanoldgroupprocessactivitycalled“FearinaHat”).Eachparticipantthendrawsonfearandonehopefromthehatandreadsthemaloud.Doingthis,collectiveexpectationsaremadetransparentwithouttheriskofunsafepersonalrevelationearlyinthegroup.Thentrytosetgroupnormsthatwillmaximizehopesandminimizefears?)SharinginPairsInordertopracticeactivelisteningandauthenticexpression,participantsspeakinpairs,takingturnslisteningandspeakingforaboutthreeminuteseach,addressingasharedexperiencerelevanttoeffectiveparticipationindialogue,forexample:

• Whenhaveyoufelttrulyrespectedandreallylistenedto?• Whatmadeyoufeelheard?• Whatwerethequalitiesoflisteningthatyouexperienced?

Participantscanthensharewiththeentiregrouphowtheyfeltheardbytheirpartnerandhowthatmadethemfeel–hopefullyvaluedandrespected,highlightingtheimportanceofgoodlisteningindialogue.(Howshouldwelistentoeachotherthatsupportfeelingrespectedandheard?)

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SettingGroupNormsToestablish,arecordforfuturereference,thecollectiveintentiontosustaincommunicationnormsthatareconducivetodeepdialogue,participantsbrainstormalistofgroupnorms.Questionscangeneratealistofeffectivegroupnorms:

• Whatdoweneedtodotocreateasafe,comfortablespace?• Whatdoesitmeantoberespectfulincommunication?• Whatshouldremainconfidentialandnotbementionedoutsideoftheclassroom?

Thelistremainspostedonthewallthroughoutthedialoguetimeandmaybereferredtoifparticipantsslipfromtheirintendedbehavioralnorms.TopicalDiscussionTheheartofdialogueisafullgroupdialogueaboutatopicofcommonconcern.Inadialoguesession,participantsidentifythetopicsthemselves,withthecontext-awareguidanceofthefacilitator,whocanproposelikelychoices.Adialoguecanbeablethepurposeandpracticeofdialogueitself:

• Whatistheimportanceofrespectfuldialogueforhumanrightseducation?• Whatwouldyoulikedialoguetoachieveorreveal?• Whatshouldorshouldn’tbeaddressedwithcertaingroups?• Whatissuesoremotionsareyounervousaboutfacilitating?

Check-OutLiketheCheck-In,“Check-Out”servesasaritualclosingtothesessionandareturntotheinformalityofconversation.Participantscansharehowtheythinkthegroupwentoranswerafocusedquestion,suchas:

• Whatisonenewthingyoulearnedinthedialoguetoday?Thoughitissometimesdifficultwhenveryserioustopicshavebeenaddressedindialogue,facilitatorscanendasessiononapositivenote,statingthatdiscussionofadifficulttopicisfinished,remindingthegroupofwaystheyhaveworkedhardandtakencareofeachother,andrefocusingonwhatiscomingupnextintheprogramarewaystomoveforwardconstructively.

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DIALOGUEFACILITATIONTIPS

• Ourgoalistotalkaslittleaspossible,andhavethemajorityofthesessionsbe

comprisedofthestudentstalkingtoeachotherandsharing,andlisteningcloselytoeveryone.

• Facilitationtakestremendousconcentration,youshouldbelisteningcarefullytoeverything,andmakingsurethatnothingis“missed”whichmeansnotingwhensomeonesayssomethingthatneedstobeaddressed,orrequiresclarification,orisoffensivetosomeone,ablaming“you”statementorisa“we”statement,i.e.,generalization,etc.You’recloselywatchingbodylanguageandthenon-verbalgroupdynamics.

• Makesurethatthestudentsdonotaddressyoudirectly,butspeaktothewholegroup.

• Don’tbeafraidofsilence,pausesarefine;itmaytakethemtimetoopenup,feelsafe,andunderstandthequestions/formulateananswer.

• Arrangeyourchairsinatightcircleandcomfortablecircle;changewhereyousiteachsession.

• Alwaysstrivetohavemoreorlessequalparticipationfromeveryoneinyourgroup.Youwillhavesomestrongtalkers,andencouragingthemtoseepartoftheirroleashelpingcreateaspaceforeveryonetoparticipateisimportant.

• Beultra-sensitivetothepaceofyourspeechandthelanguageyouareusingandawareofyourwordchoice,constantlywatchingforsignsandindicationsofunderstandingfromthestudents.

• Askclearquestionsandparaphraseifneedbe,usingsynonyms;trytokeepyourquestionsshortandconcise.Ifneedbe,askstudentstoparaphrasewhattheythinkyouareaskingthemtocheckforunderstanding.

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PEACEBUILDINGICEBREAKERS

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NOTESONFACILITATINGICEBREAKERS

Preparation

• Whatsuppliesdoyouneed?

• Howmuchspacedoyouneed?

• Howmuchtimedoyouneed?

• Checkandpreparefortheweather.

• Indoorsoroutdoors?

• Whatisthegoalofactivity?

• Whatdoyouwanttheparticipantstogetoutofthis?

Settinga“good”tone

• Bepositive.• Makeeveryonefeelcomfortable.• Whatdoparticipantswanttogetoutofthis?

Givingcleardirections

• Askquestionsifyouareunclear.

• Askifanyonehasparticipatedinaparticularactivity.Ifso,askthemiftheyhavesuggestions.

MindfulnessandKeeneobservationduringtheactivity

• Youaretheobserver.• Balanceindividualvs.groupneeds.• Keepawarenessofwhoisparticipatingandhowmuch.

Safety

• Cananyonebehurt?• Dotheparticipantsfeelsafe?• Usegoodjudgment.

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Processing

• Howmuchisappropriateaftereachactivity?

• Whatarethegoalsinprocessingthisactivity?

• Mindfulness.Askopen-endedquestions.

• Iseveryonebeingheard?

Goodquestionsforprocessing

What:

• Whatwasthegoalofthisactivity?

• Whatworkedforthegroup/individual?

• Whatdidn’tworkforthegroup/individual?

• Whatdidyounoticeaboutthegroup?

• Whatdidyounoticeaboutyourself?

SoWhat:

• Howdidthegroupmakedecisions?

• Howwaseveryone’svoiceheard?

• Howdid_____feelwhen_____happened?(goodplacetostatewhatyounoticedandaskforareaction)

NowWhat:

• Whywouldyoudoanactivitylikethis?

• Howdoesthisactivityconnectbackto_____?

• Whatarethebiggerimplicationsof_____?

• Whatwouldyoudodifferentlynexttime?

• Ifyoucouldchangesomethingthatyoudid,whatwoulditbe?

Transitionsfromoneactivitytotheother

• Knowwhentostopandmovetothenextactivity.

• Usewhatthegrouphasbroughtupinprocessingtoleadyoutothenextactivity.

• Findlinksbetweeneachactivity.

• Helpenergystayfocusedandupbeat.

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PEACEBUILDINGICEBREAKERS

Whyicebreakers?

Icebreakerscanplayanimportantroleinhelpingpeopleintegrateandconnectwithoneanotherinagroupenvironment.Theycanprovidepositivemomentumforsmallgroupstudyanddiscussionby:

• Helpinganewgroupgettoknowoneanother.• Helpingpeoplefeelcomfortabletogether.• Encouraginglisteningtoothers.• Encouragingworkingtogether.• Creatingagoodatmosphereforlearning.

Factorfiction?

AskeveryonetowriteonapieceofpaperTHREEthingsaboutthemselveswhichmaynotbeknowntotheothersinthegroup.Twoaretrueandoneisnot.Takingturnstheyreadoutthethree‘facts’aboutthemselvesandtherestofthegroupvoteswhicharetrueandfalse.Therearealwayssurprises.Thissimpleactivityisalwaysfun,andhelpsthegroupandleadersgettoknowmoreabouteachother.

Interview

Dividetheyoungpeopleintopairs.Askthemtotakethreeminutestointervieweachother.Eachinterviewerhastofind3interestingfactsabouttheirpartner.Bringeveryonebacktotogetherandaskeveryonetopresentthe3factsabouttheirpartnertotherestofthegroup.Watchthetimeonthisone,keepitmovingalong.

Mynameis?

Goaroundthegroupandaskeachyoungpersontostatehis/hernameandattachanadjectivethatnotonlydescribesadominantcharacteristic,butalsostartswiththesameletterofhisnamee.g.generousGrahame,dynamicDave.Writethemdownandrefertothembythisfortherestoftheevening.

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Conversations

Eachpersonisgivenasheetofpaperwithaseriesofinstructionstofollow.Thisisagoodmixinggameandconversationstarteraseachpersonmustspeaktoeveryoneelse.Forexample;

• Countthenumberofbrowneyedboysintheroom.• Findoutwhohasmadethelongestjourney.• Whohasthemostunusualhobby?• Findtheweirdestthinganyonehaseaten.• Whohashadthemostembarrassingexperience?

Thequestionweb

Youneedtohaveaspoolofstringorwoolforthisgame.Asktheyoungpeopletostandinacircle.Holdontotheendofthestringandthrowtheball/spooltooneoftheyoungpeopletocatch.Theythenchooseaquestionfrom1-20toanswer.Alistof20samplequestionsisgivenbelow.Adaptforyourgroup.

Holdingthestringtheythenthrowittoanothermemberofthegroup.Eventuallythiscreatesawebaswellaslearningsomeinterestingthingsabouteachother!Attheendofthegameyoucouldcommentthatweallplayedapartincreatingthisuniquewebandifonepersonwasgoneitwouldlookdifferent.

Inthesamewayit'simportantthatwealltakeparttomakethegroupwhatitis,uniqueandspecial.

• Ifyouhadatimemachinethatwouldworkonlyonce,whatpointinthefutureorinhistorywouldyouvisit?

• Ifyoucouldgoanywhereintheworld,wherewouldyougo?• Ifyourhousewasburningdown,whatthreeobjectswouldyoutryandsave?• Ifyoucouldtalktoanyonepersonnowliving,whowoulditbeandwhy?• IfyouHADtogiveuponeofyoursenses(hearing,seeing,feeling,smelling,tasting)

whichwoulditbeandwhy?• Ifyouwereananimal,whatwouldyoubeandwhy?• Doyouhaveapet?Ifnot,whatsortofpetwouldyoulike?• Nameagiftyouwillneverforget?• Nameonethingyoureallylikeaboutyourself.• What'syourfavoritethingtodointhesummer?• Who'syourfavoritecartooncharacter,andwhy?

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• Doesyournamehaveaspecialmeaningandorwereyounamedaftersomeonespecial?

• Whatisthehardestthingyouhaveeverdone?• Ifyouareatafriend'sorrelative'shousefordinnerandyoufindadeadinsectin

yoursalad,whatwouldyoudo?• Whatwasthebestthingthathappenedtoyouthispastweek?• Ifyouhadthisweekoveragainwhatwouldyoudodifferently?• What'stheweirdestthingyou'veevereaten?• Whatbook,movieorvideohaveyouseen/readrecentlyyouwouldrecommend?

Why?

DesertIsland

Announce,'You'vebeenexiledtoadesertedislandforayear.Inadditiontotheessentials,youmaytakeonepieceofmusic,onebookandoneluxuryitemyoucancarrywithyoui.e.notaboattoleavetheisland!Whatwouldyoutakeandwhy?'

Allowafewminutesfortheyoungpeopletodrawuptheirlistofthreeitems,beforesharingtheirchoiceswiththerestofthegroup.Aswithmosticebreakersandrelationshipbuildingactivities,it'sgoodforthegroupleaderstojoinintoo!

If

Askthegrouptositinacircle.Write20'IF'questionsoncardsandplacethem(questiondown)inthemiddleofthecircle.Thefirstpersontakesacard,readsitoutandgivestheiranswer,commentorexplanation.Thecardisreturnedtothebottomofthepilebeforethenextpersontakestheircard.

Thisisasimpleicebreakertogetyoungpeopletalkingandlisteningtoothersinthegroup.Keepitmovinganddon'tplayfortoolong.Writeyourownadditional'IF'questionstoaddtothelist.

• Ifyoucouldgoanywhereintheworld,wherewouldyougo?• IfIgaveyou$10,000,whatwouldyouspenditon?• Ifyoucouldwatchyourfavoritemovienow,whatwoulditbe?• Ifyoucouldtalktoanyoneintheworld,whowoulditbe?• Ifyoucouldwishonethingtocometruethisyear,whatwoulditbe?• Ifyoucouldliveinanyperiodofhistory,whenwoulditbe?• Ifyoucouldchangeanythingaboutyourself,whatwouldyouchange?• Ifyoucouldbesomeoneelse,whowouldyoube?• Ifyoucouldhaveanyquestionanswered,whatwoulditbe?

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• IfyoucouldwatchyourfavoriteTVshownow,whatwoulditbe?• Ifyoucouldhaveanykindofpet,whatwouldyouhave?• Ifyoucoulddoyourdreamjob10yearsfromnow,whatwoulditbe?• Ifyouhadtobeallergictosomething,whatwoulditbe?• Ifmoneyandtimewasnoobject,whatwouldyoubedoingrightnow?• Ifyouhadonedaytoliveoveragain,whatdaywouldyoupick?• Ifyoucouldeatyourfavoritefoodnow,whatwoulditbe?• Ifyoucouldlearnanyskill,whatwoulditbe?• Ifyouweresenttoliveonaspacestationforthreemonthsandonlyallowedto

bringthreepersonalitemswithyou,whatwouldtheybe?• Ifyoucouldbuyacarrightnow,whatwouldyoubuy?

Namethatperson

Divideintotwoteams.Giveeachpersonablankpieceofcard.Askthemtowritefivelittleknownfactsaboutthemselvesontheircard.Includeallleadersinthisgametoo.Forexample,Ihaveapetiguana,IwasborninIceland,myfavoritefoodisspinach,mygrandmotheriscalledDorisandmyfavoritecolorisvermillion.

Collectthecardsintotwoteampiles.Drawonecardfromtheopposingteampile.

Eachteamtriestonamethepersoninasfewcluesaspossible.Fivepointsiftheygetitonthefirstclue,then4,3,2,1,0.Theteamwiththemostpointswins.(Note:ifyouselectthemostobscurefactsfirst,itwillincreasethelevelofcompetitionandgeneralheadscratching!)

Wouldyourather..?

Questionsmayrangefromsillytriviatomoreseriouscontent.Onthewayyoumightfindoutsomeinterestingthingsaboutyouryoungpeople!Placealineoftapedownthecentreoftheroom.Askthegrouptostraddlethetape.

Whenasked'Wouldyourather?’theyhavetojumptotheleftorrightasindicatedbytheleader.Don'tforgettoencourageyouradulthelperstojoinintoo!I'veincluded20starterquestions,justaddyourownandletthefunbegin.

Wouldyourather..?

• Visitthedoctororthedentist?• Eatbroccoliorcarrots?• WatchTVorlistentomusic?• Ownalizardorasnake?

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• Haveabeachholidayoramountainholiday?• Beanappleorabanana?• Beinvisibleorbeabletoreadminds?• Behairyalloverorcompletelybald?• Bethemostpopularorthesmartestpersonyouknow?• Makeheadlinesforsavingsomebody'slifeorwinningaNobelPrize?• Gowithouttelevisionorfastfoodfortherestofyourlife?• Alwaysbecoldoralwaysbehot?• Nothearornotsee?• Eliminatehungeranddiseaseorbeabletobringlastingworldpeace?• Bestrandedonadesertedislandaloneorwithsomeoneyoudon'tlike?• Seethefutureorchangethepast?• Bethreeinchestallerorthreeinchesshorter?• Wrestlealionorfightashark?

Masks

Youwillneedcrayonsorpaints,markers,scissorsandwhitecardforthisactivity.

Giveeachyoungpersonapieceofwhitecard.Askthemtodrawandcutoutalife-sizedshapeofaface.Theycanalsocutouteyesandamouthiftheywish.Eachyoungpersonisthenaskedtodecoratetheircardface.Onesiderepresentswhattheythinkpeoplesee/know/believeaboutthemi.e.ontheoutside.Theothersiderepresentswhattheyfeelaboutthemselvesi.e.thingsgoingontheinside,whatpeopledonotnecessarilyknoworsee.

Thisisbestusedinanestablishedgroupwheretheyoungpeoplearecomfortableandateasewitheachother.'Masks'isalsoagooddiscussionstarteronself-imageandself-worth.

Flags

Flagsisaget-to-know-youactivity,helpingyoungpeopleexpresswhat'simportanttothemormoreaboutthemselves.Providelargesheetsofpaper,crayons,markersandpaints.Askeachyoungpersontodrawaflagwhichcontainssomesymbolsorpicturesdescribingwhotheyare,what'simportanttothemorwhattheyenjoy.

Eachflagisdividedinto4or6segments.Eachsegmentcancontainapicturei.e.favoriteemotion,favoritefood,ahobby,askill,whereyouwereborn,yourfamily,yourfaith.Giveeveryone20minutestodrawtheirflags.Asksomeofthegrouptosharetheirflagsandexplainthemeaningofwhattheydrew.

PeopleBingo

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Thisactivityisgreatfornewgroups.Makea5by4gridonapieceofcardandduplicateforeveryoneinyourgroup.Supplypensorpencils.Eachboxcontainsoneofthestatementsbelow.Encouragethegrouptomix,talktoeveryonetotryandcompletetheircard.Ifoneoftheitemslistedonthebingocardrelatestothepersontheyaretalkingwith,havethemsigntheirnameinthatbox.

Endtheactivityafter10minutesandreviewsomeoftheinterestingfactsthegrouphasdiscoveredabouteachother.Youcanaddyourownstatementsappropriateforyourgroup.

• Hasbrowneyes• Hasmadethelongestjourney• Haseatentheweirdestfood• PlaysTennis• Iswearingblue• Speaksaforeignlanguage• Knowswhatamuntjakis(it'sasmalldeer)• Playsamusicalinstrument• Has2ormorepets• Hasbeentothemostforeigncountries• Hatesbroccoli• Has2ormoresiblings• Namebeginswithan'S'• LovesChinesefood• Lovestoski• Knowswhataquarkis(Aquarkisatinytheoreticalparticlethatmakesupprotonsand

neutronsintheatomicnucleus.)• Lovessoccer• Likestogetupearly• Someoneoversixfeettall

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HUMANRIGHTSCLASSROOMACTIVITIES

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EDUCATIONALACTIVITIESWITHINTHISBOOKSHALL:

• Promotehumanrights,includingcivil,political,economic,socialandculturalrights;• Fosterrespectforandappreciationofdifferences;• Encourageanalysisofrightsproblems(includingpoverty,violentconflictsand

discrimination),whichwouldleadtosolutionsconsistentwithhumanrightsstandards;• Empowercommunitiesandindividualstoidentifytheirhumanrightsneedsandto

ensurethattheyaremet;• Fosterteachingandlearningenvironmentsthatencourageparticipation,enjoymentof

humanrightsandthefulldevelopmentofthehumanpersonality;• Berelevanttothedailylifeofthelearners,engagingtheminadialogueaboutwaysand

meansoftransforminghumanrightsfromtheexpressionofabstractnormstotherealityoftheirsocial,economic,culturalandpoliticalconditions.

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HumanRightsClassroomActivities

AppreciatingSimilaritiesandDifferences

1) AttributesChildrenareseatedinacircle.Onechildstandsinthemiddleofthecircleandmakesastatementthatdescribeshimselforherself.Forexample:“Iswearingabelt”or“Hasasister”.Everyonewhosharesthatattributemustchangeplaces,includingthechildinthemiddle.Whoeverisleftwithoutaseatbecomesthepersoninthemiddleandnamesthenextattribute.Childrenwillquicklyseethattheycanbesimilaranddifferentinmanyways.Aninterestingendingwouldbetochooseamoreintangibleattribute,suchas:“Peoplewhoarekind”.Thegameusuallybreaksdownatthispointbecauseitbecomesmoredifficulttoidentifysuchattributesataglance.Teachersmaywishtodiscusshowpeopleusuallyrecognizesuchbehavioralattributes.

2) IntheSameBoat

Theteacherexplainsthatpeoplesometimesdon’trecognizewaysinwhichtheyarealike.Thentheteachernamesacategory(e.g.monthofbirth,numberofsiblings,kindofpet,favoritetoyorgame)andaskschildrentoformagroupwithotherswhosharethatcategorywiththem.Olderchildrencanrespondtomorecomplexcategories(e.g.numberoflanguagesspoken,careeraspiration,hobby,andfavoriteschoolsubject).Thegameconcludeswiththequestion“Whatdidyoulearnfromthisactivity?”andadiscussionofpeople’sunrecognizedsimilaritiesanddifferences.FosteringConfidenceandSelf-Esteem

3) A“WhoAmI?”Book

Childrenbeginabookaboutthemselves,withaself-portraitonthecover.Personalpictures,proseandpoemscanbecollectedinthisbook.Aschildrenlearntowrite,theycanputpersonaldetails,questionsaboutthemselvesandanswerstoquestionsinittoo.Ifresourcesarelimited,abookcanbemadeforthewholeclasswithapageortwoforeachchild.

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4) ACircleforTalkingChildrensitinacirclethatincludestheteacherandanyvisitors.Theteachermakesanopen-endedstatementandeachstudentanswersinturn.Questionsmightbeoneormoreofthefollowing:

• WhatIlikebestaboutmyselfis• I’dliketobe• Myfavoritegameis• Ithinkmynamemeans• Iwouldliketolearnabout• Ifeelhappywhen• Ifeelsadwhen• Iwanttobecomemore• SomedayIhopeto

Listeningwithoutinterruptingandsharingtimeequallyareveryimportant.Childrencan“pass”iftheydonotwishtospeak.Eachpersonremainsseateduntiltheactivityisover.Answerscanbeincludedinthe“WhoAmI?”book(s).

5) TheLifelineEachchildstretchesoutapieceofyarnthatrepresentshisorherownlife.Childrenthenhangontheiryarndrawings,storiesandobjectsthatconveytheimportantthingsthathavehappenedtothem.Thiscanbedoneinchronologicalsequence,orinanyorderthatthechildmaywant.Itcanalsobeextendedintothefuture.

6) MeontheWall/GroundTracetheoutlineofeachchildonalargepieceofpaper(bestdonelyingdown)orontheground.Havethestudentdraw/paintinphysicaldetails,andthenwritearoundpersonalandphysicalqualities(e.g.name,height,andweight,whatthechildwouldmostliketolearnordoatschoolorinadulthood).Ifyouhaveusedpapers,pinthemuparoundthewall.Allowallstudentstolearnabouteachotheraswellasthemselves.

7) MeandMySensesHavechildrendiscussinthecircle,orusearole-playtoexplorethefollowingstatements:

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• Hearinghelpsmeto• Seeinghelpsmeto• Smellinghelpsmeto• Touchinghelpsmeto• Tastinghelpsmeto

Rephrasethequestions,whereappropriate,tosuittheneedsofchildrenwithdisabilities(e.g.“Notbeingabletosee(verywell?atall?)I’mstillme,andIcan...”).Geteachchildtoinventaninstrumenttohelpthemhear,smellortouchbetter.Havethemdescribe,drawordramatizeit.

8) Wishing-CircleArrangethestudentsinacircle.Proposethateachchildinturnmakesthefollowingwishes(thiscanalsobedoneinsmallgroupsorpairs):

• IfIcouldbeanyanimal,I’dbe_____because• IfIcouldbeabird,I’dbe_____because• IfIcouldbeaninsect,I’dbe_____because• IfIcouldbeaflower,I’dbe_____because• IfIcouldbeatree,I’dbe_____because• IfIcouldbeapieceoffurniture,I’dbe_____because• IfIcouldbeamusicalinstrument,I’dbe_____because• IfIcouldbeabuilding,I’dbe_____because• IfIcouldbeacar,I’dbe_____because• IfIcouldbeastreet,I’dbe_____because• IfIcouldbeatown/province/region,I’dbe_____because• IfIcouldbeaforeigncountry,I’dbe_____because• IfIcouldbeagame,I’dbe_____because• IfIcouldbearecord,I’dbe_____because• IfIcouldbeaTVshow,I’dbe_____because• IfIcouldbeamovie,I’dbe_____because• IfIcouldbeafood,I’dbe_____because• IfIcouldbeanycolor,I’dbe_____because

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HowdoIlovewithothers?

9) MypuppetfamilyEachchildmakesafamilyofpuppetsthatincludesoneofhimorherself.Thesecanbeverysimple,likecardboardcutoutscoloredandfixedtosticksorclayormudfigures.Thefiguresarenamedandtheirrelationshipsdescribedandexplained.Eachchildthendevisesaceremony(awedding,forexample)orafestival,whichisshowntotheothersintheclass.Thepuppetfamilycanbeextendedtoincludeotherpeoplewholivenearby.Childrencandramatizesomethingtheydoregularlywiththosepeopleinordertobringthemtogether.Extendtheactivitytoincludeindividualsfromanywhereintheworld.

10) ImaginaryfriendThechildrensitorliedownquietlywiththeireyesclosed.Tellthemtobreatheindeeplyandthenbreatheoutslowly.Repeattwomoretimes.Nowtellthemtoimagineaspecialplace,afavoriteplace,anywhereintheworld(oreveninouterspace).Saythattheyarewalkinginthatplace–intheirimagination–feelingandhearingandseeingwhatisgoingonthere.Leadthemtoahouseorbuildingtheycanvisualize,wheretheygointofindaspecialroom.Theroomhasadoorinonewallthatopensbyslidingup.Thedoorslidesupslowly,andasitdoesso,itrevealsaspecialfriendtheyhavenevermetbefore–firstfeet,andfinallytheface.Thisfriendcanbeoldoryoung–anything.Thisfriendisalwaysthere,andwhenevertheyneedsomeonetotalkto,toturnto,theycanvisithimorheragainiftheywish.Closethedoor,leavethehouseandcomehometotheclass.Letthechildrensharewhattheyhaveimaginedinaspeakingcircleorinpairsorgroups.

11) LettersandfriendsSetupaletterorelectronicmailexchangewithanotherclassinanotherschoolorevenanothercountry.Initiatethisexchangebysendingpoemsorgiftsfromtheclass.Thismayleadtoavisitlaterifthedistanceallows,andachancetomeetthechildrenoftheothercommunity.Investigatethetwinschool:•Howbigisit?•Whatgamesareplayedthere?•Whatdotheparentsdo?•Whatarethedifferencesandsimilarities?

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12) BuddyTeachersshouldarrangefortheirstudentstohaveanolderbuddyfromanupperclass.Anactivityshouldbearrangedtoencouragechildrentoseekoutthehelpoftheirbuddyiftheyhaveaproblem.Waysshouldbedevisedtoencouragetheseniorbuddytotakeaninterestinhisorhersmallcolleaguebyshowinggamesandhelpingwithactivities.

13) PeoplearoundmeAskchildreninatalkingcircletothinkofagoodqualityinthemselvesorask“Whataresomequalitiesweadmireinpeople?”Thenleadadiscussiononthesetopics:

• Doyourespectinothersthequalityyoulikeaboutyourself?• Doyourespectgoodqualitiesinothersthatyoudonothave?• Doallhumanbeingsdeserverespect?Why?• Howdoyoushowrespectforothers?Nextaskchildrentothinkofatimewhentheyfelt

hurtbecausesomeonedidnotrespectthem.• Howdiddisrespectfeel?• Whydopeoplesometimesactdisrespectfullytoothers?• Whatisdignity?Isyourdignityhurtwhenothersdonotrespectyou?• Whatcanyoudowhenothersdonotrespectyou?

Finally,

• Ask“Whatdoesitmeanifwesaythatallhumanbeingsdeserverespect?”• Askforexamplesofhowlifeintheircommunitycouldbemorepeacefulifpeople

showedgreaterrespectforeachother.• Askchildrentothinkofonewaytheycouldshowrespectforsomeone.

14) ThewashingmachineHavethechildrenformtwoparallellinesclosetogether,andfacingeachother.Sendachildfromoneendbetweenthelines(“throughthewash”).Everyone(wherethisisculturallyappropriate)patshimorheronthebackorshakeshisorherhandwhileofferingwordsofpraise,affectionandencouragement.Theresultisasparkling,shining,happyindividualattheendofthe“wash”.Heorshejoinsaline,andtheprocessisthenrepeatedforanotherchild.(Runningoneortwopeoplethroughdailyismorefunthanwashingeverybodyinonebigclean-up.)

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BuildingTrust

15) BlindtrustDividetheclassintopairs.Haveonechildblindfoldtheotherandhavethesightedmemberofthepairleadthe“blind”oneaboutforafewminutes.Makesuretheleadingchildisnotabusingthepowertolead,sincetheideaistonurturetrust,nottodestroyit.The“leader”ofthepairshouldtrytoprovideaswideavarietyofexperiencesaspossible,suchashavingthe“blind”partnerfeelthingswithhisorherfeetorfingers,leadingwithvocaldirectionsorevenplayingagame.Afterafewminuteshavethechildrenreversetherolesandrepeattheprocesssothatthe“leader”isnowtheled,andthe“blind”partnerisnowthesightedone.Oncetheactivityisover,allowthechildrentotalkaboutwhathappened.Discusshowtheyfelt–notjustas“blind”partnersbuttheirfeelingsofresponsibilityas“leaders”too.Thiscanleadnotonlytoagreaterawarenessofwhatlifeislikeforpeoplewithsight(orhearing)disabilities,buttoadiscussionoftheimportanceoftrustinthewholecommunity.Thiscanleadinturntoadiscussionofworldsociety,howitworksandhowitcanfailtoworktoo.CreatingClassroomRules

16) Classroomneeds

Classroomrulescanbecreatedinanumberofways:asabrainstorm(paringdowntheresultsinsubsequentdiscussion);insmallgroupsthatthenpresenttheirfindingstoaplenarysessionofthewholeclass;orasindividualassignmentsthattheteachercollatesforclassconsiderationlater.Agoodwaytobeginisbyaskingchildrenwhatthey“want”(thelistmaybecomequitelong).Thenaskthemtochoosefromthislisttheitemstheythinkarereallyneeded.Theyshouldendupwithsomethingshorterandmuchmoreessential.Listtheseonachartlabeled“OurClassroomNeeds”.Finally,askthemtochoosefromtheir“needs”whattheythinktheyhavea“right”toexpectasmembersofsociety.Listtheseonachartlabeled“OurClassroomRights”.Askwhytheyhavechosenastheyhave.

17) ClassroomresponsibilitiesEmphasizetheessentialconnectionbetweenrightsandresponsibilities.Afterstudentshavecreatedthelistofclassroomrights,askthemtorephraseeachrightintermsofresponsibilitiesandlisttheseinaseparatechartlabeled“OurClassroomResponsibilities”(e.g.“Everyoneshouldfeelsafeinthisroom”mightberevisedas“Everyonehastheresponsibilitynottoinsultanybodyorhurtanyone’sfeelings”).

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18) LivingwithrightsandresponsibilitiesOncetheclasshasagreedonitslistsofbasicrightsandresponsibilities,displaythemsothattheycanbereferredtooramendedasnecessary.Sometimeschildrenortheteachermaybreaktherulesorsituationsmayarisethattherulesdonotaddress.Sometimesconflictsmayarisewhenclassroomrulesarenotcompatiblewiththerulesofotherteachersortheschooladministration.Thesesituationscallfordiscussionandcarefulconsiderationofwhythingsaregoingwrong.Orderachievedbygeneralconsensusratherthansimplecontrolisalwayshardertoget,andtheprocessofreachingthisconsensuscallsforcompromiseandcarefulnegotiation.Suchaprocessisitselfavaluablelearningexperience.UnderstandingHumanRights

19) PlanningforanewcountryExplainthatanewlandhasbeendiscoveredthathaseverythingneededtosustainhumanlife.Noonehaseverlivedtherebefore.Therearenolawsandnohistory.Thewholeclasswillbesettlingthere.Asmallgrouphasbeenappointedtodrawupalistofrightsforthisall-newcountry.Youdonotknowwhatpositionyouwillhaveinthenewcountry.Workinginsmallgroups,studentsineachgroupgivethiscountryanameandlisttenrightsthewholegroupcanagreeupon.Eachgrouppresentsitslistandthewholeclassmakesa“classlist”thatincludesalltherightsmentioned.Discusstheclasslist(e.g.whatwouldhappenifsomerightswereexcluded?Haveanyimportantrightsbeenleftout?Howisthislistdifferentfromyourclassroomrules?)

20) IntroducingtheUniversalDeclarationofHumanRightsIntroducetheUniversalDeclarationofHumanRights,explainingthatitisalistofrightsforallpeopleintheworld.Thenreadthesimplifiedversionaloud(seeannex1).Ifstudentshearanarticlethatmatchesoneoftherightsontheclasslist,writethenumberofthatarticlenexttotheright.Aftercompletingthereading,discusstheresults:

• WereanyrightsintheUniversalDeclarationleftofftheclasslist?Dostudentsnowwanttoaddanynewrightstothelist?

• WereanyrightsontheclasslistleftoutoftheUniversalDeclaration?• DoestheUniversalDeclarationincluderesponsibilitiesaswellasrights?

StudentsmighttrysimilarexercisesusingasimplifiedversionoftheConventionontheRightsoftheChild.

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IntroducingChildren’sRights

21) Whatarechildren’srights?Askstudentswhethertherearerightsandresponsibilitiesthatapplymorespecificallytothem,notjustaspeoplebutasyoungpeople–aschildren.Whatmightitbewrongtodo(ornottodo)tosomeonejustbecauseheorshehappens,atthatpointintime,tobe“achild”?IntroducetheConventionontheRightsoftheChild,explainingthatitguaranteestochildrenthethingstheyneedtogrowuphealthy,safeandhappyandtobecomegoodcitizensintheircommunity.Helpchildrenunderstandtherelationshipbetweenneedsandrights.Discuss:

• WhydoyouthinktheUnitedNationshasadoptedadocumentjustforchildren’shumanrights?Howarechildren’sneedsdifferentfromthoseofadults?

• Whydochildrenneedspecialprotection?Givesomeexamples?• Whydochildrenneedspecialprovisionsfortheirwelfare?Whatdochildrenneedfor

theirsurvival,happinessanddevelopment?Whydochildrenneedtoparticipateintheircommunities?Givesomeexamples.

• Whoisresponsibleforseeingthatchildren’srightsarerespected?(e.g.parents?teachers?otheradults?Otherchildren?TheGovernment?)

22) WantsandneedsAskchildrenworkinginsmallgroupstocreatetencardsthatillustratethingsthatchildrenneedtobehappy.Theycancutpicturesfromoldmagazinesordrawthesethings.Helpthemlabelthecards.Eachgroupexplainsandpostsitscardsundertheheading“Needs”.NextannouncethatthenewGovernmenthasfoundthatitcanonlyprovidesomeoftheitemsonthelist,sothegroupmusteliminatetenitemsfromthelistofneeds.Removethecardsselectedandpostthemundertheheading“Wants”.Thenannouncethatstillfurthercutsarerequiredandthegroupmusteliminateanothertenitemsandfollowthesameprocedure.Finallydiscussthisactivity:•Whatitemswereeliminatedfirst?Why?•Whatisthedifferencebetweenwantsandneeds?•Dowantsandneedsdifferfordifferentpeople?•Whatwouldhappeniftheclasshadtogooneliminatingneeds?

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Concludebyexplainingthatchildren’srightsarebasedonwhatallchildrenneedtoliveahealthy,happylifeandgrowuptoberesponsiblecitizens.IntroducetheConventionontheRightsoftheChildasanefforttomakesurethatallchildrenhavetheserights(seeactivity“Whatarechildren’srights?”above).OlderchildrenmightreadaloudthesummarizedversionoftheConvention(seeannex2)andcompareittotheirlistofwantsandneeds.

23) Whatdoesachildneed?Workinginsmallgroups,studentsdrawalargeoutlineofachild(oroutlineoneofthem)andgivethechildaname.Theythendecideonthemental,physical,spiritualandcharacterqualitiestheywantthisidealchildtohaveasanadult(e.g.goodhealth,senseofhumor,kindness)andwritethesequalitiesinsidetheoutline.Theymightalsomakesymbolsonoraroundthechildtorepresenttheseidealqualities(e.g.bookstorepresenteducation).Outsidethechild,thegroupliststhehumanandmaterialresourcesthechildwillneedtoachievethesequalities(e.g.ifthechildistobehealthy,itwillneedfoodandhealthcare).Eachgroupthen“introduces”itsnewmemberofthecommunityandexplainsitschoicesforthechild.IntroducetheConventionontheRightsoftheChild(seeactivity“Whatarechildren’srights?”above).ThenreadaloudthesummarizedversionoftheConvention(seeannex2).Whenchildrenhearanarticlethatguaranteesachildeachoftheneedstheyhavelisted,theywritethenumberofthearticle(s)nexttothatitem.CircleanyneedsidentifiedbytheclassbutnotcoveredbytheConvention.

24) Promotingchildren’srightsInsomecountrieschildren’srightsareadvertisedbynewspapers,radioandtelevision.AskstudentsworkinginsmallgroupstomakeupsomeadvertisementsforparticulararticlesoftheConventionontheRightsoftheChild(e.g.posters,skits,songsorotherforms).Askeachgrouptoperformorexhibittheirideasfortheclassasawhole.

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ProtectingLife-TheIndividualinSociety

25) BeingahumanbeingPlaceaconvenientobject(e.g.aninvertedwastepaperbin)beforetheclass.Suggestthatitisavisitorfromanotherpartoftheuniverse.Thisvisitoriscurioustolearnaboutthebeingswhocallthemselves“human”.Askforsuggestionsthatmighthelpthevisitoridentifyusas“humanbeings”.Discuss:

• Whatdoesitmeantobe“human”?• Howisthatdifferentfromjustbeingaliveor“surviving”?

26) MessageinabottleAskstudentstoimaginethatsignalshavebeenreceivedfromouterspace.TheUnitedNationsisgoingtosendinformationabouthumanbeingsinaspecialship.Itisthestudents’jobtochoosewhattosend(e.g.music,modelsofpeople,clothing,literature,religiousobjects).Brainstormpossibilitiesasaclass,orsettheactivityasanindividualorsmallgroupproject.Thequestionsatissuehere–“WhatamI?”,“Whoarewe?”–areprofound.Theactivitiesaboveshouldprovideanopportunityforstudentstobegintoestablishasenseofthemselvesashumanbeingsandanunderstandingofhumandignity.Thisiscrucialiftheyareevertoseethemselvesashumanagents,witharesponsibilitytohumanityinallitsmanyandvariedforms.Definingwhatishumaningeneralhelpsustoseewhatmightbeinhuman.

27) BeginningsandendingsHumanbeingswithinsocietiesareofthehighestcomplexity.Attheteacher’sdiscretion,theclasscanlookattherighttobealiveasarguedforateachendofanindividual’slife:

• Wheredoes“life”begin?• Coulditeverbetakenaway?• Whatkindsoffactorsdetermineouropinionsaboutwhat“life”means(e.g.religion,

technology,law)?

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28) “Ajournalisthasdisappeared!”Forthefollowingcasestudytheteacher’sdiscretionisadvised.Providetheclasswiththefollowingdetails:

Youareajournalist.Youwroteastoryinyournewspaperthatmadesomeoneinahighpositionangry.Thenextdayunidentifiedpeoplebrokeintoyourhomeandtookyouaway.Youwerebeatenandputinaroomalone.Nooneknowswhereyouare.Noonehasofferedtodoanything.Youhavebeenthereformonths.

Thisjournalisthasbeendeprivedofanumberofbasicrights.UsingtheUniversalDeclaration,asktheclasstodeterminewhichspecificarticleshavebeenviolated.AskeachstudenttodraftalettertotheMinisterofJusticeconcerned,mentioningtheserights,oranopenlettertothejournalist.Whoelsecouldbeofassistanceinthiscase(introducingstudentstotheroleofcivilsociety’sorganizations)?

29) ProtectingchildrenLookthroughtheConventionontheRightsoftheChildandlistallthearticlesthatofferprotectiontochildrenandthecircumstancesandspecificformsofabuseandexploitationthatthesearticlesmention.Arethereothersthatyoumightadd?

• Aresomechildrenmorevulnerableandinneedofprotectionthanothers?Discussresponsibilityforprotectingchildren:

• AccordingtotheConvention,whohastheresponsibilityforprotectingchildren?• DoestheConventiongiveanyorderofpriorityforthisresponsibility?Whathappens

whenthoseresponsibleforprotectingchildrenfailtodoso?Researchchildprotectioninyourcommunity,usingthelistgeneratedatthebeginningofthisactivity.

• Whatarechildren’sparticularneedsforprotectioninyourcommunity?• Whatpeopleorgroupsareprovidingprotectionforthem?• Aretherewaysyouandyourclasscancontributetothisprotection?• Whydoyouthinkthattherightsofchildrenneededtobeexpressedinaspecialhuman

rightstreaty?

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War,Peace,andHumanRights

30) PeacePickafinedayifpossible.Posethequestion:“Inaworldwithlocalconflictsandthethreatofwar,whydoyouthinkpeaceisimportant?”Taketheclassoutside,perhaps,tosomewherepleasant.Everybodyliesontheirbackswithouttalkingandshutstheireyesforapproximatelythreeminutes.Resumetheclassanddiscussthefundamentalvalueofpeace.Howwouldtheydefine“peace”?Whatistherelationshipbetweenpeaceandhumanrights?

31) SummitRole-playasummitdiscussionbetweentheleadersofallcountriesaboutacriticalissue,forexamplereductionintheuseoflandminesortheprotectionofchildrenfromdangerouswork.Stageaclassroomdebateonthetopic,withgroupsworkingtogetherasthecountriesinvolved:somegroupstryingtobanthesepractices,somegroupsrefusingtoban.Compare,whenfeasible,thediscussionsthatledtotheConventionontheProhibitionofAnti-PersonnelMines(1997)ortheConventionconcerningtheProhibitionoftheWorstFormsofChildLabor(InternationalLaborOrganization’sConventionNo.182,1999).Emphasizethatdifferentcountriesandpeoplecanworktogetherinwaysthatallowallofustolivetogetherinpeace.(SeetheactivityAmodelUnitedNationssimulationbelowforanalternativeformat.)

32) PackingyoursuitcaseOneofthecommonresultsofwarandoppressionisthecreationofrefugees,peoplewhofleetheirhomecountriesbecauseofa“well-foundedfearofpersecutionforreasonsofrace,religion,nationality,membershipinaparticularsocialgrouporpoliticalopinion”(article1.A.2oftheConventionrelatingtotheStatusofRefugees,1951).Readthisscenario:

Youareateacherin_________.Yourpartnerdisappearsandislaterfoundmurdered.Yournameappearsinanewspaperarticlelistingsuspectedsubversives.Lateryoureceivealetterthreateningyourlifebecauseofyourallegedpoliticalactivities.Youdecideyoumustflee.Packyourbag.Youcantakeonlyfivecategoriesofthings(e.g.toiletries,clothing,andphotographs)andonlywhatyoucancarryinonebagbyyourself.Youhavefiveminutestomakethesedecisions.Rememberthatyoumayneverreturntoyourhomecountryagain.

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Askseveralstudentstoreadtheirlists.Iftheyomitthenewspaperarticleorthethreateningletter(theonlyconcreteprooftoofferauthoritiesinthenewcountrythattheyarefleeinga“well-groundedfearofpersecution”),say“Asylumdenied”.Afterafewsuchexamples,explainthedefinitionofarefugeeandtheimportanceofproofofpersecution.Discusstheexperienceofmakingemotionaldecisionsinastateofanxiety.Researchrefugeesintheworldtoday:

• Wherearethegreatestconcentrationsofrefugees?• Wherearetheyfleeingfromandwhy?• Whoisresponsibleforcaringforthem?

33) ChildsoldiersInsomepartsoftheworld,boysandgirls,evenyoungerthantenyearsold,arerecruitedtoserveassoldiers.Oftenthesechildrenarekidnappedandforcedintothisdangerouswork,whichcanleadtodeath,maimingandalienationfromtheirhomecommunitiesandsocietyasawhole.AnewOptionalProtocol(2000)totheConventionontheRightsoftheChildbanstheinvolvementofchildreninsucharmedconflict,asdoestheInternationalLaborOrganization’sConventionconcerningtheProhibitionoftheWorstFormsofChildLabor(1999).Discuss:

• Whywouldarmedforceswanttousechildreninwarfare?• Whathumanrightsofthesechildrenarebeingviolated?Citeparticulararticlesofthe

ConventionontheRightsoftheChild.• Howmightbeingachildsoldieraffectgirlsandboysdifferently?• Ifachildmanagestosurviveandreturntothehomecommunity,whataresome

difficultiesthatsheorhemightfaceatfirst?Intheshortterm?Inthelongterm?Herearesomewaysinwhichstudentscantakeactionorexploretheissuefurther:

• Findoutmoreaboutchildsoldiersindifferentpartsoftheworld;• Findoutwhatorganizationsareworkingtorehabilitateformerchildsoldiersandoffer

themsupport;• WritelettersencouragingtheGovernmenttoratifytheOptionalProtocoltothe

ConventionontheRightsoftheChildbanningtheinvolvementofchildreninarmedconflict.

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34) HumanitarianlawOperatingparalleltointernationalhumanrightslawisthecomplementarylegalsystemofinternationalhumanitarianlaw.EmbodiedintheGenevaConventionsof1949,thesesocalled“rulesofwar”establishstandardsfortheprotectionofwounded,sickandshipwreckedmilitarypersonnel,prisonersofwarandcivilianslivinginwarzonesorunderenemyoccupation.MilitaryforcesinmanycountriestraintheirpersonnelintheGenevaConventions,andtheInternationalCommitteeoftheRedCross(ICRC)takesagloballeadineducatingthepublicininternationalhumanitarianlawaswellasinsupplyinghumanitarianreliefduringarmedconflicts.However,therealityofmodernwarfarehaschanged.Thecombatantsarenolongerjustthearmiesofwarringcountries(internationalarmedconflict)butalsorebelarmies,terroristsorcompetingpoliticalorethnicgroups(non-internationalarmedconflict).Furthermore,mostvictimsarenolongersoldiersbutcivilians,especiallywomen,childrenandtheelderly.Inmanyways,thehumanrightsframeworkandinternationalhumanitarianlawreinforceeachother.Forexample,bothshowparticularconcernforchildrenrecruitedassoldiersandrecognizetheneedforspecialprotectionforchildreninsituationsofarmedconflict.Findoutmoreabouthowhumanrightsandhumanitarianlawapplyinconditionsofwarfare:

• ResearchthehistoryoftheInternationalRedCrossandRedCrescentMovementandtheGenevaConventions.HowhavetheoriginalGenevaConventionsof1949beenadaptedtoaddresstheconditionsofmodernwarfare?

• FindoutaboutthehumanitarianworkoftheInternationalCommitteeoftheRedCrossforvictimsofwar.ComparetheICRC’ssevenfundamentalprinciples(humanity,impartiality,neutrality,independence,voluntaryservice,unityanduniversality)withtheprinciplesoftheUniversalDeclaration.

• ComparetheprovisionsforchildreninwarsituationsintheConventionontheRightsoftheChild,the1949FourthGenevaConvention(theGenevaConventionrelativetotheProtectionofCivilianPersonsinTimeofWar)andthe1977AdditionalProtocolstotheGenevaConventions.Whyarebothinternationalhumanrightslawandinternationalhumanitarianlawneededtoprotectchildren?

• ComparetheOptionalProtocoltotheConventionontheRightsoftheChildregardingtheinvolvementofchildreninarmedconflictandarticle77ofAdditionalProtocolItotheGenevaConventionsregardingtherecruitmentofchildren.Whichismoreeffective?Arebothneeded?Doyouagreethatapersonoffifteenisoldenoughtoserveasasoldier?

• Examinenewsreportsofarmedconflictsintheworldtoday.AretheGenevaConventionsbeingobservedinthisconflict?IstheUDHRbeingobserved?

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35) CouncilsandcourtsLawsaremadebynationallaw-makingbodies.Studentsneedtoseetheprocessoflaw-makingforthemselvesinordertoanswerthesequestions:

• Whatis“thelaw”?• Whomakesit?• Why?

Arrangeforaclassvisittoaregionalorcentralchamberofthecountry’sparliamentinsessionsothatstudentscanwatchitsmembersatwork.Discussthethreequestionsabove.Likewise,arrangeavisittoalawcourttoseenotonlylawsbeingadministeredbutalsodecisionsbeingmadethatsetlegalprecedentswhichmaydirectlyorindirectlyaffectfuturedecisions.Discussthesamequestionsabove.Ifthesuggestedvisitsarenotpossible,oreveniftheyare,organizetheclassintoamodelparliamentandarrangeadebateoncurrentissuesoramocktrialtoadjudicatealocalornationalcaseatlaw.Encouragestudentstofindsuitableexamplesthemselves.Tointroduceaninternationaldimension,teacherscouldhavetheclassresearchthedecision-makingprocessesoftheUnitedNationsandtheissuescurrentlydiscussed.Theycouldalsoreviewsomecasesbroughtbeforeinternationalcommissions,tribunalsandcourts.(SeetheactivityAnInternationalCriminalCourtbelow.)Youmayalsowishtoinvitealocalpoliticalfiguretotalktotheclassaboutthethreequestionsraisedatthebeginningofthisactivity,plusthreemore:

• Whyarelawsobeyed?• Howis“justice”done?And• Howis“fairness”achievedingovernmentandthelaw?

Examinearticle12oftheConventionontheRightsoftheChild,whichgiveschildrentherighttoanopinioninmattersthataffectthem.Hasthisrightbeenrecognizedinthecourtsofyourcountry?How?Discuss:

• Arewomengivenequalstatusbeforethelaw?• Howmanywomenarelawyersinyourcountry?(Magistrates?Judges?Lawmakersin

localornationallegislativebodies?)• Howdothesenumbersaffectthewaywomenaretreatedinlaw?(Seetheactivities

EqualitybeforethelawandMakingdecisionsbelow.)

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36) SortsofcourtsLegislativeprocessescanalsobelearnedbyarrangingtheclassintoaninformalcourt.The“disputants”canbeinthemiddle,withtheir“friends”and“family”closebyandtherestoftheclassinacirclearoundthemasa“village”.Appointa“magistrate”outsidethecircleassomeonetobeturnedtoonlywhenthelocalswantanoutsider’sopinion.Havethedisputantsputtheircasesinturn,allowingeverybodytoelaboratetheirpoints.Thediscussionshouldcontinueuntilaconsensusverdictisreached.Theissuetobedealtwithcanbechosenbytheteacherwiththestudents’help.Discussafterwardshowthe“law”hasworkedhereinboththeformalandtheinformalcases.Notehowitmaybeimpossibletofindsomeonetoblame,particularlywheneachpartyhasreasonablepointstomake.

37) EqualitybeforethelawArticle7oftheUniversalDeclarationbegins:“Allareequalbeforethelaw...”However,thisstatementofprincipleisnotalwaysreflectedinpractice.Discuss:

• Areallequalbeforethelawinyourcommunity,oraresomepeopletreatedindifferentways?

• Whatfactorsmightgivesomepeopleanadvantageoverothers?• Whyisequalitybeforethelawessentialforahumanrightsculture?

38) Comparing“Rights”documentsPointoutthatrightsareguaranteednotonlybyinternationaldocumentsliketheUniversalDeclaration(UDHR)butalsobyregional,nationalandlocallawcodessuchasnationalconstitutions.GivestudentscopiesoftheUDHRandanytwootherdocumentsandaskthemtocomparewhethereachcontainsthefollowingrightsandtoidentifytherelevantarticle(s):1.Righttoeducation2.Freedomofexpression(includingthemedia)3.Freechoiceofspouse4.Equalityofallpersons,includingwomenandminorities5.Freechoiceofnumberofchildren6.Freedomfromtortureandinhumanetreatment7.Freedomofthought,conscienceandreligion

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8.Righttoownproperty9.Righttoownfirearms10.Adequatefood11.Adequateshelter12.Adequatehealthcare13.Righttotravelfreelywithinandoutsidethecountry14.Righttopeacefulassembly15.RighttocleanairandwaterDiscuss:

• Whatsimilaritiesanddifferencesdidyoudiscover?Howcanyouexplainthese?• DoesyourConstitutionorlocallawincludemoreorfewerrightsthantheUDHR?• Didthewritersofthesedocumentsseemtohavethesameconceptofwhat“rights”

mean?• Doalldocumentscontainresponsibilitiesaswellasrights?• DocitizensofyourcountryhaveanyrightsbesidesthoseincludedinyourConstitution

orlocallaw?• Whathappenswhentheselawsconflict?• WhatshouldbethelimitsandresponsibilitiesofGovernmentsinguaranteeingtheir

citizenscertainrights?Forexample,ishungerorhomelessnessaGovernment’sresponsibility?

• ShouldanyoftherightslistedbeguaranteedbyallGovernments?FreedomofThought,Conscience,Religion,Opinion,andExpression

39) FramesofreferenceOpinionsmayvarydependingonwhetherwelikewhatweseeornot.Thisisreflectedinourchoiceofwords.Forexample,apersoncanbedescribedas“aloof”or“independent”,“aggressive”or“assertive”,“submissive”or“preparedtocooperate”,“moredriven”or“lessafraidofhardwork”.Askstudentstothinkofotherdichotomiesofthissort.Havestudentslistinthemostpositivewaypossiblefivequalitiesaboutthemselvestheyreallyadmire.Thenputtheseintoanegativeframeofreferencesothatthesamethingsbecomehurtfulinsteadofpraiseworthy.Thendothereverse,firstlistingpossiblenegativequalitiestheydonotparticularlylikeaboutthemselves,andthenusingmirrorwordsthatmakethelistlessoffensive.Anotherversionofthisactivityistoaskstudentstolistadjectivesthatgenerallydescribegirlsorboys.Thenreversethegender(e.g.qualitiesdescribedas“energetic”or“ambitious”inaboymightbeconsidered“abrasive”or“pushy”inagirl)

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40) WordsthatwoundArticle13.2.aoftheConventionontheRightsoftheChildgivesachildtherighttofreedomofexpressionbutspecificallyrestrictsexpressionthatviolatestherightsandreputationsofothers.Shouldlimitsbeplacedonwhatwecansayaboutourthoughtsandbeliefs?Shouldwealwaysbeabletosaywhateverwelike?Forthefollowingactivitytheteacher’sdiscretionisadvised.Giveeveryoneslipsofpaperandhavethemwritedownhurtfulcommentstheyhearatschool,eachonaseparatepaper.Makeascaleonthewallrangingfrom“Teasing/Playful”to“ExtremelyPainful/Degrading”.Askstudentstoputtheirwordswheretheythinktheybelongonthescale(alternatively,paperscanbecollectedandreadbytheteacherinordertoensurethatinputsremainanonymous–studentswouldthenputthemonthescale).Thenaskeveryonetoexaminethewallsilently.Usuallythesamewordswillappearseveraltimesandalmostalwaysberatedatdifferentdegreesofseverity.Discussthisexperience:askstudentstocategorizethewords(e.g.appearance,ability,ethnicbackground,sexuality).

• Aresomewordsonlyforgirls?Forboys?• Whatconclusionscanbedrawnaboutabusivelanguagefromthesecategories?• Whydidsomepeoplethinkaparticularwordwasverypainfulandothersfinditplayful?

Dividetheclassintosmallgroupsandgiveeachgroupseveralofthewordsconsideredmostpainful.Asksomeoneineachgrouptoreadthefirstwordorphrase.Thegroupshouldacceptthatthisisahurtfulcommentanddiscuss(1)whetherpeopleshouldbeallowedtosaysuchthings(2)whattodowhenithappens.Repeatforeachwordorphrase.Finallydiscusswiththeclasstherightsandresponsibilitiesinvolvedinabusivelanguage.

• Doesateacherhavearesponsibilitytostophatespeechatschool?• Dostudentshavearesponsibilitytostopitintheirownlives?Ifso,why?• Whatcanyoudoinyourcommunitytostophatespeech?• Whyisitimportanttodoso?

41) GrowingmaturityTheConventionontheRightsoftheChildgiveschildrentherighttofreedomofthought,conscienceandreligion,accordingtotheirgrowingmaturity.Askstudentstodebatewhenayoungpersonissufficientlymaturetopracticeareligionorholdpoliticalviewsthatdifferfromthoseofthefamily,cultureortradition.Whoshoulddecide?

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TheRighttoPrivacy

42) Whenis“oldenough”?Readthefollowingstorytotheclass:

EkuandRomitmetwhentheysatsidebysideatprimaryschool.Theysoonbecamebestfriends,buttheirfriendshiphadaproblem.Theirfamiliesbelongedtodifferentsocialgroupsthathadalonghistoryofdistrust.SowhenRomitaskedifEkucouldvisit,bothparentsfirmlyrefused.Eku’sfamilyspoketotheteacherandhadthefriendsseatedseparately.However,theirfriendshipcontinueduntilEkuwassentawaytofinishsecondaryschoolinanothertown.Thefriendspromisedtowrite,butwheneveraletterfromEkuarrived,Romit’sparentsdestroyeditbeforeRomitcouldevenopenit.Romitunderstandshisparents’feelingsbutalsothinksthatatsixteenyouareoldenoughtochooseyourownfriendsandentitledtohaveletterskeptprivate.

Discuss:

• WhatrightsdoesRomithaveaccordingtotheConventionontheRightsoftheChild?• HowcanRomit’s“evolvingcapacity”bedetermined?• WhatrightsdoRomit’sparentshave?Strategizehowthisconflictmightberesolved.

Discrimination

43) Thenon-racistclassroom

Therearemanywaysofmakingtheclassroomaplaceofacceptanceandofmultiracialcelebration.Culturalfactorsinfluenceastudent’sresponses,suchashowmucheyecontactheorshefindscomfortable,howreceptiveheorsheistogrouplearningstrategies,orhisorherstyleofdramaticplayorstory-telling.Ifandwhenthereisaracialconflictintheclass,dealwithit;donotdismissit.Teachyourstudentshowtorecognizebehaviorthatmayreinforceracism.Studythestoriesoffamouspeoplewhohavefoughtagainstdiscrimination.Studythecontributionsmadebypeoplefromallpartsoftheworldtothecommonstockofhumanknowledgeandexperience.Introduceasmuchculturaldiversityaspossibleintothecurriculum.Askparentsorotherrelativesorfriendstohelpinthisregard.Invitepeopleofotherracesorcolorswhoareactiveincommunityworktospeaktotheclassaboutwhattheydo.

44) Identifyingsome“minoritygroups”Helptheclassdevelopadefinitionof“Minoritygroup”.

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• Aretheyalwaysinaminoritymathematically?• Inwhatwaysdominoritiesusuallydifferfromthemajorityordominantpopulation?

Brainstormwiththeclassalistofcontemporary“minoritygroups”,startingwiththelocalcommunity.Besuretoincludeminoritiesbasedonclass,ability,sexualorientationandothernon-racialfactors.Dotheseminoritygroupsexperiencediscrimination?Inwhatways?Seniorsstudentscouldeventuallydocasestudiestofindoutaboutthesize,location,history,culture,contemporarylivingconditionsandkeyclaimsofspecificminoritygroups.

• Whataresomecircumstancesthatcreateminoritygroupsinapopulation(e.g.indigenouspeoples,immigrants,refugees,migrantworkers)?

45) Sexorgender?

Explainthedifferencebetweensex(biologicallydeterminedfactors)andgender(culturallydeterminedfactors).Dividestudentsintotwoteamsandaskeachtomakealistofdifferencesbetweenmalesandfemales,somebasedonsex(e.g.adultmenhavebeards;womenlivelonger)andothersbasedongender(e.g.menarebetteratmathematics;womenaretimid).Eachteaminturnreadsoneofitscharacteristicsandthepanelmustdecidewhetheritisadifferencebasedonsexorgender.Ofcourse,disagreementswillarise(e.g.aremennaturallymoreaggressive?)buttheresultingdiscussionwillhelpstudentstorecognizetheirowngenderstereotypes.Examinetheclassroom,textbooks,mediaandcommunityforexamplesofgenderstereotyping.

46) Who’swho?Havestudentssurveythebooksandothermaterialstheyencounteratschool:

• Aretherethesamenumberofreferencestomalesandfemales?• Arefemalecharactersshownasbravedecision-takers,physicallycapable,adventurous,

creativeandinterestedinawiderangeofcareers?• Aremalecharactersshownashumane,caringpeople,whocanbehelpful,whoexpress

theiremotions,whoarefreeofthefearthatothersmightnotthinkthem“manly”?• Dothemenandwomenrespecteachotherasequals?• Dothementakeanactivepartinparentingandhousekeepingtasks?• Dothewomentakeanactiveroleoutsidethehomeand,ifso,inotherthantraditionally

femaleoccupations(e.g.teachers,nurses,secretaries)orunpaidorpoorlypaidjobs?

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47) GenderbenderTakeafamiliarstory(e.g.fromanovel,film,TVseriesorfolktale)andretellitwiththegenderofthecharactersswitched.Discusstheeffectsofthisgenderswitch.

48) DecisionmakingAskstudentstobrainstormsomeimportantdecisionsafamilyhastomakethataffectallitsmembers.Nexttoeachdecision,writewhetheritismademainlybymen,womenoracombination.Discussthedifferencesinthekindsofdecisionsthatmalesandfemalesmakeinthefamily.Nextaskstudentstolistsomeimportantdecisionsaffectingthewholepopulationthatweremadeintheircommunityinthelastfewyears(e.g.startinganewcluborteam,buildingorclosingahospital,allottingland,increasingbusfares).Assigneachsmallgrouponeofthesedecisionstoanalyze:

• Whatarethegenderimplicationsofthesedecisions?Dotheyhaveanyparticularimpactonwomenandgirls?Onmenandboys?

• Nexttoeachdecision,writethenameofthebodythatmadethedecisionandtheapproximatepercentageofmalesandfemalesinthatbody.

• Howmightthedecisionbedifferentifthedecisionmakingbodywerecomposedofanequalnumberofmalesandfemales?

TheRighttoEducation

49) OneschoolforallHavetheclassexaminetheschoolanditsenvironmentandworkouthowaccessibleitistopeoplewithparticulardisabilities.Discuss:

• Whatchangeswouldtheyrecommend?• WhatcouldyourschooldotopromotetheDeclarationontheRightsofDisabled

PersonsandtheDeclarationontheRightsofMentallyRetardedPersons,proclaimedbytheUnitedNationsin1975and1971respectively?

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50) TherighttolearnyourrightsExplainthateducationaboutandforhumanrightisitselfaninternationallyagreedhumanright(seeChapterOneofthisbooklet).Askstudents:

• Whatdopeopleneedtoknowabouthumanrights?• Whyishumanrightseducationimportant?Dosomepeopleneeditmorethanothers?If

so,who?Andwhy?• Howshouldhumanrightsbetaught?• Howdohumanrightsdifferfromotherschoolsubjects?(e.g.theyinvolveactionaswell

asknowledge)?• Howcanstudentsthemselveslearnabouthumanrights?

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HUMANRIGHTSEDUCATIONTOOLKIT

FullLessonPlans!

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HUMANRIGHTSEDUCATIONTOOLKITACTIVITIES

1. HumanRightsAroundtheWorld2. TheImportanceofHumanRightsEducation3. AHumanRightsActivist4. DefiningHumanRights/FishbowlActivity5. HumanRightsinOwnCountryContext6. HumanRightsintheWorld/Mapping

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HumanRightsAroundtheWorld

1.5hours

OVERVIEW

Thissectionofthetoolkitisfocusedontakingyourstudentsfromabroadlevelofunderstandinghumanrightsaroundtheworldtoamorespecificandpersonalunderstandingofhumanrightsintheirhomecountry.

MATERIALS

Whiteboard;dryerasemarkers;worldmapstencil(seeattached);prizes(smallcandiesorpensandpencils);projector;internetaccesstoshowhumanrightsclippertainingtothecountryinfocus.

DELIVERY

Introduction(5minutes):Beforerevealinganydetailsaboutthefollowingactivities,posethisquestion:Whyarewetalkingabouthumanrightstoday?Takeafewresponseswithoutrespondingtoanyofthem.Thepurposeofthisexerciseisforyoutogetaquickglimpseintothegroupdynamicoftheclass,touncoveranypriorknowledgethestudentsmayhave,andalsotogetthestudentsengagedintheactivity.Tokeepthestudentsguessing,withoutansweringthequestionyouposed,movedirectlyontosteponeofactivitynumberone.

Information(30minutes):“AllAroundtheWorld”

Step1:Haveavolunteertracetheworldmapontotheboardwithadryerasemarkerusingthestenciloftheworldmapprinted.Youwillusethisillustrationtovisuallytrackthemovementoftheactivity’sfocusfromglobaltolocal.

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Step2:Oncethemapiscomplete,presentthesefactsasseenbelow:

Facts:

Morethan300,000childrenundertheageof18arebeingexploitedaschildsoldiersinarmedconflictsworldwide.

Approximately27millionpeoplearecurrentlyenslavedinthehumantraffickingtradearoundtheworld.

Armedconflicthaskilled2millionchildrenandleft12millionhomeless,andorphanedmorethan1millioninthepastdecade.

Throughouthistory,womenhavebeendeniedtheknowledge,means,andfreedomtoactinthebestinterestofthemselvesandtheirchildren.

Activity2:(Information)(30minutes):Narrowingthefocustoyourhomecountry

Identifyyourcountryonthemap,andhavereadyfourhumanrightsfactsaboutyourcountry.

Goingonestatisticbyone,haveafewvolunteerssharewhattheythinkthepercentageornumberis.Onceafewhaveshared,revealtheactualstatistic.Dothisuntilallfourstatisticshavebeenrevealed.Writeeachstatisticfortheclass.

Askthestudentswhetherornottheirinitiallist,andthelisttheycreatedforthevideo,wouldlookthesameasalistfortheirhomecountry.Discussthepotentialsimilaritiesanddifferencesbetweensaidlists.

Asktheclasstomakealistofpotentialreasonsforthereality.Makesureeveryoneintheclassisparticipatinginthemakingofthelist.Onceyou’vereceivedsufficientparticipation,telltheclassthattheywillwatchashortvideo(10-12minutes)abouthumanrightsinacountryotherthantheirownthatfoughtfortheirhumanrights.Tellthemthatastheywatchthevideo,theyshouldlookforbothgeneralreasonsastowhytherearehumanrightsviolations,andspecificreasonsfromthevideo.Theyshouldknowthatyouwilllookattheinitiallistcreatedbytheclassandcompareitwithwhattheyfoundinthevideo.

Activity3:(12minutes):OtherCountryHumanRightsVideo.

Activity4:(Practice/Information)(30minutes):CompareandContrast

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Askthestudentstocreateanewlistofreasonsafterhavingwatchedthevideo.Onceyou’vereceivedsufficientparticipation,comparethetwolists,andbrieflydiscuss/acknowledgereasonsthatwereleftoffoftheinitiallist.

Identifythecountryfromthevideoonthemap,andpresentthesefactsasseenbelow.Reconnectthestatisticstothereasonsdiscussedintheprioractivity.

Writestatisticspertainingtothecountryfromthevideo.

…

…

…

Handoutsheetsofpapertoeachstudent.Askthemtoguesswhatthepercentagesofhumanrightsviolationsareintheirhomecountry.Whentheyarefinished,moveontoactivitynumberfour.

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TheImportanceofHumanRightsEducation

1.5hours

OVERVIEW

Participantswillexaminetheimpactoftheireducationonhumanrights,theircommunities,andwhyeducationmatterstothempersonally.Studentswillbeabletoseethetangentialeffectsoftheirlivesandeducation.

OBJECTIVES

Participantscanidentifyuptoeightpositiveimpactsofhumanrightseducationonlocalcommunities,thewaysinwhicheducationchangeslivesandthelivesofthosearoundthem,andthereasonseducationmatterspersonallytoparticipants.

MATERIALS

Whiteboardandmarkersorchalk;paper;writingsupplies

DELIVERY

Introduction(5minutes):IfyouhavedonepartIofthistoolkitwiththeparticipantsataprevioustime,reviewthelessonslearnedabouthumanrightseducation.Askparticipantstosharewhattheyrememberabouttheactivity,andwhattheyhopetolearnfromthenextsectionoftheactivity.

Activity1(30minutes):Howdoourlivesimpactothers?

Introducethesubjectbyaskingparticipants,“Whoisinyourlife?Thereisyouandwhoelse?Areyoualone?”Thismaytakesomecreativequestioning/guidance,butthegoalistherealizationthattherearemanypeopleinvolvedineachindividual’slife.

Drawyournameinthemiddleoftheboard.Askstudentstohelpyoudrawa“web”ofthepeopleinyourlife(Itwouldlooklikeabrainstormingweb,withyournameinthemiddleandthenamesofthoseinyourlifesurroundingit,inawebshape).Everytimeyouoryourparticipantsthinksofsomeoneinyourlife,writetheirnamesomewhereontheboardandconnectyournameswithaline.Encourageparticipantstobrainstormpeopleclosetoyou(family)aswellaspeoplelessclosetoyou(neighbors,students,etc.).Continueuntilyouhavebuiltanentirewebofnamesofpeopleinyourlife.

Distributepiecesofpaperandwritingsuppliestoparticipants.Askthemtomaketheirownwebsofpeopleintheirlives,includingthoseveryclosetothemandthosenotasclosetothem.

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Askparticipantstosharewhattheythinkoftheirwebs.Whatdoesthismeanforourlives?Whensomethinghappenstooneindividual,doesthatimpactjustthatperson?Whoelseisimpacted?How?

Activity2(30minutes):HumanRightsEducationChangestheCommunity

Whenhumanrightsareprotectedandrespected,thecommunity:

memberswillbetreatedequallyrespectfully

memberswillhaveaccesstoeducation

willthriveeconomicallyandsocially

willbepeaceful

Beginbytellingparticipantsthatwewillbebuildingonthepreviousactivity:nowthatweknowhowsomeone’slifeimpactsothers,whatdoesthatmeanforhumanrights?

Asktheparticipantstothinkofthewayshumanrightschangestheirlivesorthelivesoftheirfriendsandfamily.Guidetheminadiscussion,listingthepointsmadeontheboard.Herearesomeimportantpoints:

Whenhumanrightsareprotectedandrespected,people…(Statefacts)

…

…

…

…

Asktheparticipantstolookatthelist,andthinkaboutwhichitemsimpactnotjusttheindividualperson,butothersinthatperson’slife.Gothroughthelist,andputacheckmarknexttoeachitemthatimpactsmorethanoneperson.Attheend,askwhattheythinkisimportantaboutthelist.

Activity3(30minutes):MyHumanRightsMatter

Distributepiecesofpaperandwritingsuppliestoparticipants.Askparticipantstothinkaboutallofthewaystheirhumanrightsmatter.Encouragethemto

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thinkofwaystheirhumanrightsmatterstothemindividuallyaswellastoothersintheircommunity.

Askparticipantstowrite“MyHumanRightsMatterBecause…”acrossthetopoftheirpaper.Next,askthemtowriteaboutallofthewaystheirhumanrightsmatter.Encouragecreativity–thiscouldtakeformofalist,apoem,anessay,asong,orevenapicture.

Dependingonyoursettingandthedesireofyouparticipants,youcouldpostalloftheresponsesonawallofyouroomtoshowotherstheoutcomeofyourdiscussion.Theresultwouldbealarge,diverserepresentationoftheimportanceofhumanrights,inthewordsofyourparticipants.

**Alternative:Insteadofhavingeachparticipantworkindividually,youcouldhavethegroupworktogetheronalargesheetofpapertomakeonelargepoem,collage,list,etc.,representingwhytheirhumanrightsmatter.

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AHumanRightsActivist

2hours

Part1

OVERVIEW

Thisactivityisgearedtowardsshowingparticipantsanexampleofapersontakingactiontofightforhumanrights.Theactivityisconductedthroughthereal-lifestoryof(activist’sname).

OBJECTIVES

Bytheendofthissessionparticipantswillbeabletoincreasepositiveverbalizationsabouttheimportanceofhumanrightsandincreaseawarenessofone’sownpersonaldreamsaroundhumanrights.

MATERIALS

Copiesofspeechforeachparticipant

PREPARATION

Havecopiesofthespeechforeachparticipant;arecommendationtoworkwithacounterparttobeabletoengageindeeperconversationaboutthetopicofhumanrights.

DELIVERY

Introduction(5minutes):Thefacilitatorbeginsbyaskingifanyoneisfamiliarwiththeactivist.Ifyes,askparticipantswhattheyknow.Ifnot,sharethebriefhistorybelow.Aftergivingabitofabackground,askparticipantswhattheythinkoftheactivist.Thendistributeacopyofthespeechandgooverthetexttogether.Encourageanyquestionsthatmayarisetobeasked.Onceyouhavereadthroughthespeechandtheparticipantshaveageneralunderstanding,usethediscussionquestionstoguideaconversationaroundtheimportanceofhumanrights.

BriefHistory(10minutes):Writebriefhistoryabouttheactivist.

Reading(10minutes):Insertspeechhere.

Discussion(1.5hours):

Doyoubelievethathumanrightsareimportant?

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Whydoyouthinkthat(activist’sname)wantspeopletoadvocatefortheirownrights?

Doyouagreethatallpersonsallovertheworldshouldbeguaranteedhumanrights?

Doyoubelievethatrespectinghumanrightscanchangetheworld?

Canhumanrightshelpfightpovertyandterrorism?

Whatdohumanrightsmeantoyou?

Arehumanrightsvaluedinyourcommunity?

Howarehumanrightsviewedinyourcommunity?

Part2

2hours

OVERVIEW

Thisactivityisgearedasafollow-uptoPart1.Inthisactivityparticipantswillgettobecometheirownhumanrightsactivist.Themeaningofadvocacywillbediscussedandthentheparticipantswilldecidewhataspectofhumanrightstheywouldliketoadvocateforbywritingaspeech,writingaletterto“decisionmakers,”creatingaposterormakingapamphlettoshareintheirschool/community.

OBJECTIVES

Bytheendofthissessionparticipantswillbeabletoincreasepositiveverbalizationsabouttheimportanceofhumanrights,andincreaseawarenessofwaystoadvocatearoundacausethatisimportanttothem.

MATERIALS

Paper,pens,markers,envelopes,coloredpaper(ifavailable),tape

PREPARATION

Haveavarietyofmaterialsreadyforparticipantstoutilize.

DELIVERY

Introduction(30-45minutes):Thefacilitatorbeginsbyremindingparticipantsabouttheactivist’sspeechthatwereadlasttime.Facilitatorwillthendiscussthemeaningofadvocacyandtalkabouthowtheactivistisanadvocateforhumanrights.Facilitatorwillthenbrainstormwithparticipantsaboutwhataspectsofhumanrightstheyarepassionateabout?Someexamplesmightbefreedomofspeech,freedomofreligion,etc.Withenthusiasmthefacilitatorwilltellparticipantsthattheyarenowgoingtobecomeadvocatesandliketheactivist,willhave

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tofindawaytomaketheirthoughtsknowntoeitherbywritingaspeechorletter,makingaposter,writingapamphlet,etc.Encourageparticipantstoworkindividuallybuttheycantalktoeachotherabouttheirides.Participantsdependingontimecantake30-45minutestocreatetheirpieces.Thenwheneveryonehasfinishedtheywillpresenttothegroup.

AdvocacyActivity(30-45minutes):

Whatisadvocacy?

Advocacyistheactorprocessofsupportingacauseorproposal.

Afterreadinganddiscussingtheactivist’sspeechtellparticipantsthatnowtheyaretobecomeahumanrightsactivist.Brainstormwithparticipantsaboutwhataspectofhumanrightstheyarepassionateabout?Someexamplesmightbeeveryonegoestoschool,freedomtomovetoanothercountry,freedomofspeech,freedomofreligion,etc.

Ensurethateachparticipanthasatopicandanideaofhowtheywouldliketoadvocateforitwhetheritiswritingaspeech,writingaletter,ormakingaposter.Ifstudentshaveadditionalideaspleaseencouragetheircreativity.

Thenhandouttheneededmaterialsandinformparticipantsthattheyhave30-45minutestomaketheircreations.Afterwards,everyonewillbeencouragedtosharewhatheorshemade.

DiscussionQuestions(30minutes):

Whatwasitliketoadvocateforsomethingyouarepassionateabout?

Didyouenjoybeingabletomakeyourthoughtsknowninthisway?

Whatothertopicscouldyouseeyourselfadvocatingoninthefuture?

Wouldyouliketojoin(nameofactivist)intheiradvocacyforhumanrights?

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DEFININGHUMANRIGHTS/FISHBOWLACTIVITY

1hour20minutes

OVERVIEW

Thissectionwillgiveallparticipantsanopportunitytoreflectbothontheirpersonaldefinitionofhumanrightsandthatofothers.

OBJECTIVES

Bytheendofthisactivity,participantswillbeabletoidentifydifferent,andperhapsopposing,definitionsofhumanrights,whichwillsegueintoadiscussionabouttheinternationallyaccepteddefinitionofhumanrightsofferedbytheUnitedNationsOfficeoftheHighCommissionerforHumanRights.

MATERIALS

EnoughchairsforallparticipantsListofdiscussionquestions

PREPERATION

Maketwocirclesofchairswithonecircleinthemiddleoftheothercircleofchairs.

DELIVERY

FISHBOWLACTIVITY(1HOUR):

Step1:Splittheroomintotwogroups.Haveonegroupsitintheinsidecircleandhavetheothergroupsitintheoutsidecircle.

Step2:Chooseonepersonsittingintheinsidecircletobethefacilitatoroftheirdiscussionandhandhimthefollowinglistofdiscussionquestions:

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GuidingQuestions:

Whoestablishes,upholds,orchangesthecontentofhumanrightsandhumanrightslaw.

Whatarethehumanrightsentitledtoeveryhumanbeing?

Whatwasapositiveexperienceyouhadbecauseofhumanrights?

Whatisyourpersonalexperienceorknowledgewithhumanrights?

Whatmighttheworldlooklikewithnohumanrightviolations,whereeveryonesrightsarerespectedandprotected?

Whatsortofmomentshaveyouexperiencedwhereyoumayhavethoughtsomeoneshumanrightswerebeingviolated?

Step3:Explainthattheoutsidecirclearemerelyobserversatthispointintheactivity.Theyareonlytolistenintentlytowhatisbeingsaidduringthediscussiontakingplaceinthefishbowl.Undernocircumstancesistheoutsidecircleallowedtorespondorreacttosomethingsaidbysomeoneinthefishbowl.

Step4:Explaintotheinsidecirclethattheyhave20minutestodiscussthequestionsprovided.Addthatitisuptothefacilitatorandthegrouptodecidehowtoallottheirtimeacrossthequestions.

Step5:Whentheinsidecirclehasfinishedtheirdiscussion,theyshouldthenswitchpositionswiththeoutsidecircle.Thistransitionshouldhappeninsilence.Oncethetransitioniscomplete,repeatsteps1through4withtheoutsidecircleobservingandtheinsidecircleasactiveparticipantsinthediscussion.

Step6:Facilitateadiscussionaboutthesimilaritiesanddifferencesbetweenbothfishbowls.

UnitedNationsOfficeoftheHighCommissionerforHumanRights(OHCHR)&HumanRights(15minutes):

PresenttheOHCHR’sdefinitionofhumanrightstotheparticipants.

“’Humanrights’arerightsinherenttoallhumanbeings,whateverournationality,placeofresidence,sex,nationalorethnicorigin,color,religion,language,oranyotherstatus.Weareallequallyentitledtoourhumanrightswithoutdiscrimination.Theserightsareallinterrelated,interdependentandindivisible.”i

Askforinitialreactionstothisdefinition,andthenprobefurther.

DotheparticipantsagreewithOHCHR’sdefinition?

Compareittothedefinitionspresentedduringthefishbowlactivity.

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HUMANRIGHTSINOWNCOUNTRYCONTEXT

1hour15minutes

OVERVIEW

Participantswilluseastory,article,orspeechabouthumanrightstolaunchintodiscussionabouttherealitiesofhumanrightsintheirownsociety.

OBJECTIVES

Thegroupwillcriticallydiscussthecontentofthespeechandthendelvedeeperintotheeducational,legal,andsocioeconomicimplicationsofhumanrights.

MATERIALS

CopiesofspeechPenandpaperforhumanrightsreflection

DELIVERY

Take10minutestoreadthestory,article,speechyouhaveselected.

Sparkdiscussionbyaskingforreactionstoquestionsyouhavepreparedandquotesfromtheworkbasedonthestory,article,orspeechyouhaveselectedtodiscuss.

…

…

…

HumanRightsIntersectionalities:FactChecking,TrueorFalse(25minutes)

Designateonecorneroftheroomas“false”andtheothercorneras“true.”

Onebyone,presenttheflowinglistoffactsassertedbytheUnitedNationsonhumanrightsinyourcountry’scontext.

Asyougothrougheachquestion,havetheparticipantsillustratewhethertheybelievetherespectivefactsarefalseortruebymovingtoonecornerortheother.

Oncesideshavebeenchosen,haveavolunteerfrombothgroupsofferanexplanationastowhytheychosefalseortrue.

Listfactsandstatisticsbelow

…

…

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Afterthefinalquestion,asktheparticipantsfortheirreactionstotheinformationrevealedduringtheactivity.

Wasanythingshockingorunexpected?

Didyoulearnsomethingnew?

Howdothesefactsaffectyourfeelingsabouthumanrightsinthecontextofyoursociety?

SocialImplicationsofHumanRights(20minutes)

Askeachparticipanttowritedownonewordthatdescribeshowhumanrightshaveaffectedhisorherlife.

Askvolunteerstosharetheirwordandgiveabriefexplanationfortheirchoice.

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HUMANRIGHTSINTHEWORLD/MAPPING

2hours

OVERVIEW

Thepurposeofthisactivityistoenableparticipantstocreatevirtualmapsofhumanrightsviolationsaroundtheworldandintheirowncountry.

OBJECTIVES

Bytheendofthesession,participantswillbeableto:

Thinkaboutanddiscusshowhumanrightsaffecttheircommunities.

Identifynewandeffectivewaystoaddresshumanrightswithintheircountry.

MATERIALS

Flipchartpaper,largemarkers,scissors,tapeandtacks

DELIVERY

“LittleKnownFact”Icebreaker(5minutes):Eachpersonpairupwithsomeone.Eachpairmuststand,saytheirname,thenameofthetowntheyrepresent,andshareonelittleknownfactaboutthatspecifictownand/orcommunity.Thepurposeoftheicebreakerisforalltheparticipantstogetanunderstandingofthediversecommunitiesthatarepresentinthetrainingandsetthestageforpresentations.

Presentation(15minutes):Explaintothegroupthattheyaregoingtofacilitateacommunitymappingexercise.Restatetheobjectiveoftheexercise;thatitisawaytothinkcriticallyabouthowhumanrightsaffectstheircommunitiesandtoidentifynewandeffectivewaystoaddresshumanrightsviolationswithinthosecommunities.Explaintotheparticipantsthateachgroupwillgetflipchartpaper,markers,scissors,andtape.Explainthateachgroupparticipantsaretothendrawtwomapsbasedonasetofquestionsthatwebebrokenintotwoparts.Brieflyexplainwhatthetwopartsareandcheckforcomprehensiontomakesureparticipantsunderstandwhattheywillbedoing.

Part1:ALookattheWorld

Drawamapoftheworldthatreflectsyourviewofdifferenthumanrightsviolationsthattakeplaceindifferentpartsoftheworld.Circlethecountryandtrytoidentifywhathumanrightsviolation(s)areassociatedwiththatcountry.

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Part2:ALookatyourCountry

Next,drawamapofyourcountry.Identifyareaswhereyoumightknowofhumanrightsviolationsandwhatthoseviolationsare.

Whenyouarefinishedmapping,brainstormaboutwhyhumanrightsmaybeviolatedwheretheyare.Someexamplesmightbepolitics,poverty,etc.

*TrainerNote:Itisrecommendedtohaveparts1and2alreadywrittenandvisiblefortheparticipantstolookatasyoudothepresentation.

ApplicationActivity(40minutestoanhour):

Divideparticipantsintogroupsof4-5.HaveeachgroupfirstworkonPart1oftheWorldMappingexercise.The,havetheparticipantcompletepart2.Allow25-30minutesforeachpart.Whentheparticipantscompletebothparts,haveeachgrouppresenttheirmaps.Letparticipantsknowthatattheendoftheactivitytheywillbeabletokeeptheirmaps.

Evaluation(20minutes):Hereareafewdiscussionquestionsforthegroupuponcompletionoftheactivity.

Whydoyouthinkwedidthisactivity?

Howhasthisactivityimpactedyourperspectiveonhumanrightsinyourcommunity?

Whatsimilaritiesdoyounoticebetweenthemaps?Anydifference?

Didanythingdisplayedonthemapssurpriseyou?

Whataresomeoftheissuesthatthemapshelpedyouindentifyabouthumanrights,thatyouhadnotnoticedbefore?

Whataresomeofthewaysyoucanapplywhatyou’velearnedintotangibleandeffectivemethodstoaddresshumanrightsissuesinyourcommunity?

Whatareyourbiggesttakeawaysfromthisactivity?

Wouldyoubeabletoreproducethissameactivityinyourowncommunities?

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TAKINGACTION!

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TAKEACTIONINSIDEANDOUTSIDETHECLASSROOM

WherecanHumanRightstakemyClassroom?

Humanrightseducationencompassesbothhelpinglearnerstodevelopattitudesofrespectforhumanrightsaswellasputtingthoseattitudesintoaction.Humanrightseducationequipslearnerswiththeskillstorecognizehumanrightsviolationsandtohelpstopthem.Whenlearnersparticipateinservice-learningprojectssuchasworkinginasoupkitchen,plantingtrees,orvisitingahomelesssheltertheyareobservinghumanrightsviolationsandactingtoprotectthematthesametime.

Educationthroughservice-learning:

• Teachersabouthumanrightswhileworkingtoprotectthem.• Engageslearnersintheircommunity.• Turnstheoryintoaction.• Takeshumanrightsoutoftheclassroomandintotherealworld.• Encourageslearnerstoformtheirownopinionsandbeliefsandthenactonthose

beliefs.• Teachescriticalthinkingandproblemsolving.• Providesaservicethatisneededinthecommunity.• Empowersstudentstorealizethatwhattheydocantrulymakeadifference.

PlanaSuccessfulService-LearningProject

Service-learningisamethodologywhereinstudentslearnaboutaspecificissuethroughactiveparticipationwhichengagestheminserviceandreflectionthroughanduponcompletion.Tosetupaservice-learningprojecttherearethreepartiesthatshouldbeinvolved:1)theschoolworkingtoeducatestudentsabouthumanrights,2)thestudents,and3)theorganizationreceivingtheservice.

Foraservice-learningprojecttobesuccessfulitisimportanttoconsiderthefollowingcomponents:

• EngagedParticipants–Thestudentsaretheonesactuallyprovidingtheservicethereforetheyshouldbeengagedintheprocessofdeterminingwhattheservicewillbe.Thisengagementnotonlyprovidesstudentswithasenseofempowermentandownershipovertheproject,butalsoprovidesmoreopportunityforlearning.Inaddition,thestudentscanbeutilizedasaresource.

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• Partnerships–fromthestart,buildpartnershipswithcommunityorganizationstomaketherelationshipmoresuccessful.Communityorganizationscanalsobehelpfulinassessingtheneedfordifferentprojectsthatyoumaybeconsidering.Thisisimportantbecausetheserviceprovidedshouldaddressagenuineneedinthecommunity.

• Integration–Integratetheprojectwithlearningobjectives.Priortotheproject,youwillneedtodeterminewhatthestudentsaregoingtolearnaboutengagingintheproject.Objectivesthataretiedtoacurriculumorlearningstandardswillhelpmeasurelearning.

• Preparation–Studentswillneedtobepreparedforthefollowing:

1. Whattheirrolesandresponsibilitieswillbe.2. Rulesandregulationstofollowon-site.3. Howtheirservicerelatestohumanrights.4. Anyspecificskilltheymayneedfortheproject.5. Informationabouttheorganizationtheyareworkingfor.6. Whattodoincaseofanemergencyon-site.

Theagencymayalsoneedtrainingonyourobjectives.

• Action–You’veengagedthestudents,collaboratedwithacommunitypartner,integratedlearningobjectives,andprepared.Nowitistimetoimplementtheplannedproject.

• Reflection–Muchofthelearninginservice-learningoccursthroughreflectionduringandaftertheproject.Reflectioncantakemanyshapesatmanydifferenttimes.However,aftertheprojectisfinished,itisespeciallyimportanttoengageinareflectionactivitybecauseduringtheprojectthereisalotgoingon.

• Evaluation–Togetherwithyourpartnerorganization,evaluatetheproject.Wereexpectationsfromallpartnersmet?Ifnot,whatcanbedonenexttimetomeettheseexpectations?WhatImpactorresultsdidyouractivitieshaveonthecommunity?Everythingwillnotgoasplannedsoexpectsomelessonslearned.

• Celebration–Don’tforgettocelebratewhatyouhaveaccomplished.Thankyourpartnerorganizationforopeningtheirarmsandworkingwithyou.Celebratewithyoustudents.Also,celebrateyourselfforbeinganengaging,influentialeducator!

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10STEPSTOBECOMINGAHUMANRIGHTSADVOCATE

1. Chooseahumanrightsissue.Whatarethebiggestproblemsthatyouareobservinginyourcommunityorthatyouhearaboutinthenews?Isthereaparticularissueyoufeelpassionateabout?Whatismostimportanttoyou?Writeoutadefinitionofexactlywhatyouwanttoaddress.Dealwithjustoneproblematatimeandstayfocused.

2. Identifytherelatedhumanrights.Learnaboutwhathumanrightsareconnectedtoyourproblem.RefertotheUniversalDeclarationofHumanRightsinthisguideandchoosethehumanrightsmostrelevanttoyourissue.

3. Researchtheissue.Getinformedonyourissue.Readnewspapers,magazines,andreportsthatdiscusstheproblem.Callorwriteletterstoorganizationsandofficialsaskingforinformation.Collectstatistics.Ifappropriate,surveyyourcommunity.Learnwhatyourgovernmentisdoingtoaddresstheissue.Findoutwhatyourstateornationallawssay.Findoutwhoisalreadytakingactionontheissue.

4. Decideonacourseofaction.Trytounderstandtherootcausesbehindtheproblem.Brainstormideasthatwouldhelptoaddressthoserootcausesandchooseoneortwoactionsthatseemthemostpossibleandlikelytomakethebiggestdifference.Considersomeofthehumanrightsadvocacymethodsfoundonpage….

5. Organize.Itisofteneasiertoworkwithotherpeopletoachieveyourgoals.Buildacoalitionofsupport.Findotherorganizationsandindividualswhoareconcernedabouttheproblemandagreewithyoursolution.Trytogetsupportfromasmanydifferentsectorsaspossible–teachers,officials,students,businesses,communitygroups.Themorepeopleonyourteam,themorepoweryouwillhavetomakeadifference.

6. Indentifyyouropposition.Findoutwhothepeopleandorganizationsarethatopposeyoursolution.Theymaynotbethe“badguys”butsimplypeoplewithdifferentopinions.Considermeetingwithyouropponents;youmightbeabletoworkoutacompromise.Itisimportanttotryto

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understandeachother’spointofview.Alwaysbepoliteandrespectfulofotheropinions.

7. Makeanactionplan.Makeanactionplan.Makealistofallthestepsyouneedtotaketoimplementyourchosenaction.Whowilldothem?Whenandwherewilltheseactionshappen?Whatisthedesiredresult?Willyouneedtoraisemoneytofundyouridea?Ifpossible,practicetheactionbeforeyoucarryoutyourplan.

8. Advertise.Letasmanypeopleaspossibleknowabouttheproblemyouaretryingtosolveandyourproposedsolution.Newspapers,radio,andtelevisionareusuallyinterestedinstoriesofaction.SomeTVandradiosstationsofferfreeairtimeforworthyprojects.Writealettertotheeditor.Themorepeoplewhoknowaboutwhatyouaredoing,themorewhomaywanttosupportyou.

9. Takeaction.Carryoutyourplananddonotgiveupifthingsdonotworkoutexactlyasplanned.Makingchangehappentakestime.Problemsolvingmeanseliminatingallthethingsthatdonotworkuntilfindingsomethingthatdoes.

10. Evaluateandfollow-up.Afteryouhavetakenyouraction,taketimetothinkandtalkaboutwhathappened.Didyouachievewhatyouwantedtoachieve?Howdoyouknow?Whatcouldyouhavedonebetter?Trytodefinesomeindicatorsforwhatprogressmeans.Aresomeeffortseffectiveandothersnot?Haveyoutriedeverything?Keepthinkingcreativelyabouthowtosolvetheproblemanddecideonwhattodonext.

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TAKEACTIONONHUMANRIGHTS

Ifyouhave10Minutes

• GettheFacts.Learnaboutwhathumanrightsareconnectedtoyourproblem.RefertotheUniversalDeclarationofHumanRightsintheguideandchoosethehumanright(s)mostrelevanttoyourissue

• StayInformed.Signuptoreceiveupdatesandactionsalertsfromahumanrightsorganization.Readnationaland/orinternationalnewspaper(s)tostaycurrentwithcurrentevents.

• Donate.Makeadonationtoalocal,national,orinternationalorganizationworkingtoprotecthumanrights.

• SendanEmail.Sendapre-writtenemailtoyourelectedofficialexpressingyourviews.Therearemanyhumanrightsorganizationsthatprovidepre-writtenmessages.Whenyousignupfortheirnewsletterstheywillsendyouemailswithpre-writtenmessagestohelpyoutakeaction.

• SocialMedia.Connectwithothersandusesocialmediaasatoolfororganizing,connecting,andcreatingchange.

IfyouhaveaFewHours

• Writealetter.Researchandwriteapersonallettertotheeditorofyourlocalnewspaperortoyouelectedofficialonahumanrightsissue.

• Vote.Exerciseyourrighttovoteandsupportlocal,state,andnationalcandidateswhoadvocateforhumanrights.

• Educate.Askalocalhumanrightsorganizationtogiveapresentationatyourschool,orcommunityorganizationtoraiseawarenessandencouragemorepeopletogetinvolved.

• TakepartinaHumanRightsDayEvent.AttendaHumanRightsDayevent,celebratedeveryyearonDecember10th.Volunteerforyourlocalcelebration.Don’thavealocalcelebration?Organizeone!

• JoinaGroup.Becomeafanofasocialmediagroupthataddressesahumanrightsissueorjoinahumanrightsorganization.

IfyouhaveaMonth

• InformOthers.Raiseawarenessabouthumanrightsissuesinyourcity,school,and/orworkplace.

• StartaPetition.Petitionsareagoodwaytoraiseawarenessaboutanissue.

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• StartaCampaign.Encourageyourrepresentativestobackrights-basedlegislation.Gatherfriends,family,andlike-mindedindividualstowritelettersormakephonecalls.

• HoldaFundraiser.Raisemoneyandawarenessforanorganizationthatisaddressinganimportanthumanrightsissue.Ideasvarygreatly.Anythingthatsoundsfunforyouandyourcommunitywillbeagreatidea!

IfyouhaveaYearorMore

• StartaBookClub.Focusonadifferenthumanrightsissueeachmonth.• WriteaBlog.Highlightdifferenthumanrightsissues,currentevents,andbreakingnews.• Document.Monitorandgatherstoriesaboutahumanrightsabuseinyourcommunity.

Shareyourfindingswithahumanrightsorganizationtohelpmakeachange.• Volunteer.Searcharoundyourcommunityforlocalopportunitiestovolunteer.

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PRE-TESTS/POST-TESTS,EXAMPLEQUIZ

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TIPSFORCREATINGGOODPRE-TESTS/POST-TESTS

Pre-testsandpost-testsareagreatresourceforquantifyingtheknowledgeand/orskillsattainedthroughactivitieslikeclasses,workshops,trainings,anddiscussions.Thedatacanhelptoidentifythosewhomayrequireextraattentionorassistanceandmayprovideinsightonteachingorfacilitationmethodsthatneedtobedevelopedorimproved.

Thesetestsmeasurethelearningachievedbyapersonasaresultofcomparingwhatthepersonknewbefore(pre-test)andaftertheactivity,class,training,etc.(post-test).

Checklistforpre-andpost-tests:

• Ensureeachtestistitledwiththeactivitytitle,date,participant’sname,andeitherpre-testorpost-test.

• Ensurethatthetestsmeasurewhatyouwanttomeasure;testsshouldassesstheattainmentofthelearningobjective.

• Verifythatthetestisappropriatetothelevelofyourparticipants.• Ensurebothtestshavethesamequestions.• Ensurethatthequestionsarepresentedincorrectsequence.• Avoidusingnegativequestions(not,except)unlessitisyourintentforstudentstolearn

anegativeanswer.• Trytofitaquestioninitsentiretyonthesamepage.Donotsplitbetweenpages.

Thetestsarecollectedandtheanswersacrossthetwotestsarecomparedforeachindividualandreportedonchangesoccurred.Anyparticipantwhodoesnotdowellshouldbeidentifiedandgivenadditionalhelp.Asignificantincreaseinlearningfrompre-testtopost-testshouldbeatleast30%.

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EXAMPLEQUIZ

Example1

Readthefollowingsentences.Thencircletheanswerthatisthebestmatchforthewordinbold.

1.Eachpersonshouldbetreatedwithdignity.

a.prideb.respectc.kindnessd.friendship

2.Allhumanbeingsarebornwithequalandinalienablerightsandfundamentalfreedoms.

a.complicatedb.basicc.simpled.old

3.Theyareendowedwithreasonandconscienceandshouldacttowardsoneanotherinaspiritofbrotherhood.

a.givenb.takenawayc.putontopofd.share

4.Thewords“promote”and“protect”bothstartwiththeprefix“pro.”Readthefollowingsentenceandusecontextcluesandyourknowledgeoftheprefix“pro”tofigureoutwhat“proceeded”means.

Aftergettingoutofthecar,theolderwomanproceededdirectlyacrosstheparkinglottothestore.Noonenoticedher.

a.ranquicklyb.walkedforwardc.skippedlightlyd.walkedonawindingpath

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5.WhichofthefollowingisthereasonfortheansweryougavetoQuestion4?

a.Thereasonyouchose“ranquickly”isbecause“pro”means“tomoveahead.”Itislikelysheransofastthatnoonenoticedher.b.Thereasonyouchose“walkedforward”isbecause“pro”means“tomoveahead”andtheword“directly”meansshedidnotgoonawindingpath.c.Thereasonyouchose“skippedlightly”isbecause“pro”means“toskipordance.”d.Thereasonyouchose“walkedonawindingpath”isbecause“pro”means“tomoveahead”andshewasolderandprobablytookhertime.

6.Theword“inalienable”startswiththeprefix“in,”whichmeans“not”or“no.”Readthesentenceandusecontextcluesandyourknowledgeoftheprefix“in”tofigureoutwhat“inability”means.

Nomatterhowhardshepracticedandhowmuchshewantedtowin,sheseemedtohaveaninabilitytoscoreagoal.

a.noneedb.noskillc.nointerestd.nowill

7.WhichofthefollowingisthereasonyouchoseyouranswertoQuestion6?

a.Thereasonyouchose“noneed”isbecauseshewassogoodatsoccershedidn’tneedtotry.b.Thereasonyouchose“noskill”isbecauseeventhoughsheworkedhardandwantedtowin,shedidn’thavethetalenttomakeagoal.c.Thereasonyouchose“nointerest”isbecauseshepracticedhardbutdidnotcareaboutsoccermatches.d.Thereasonyouchose“nowill”isbecauseapersonwithout“will”easilygivesuponscoringgoals.

8.Answerthefollowingquestion.Usecompletesentencesandatleastthreewordsfromthewordbank:

“Whatarehumanrights?”

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AnswerKey

1.B2.B3.A4.B5.B6.B7.B

Note:Althoughasampleanswerisprovided,theanswersforQuestion8willvarywidely.Thegoalistoassessstudents’knowledgeofvocabulary,soattendcloselytothecriteriabelow.

CriteriaForfullcredit(2points)

•Theanswerisfactuallyaccurate.

•Theanswerincludesatleastthreewordsfromthewordbank,allusedcorrectly.

Forpartialcredit(1point)

•Theanswerisfactuallyaccurate.

•Theanswerincludesatleasttwowordsfromthewordbank,bothusedcorrectly.

8.Allpeopleareendowedwithinalienablehumanrights.EventhoughhumanrightswerearticulatedbypeopleattheUnitedNationslongago,itisourresponsibilitytokeeppromotinghumanrights.Whenwepayattentiontohumanrights,weareprotectingpeoplefromharmanddiscrimination.

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HumanRightsVocabulary

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GLOSSARY

Accord-concurrenceofopinion

• Theyshouldnotbetakenaway,exceptinspecificsituationsandaccordingtodueprocess.

Action-somethingdone(usuallyasopposedtosomethingsaid)

• TheobligationtofulfillmeansthatStatesmusttakepositiveactiontofacilitatetheenjoymentofbasichumanrights.

Affect-haveaneffectupon

• Likewise,thedeprivationofonerightadverselyaffectstheothers.

Assume-taketobethecaseortobetrue;acceptwithoutverificationorproof

• Statesassumeobligationsanddutiesunderinternationallawtorespect,toprotectandtofulfillhumanrights.

Category-ageneralconceptthatmarksdivisionsorcoordinationinaconceptualscheme

• Theprincipleappliestoeveryoneinrelationtoallhumanrightsandfreedomsanditprohibitsdiscriminationonthebasisofalistofnon-exhaustivecategoriessuchassex,race,color,andsoon.

Civil-oforoccurringwithinthestateorbetweenoramongcitizensofthestate

• Allhumanrightsareindivisible,whethertheyarecivilandpoliticalrights,suchastherighttolife,equalitybeforethelawandfreedomofexpression;economic,socialandculturalrights,suchastherightstowork,socialsecurityandeducation,orcollectiverights,suchastherightstodevelopmentandself-determination,areindivisible,interrelatedandinterdependent.

Civilization-asocietyinanadvancedstateofsocialdevelopment(e.g.,withcomplexlegalandpoliticalandreligiousorganizations)

• Somefundamentalhumanrightsnormsenjoyuniversalprotectionbycustomaryinternationallawacrossallboundariesandcivilizations.

Complement-somethingaddedtocompleteorembellishormakeperfect

• Theprincipleofnon-discriminationiscomplementedbytheprincipleofequality,asstatedinArticle1oftheUniversalDeclarationofHumanRights:“Allhumanbeingsarebornfreeandequalindignityandrights.”

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Conference-aprearrangedmeetingforconsultationorexchangeofinformationordiscussion(especiallyonewithaformalagenda)

• The1993ViennaWorldConferenceonHumanRights,forexample,notedthatitisthedutyofStatestopromoteandprotectallhumanrightsandfundamentalfreedoms,regardlessoftheirpolitical,economicandculturalsystems.

Convention-theactofconvening

• Thisprinciple,asfirstemphasizedintheUniversalDeclarationonHumanRightsin1948,hasbeenreiteratedinnumerousinternationalhumanrightsconventions,declarations,andresolutions.

Consent-giveanaffirmativereplyto;respondfavorablyto

• AllStateshaveratifiedatleastone,and80%ofStateshaveratifiedfourormore,ofthecorehumanrightstreaties,reflectingconsentofStateswhichcreateslegalobligationsforthemandgivingconcreteexpressiontouniversality.

Core-thecenterofanobject


Court-anassembly(includingoneormorejudges)toconductjudicialbusiness

• Forexample,therighttolibertymayberestrictedifapersonisfoundguiltyofacrimebyacourtoflaw.

Create-bringintoexistence


Crime-(criminallaw)anactpunishablebylaw;usuallyconsideredanevilact


Cultural-oforrelatingtothesharedknowledgeandvaluesofasociety


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Customary-commonlyusedorpracticed;usual

• Universalhumanrightsareoftenexpressedandguaranteedbylaw,intheformsoftreaties,customaryinternationallaw,generalprinciplesandothersourcesofinternationallaw.

Declaration-astatementthatisemphaticandexplicit(spokenorwritten)


Deprivation-thedisadvantagethatresultsfromlosingsomething


Determination-theactofdeterminingthepropertiesofsomething,usuallybyresearchorcalculation


Discrimination-unfairtreatmentofapersonorgrouponthebasisofprejudice

• Weareallequallyentitledtoourhumanrightswithoutdiscrimination.

Dueprocess-(law)theadministrationofjusticeaccordingtoestablishedrulesandprinciples;basedontheprinciplethatapersoncannotbedeprivedoflifeorlibertyorpropertywithoutappropriatelegalproceduresandsafeguards


Economic-oforrelatingtoaneconomy,thesystemofproductionandmanagementofmaterialwealth


Education-theactivitiesofeducatingorinstructing;activitiesthatimpartknowledgeorskill

• Allhumanrightsareindivisible,whethertheyarecivilandpoliticalrights,suchastherighttolife,equalitybeforethelawandfreedomofexpression;economic,socialandculturalrights,

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suchastherightstowork,socialsecurityandeducation,orcollectiverights,suchastherightstodevelopmentandself-determination,areindivisible,interrelatedandinterdependent.

Elimination-theactofremovingorgettingridofsomething

• TheprincipleispresentinallthemajorhumanrightstreatiesandprovidesthecentralthemeofsomeofinternationalhumanrightsconventionssuchastheInternationalConventionontheEliminationofAllFormsofRacialDiscriminationandtheConventionontheEliminationofAllFormsofDiscriminationagainstWomen.

Emphasize-tostress,singleoutasimportant


Entail-haveasalogicalconsequence

• Humanrightsentailbothrightsandobligations.

Equal-havingthesamequantity,value,ormeasureasanother

• Equalandnon-discriminatoryNon-discriminationisacross-cuttingprincipleininternationalhumanrightslaw.

Equalitybeforethelaw-therighttoequalprotectionofthelaws.


Ethnic-denotingorderivingfromordistinctiveofthewaysoflivingbuiltupbyagroupofpeople

• Humanrightsarerightsinherenttoallhumanbeings,whateverournationality,placeofresidence,sex,nationalorethnicorigin,color,religion,language,oranyotherstatus.

Facilitate-makeeasier

• Theimprovementofonerightfacilitatesadvancementoftheothers.

Freedom-theconditionofbeingfree;thepowertoactorspeakorthinkwithoutexternallyimposedrestraints

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• InternationalhumanrightslawlaysdownobligationsofGovernmentstoactincertainwaysortorefrainfromcertainacts,inordertopromoteandprotecthumanrightsandfundamentalfreedomsofindividualsorgroups.

Fundamental-servingasanessentialcomponent


Guarantee-anunconditionalcommitmentthatsomethingwillhappenorthatsomethingistrue


Humanright-anybasicrightorfreedomtowhichallhumanbeingsareentitledandinwhoseexerciseagovernmentmaynotinterfere.

• WhatareHumanRights?

Inalienable-incapableofbeingrepudiatedortransferredtoanother

• Universalandinalienable,theprincipleofuniversalityofhumanrightsisthecornerstoneofinternationalhumanrightslaw.

Individual-beingorcharacteristicofasinglethingorperson


Inherent-existingasanessentialconstituentorcharacteristic


International-anyofseveralinternationalsocialistorganizations


InternationalLaw-thebodyoflawsgoverningrelationsbetweennations

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Legal-establishedbyorfoundeduponlaworofficialoracceptedrules


Level-arelativepositionordegreeofvalueinagradedgroup

• Attheindividuallevel,whileweareentitledourhumanrights,weshouldalsorespectthehumanrightsofothers.

Liberty-freedomofchoice


Likewise-inlikeorsimilarmanner


Major-greaterinscopeoreffect


Non-negationofawordorgroupofwords

• Non-discriminationisacross-cuttingprincipleininternationalhumanrightslaw.

Numerous-amountingtoalargeindefinitenumber


Norm-astandardormodelorpatternregardedastypical

• Somefundamentalhumanrightsnormsenjoyuniversalprotectionbycustomaryinternationallawacrossallboundariesandcivilizations.

Positive-characterizedbyordisplayingaffirmationoracceptanceorcertaintyetc.

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• TheobligationtofulfillmeansthatStatesmusttakepositiveactiontofacilitatetheenjoymentofbasichumanrights.

Principle-abasicgeneralizationthatisacceptedastrueandthatcanbeusedasabasisforreasoningorconduct


Process-aparticularcourseofactionintendedtoachievearesult


Prohibit-commandagainst

• Theprincipleappliestoeveryoneinrelationtoallhumanrightsandfreedomsanditprohibitsdiscriminationonthebasisofalistofnon-exhaustivecategoriessuchassex,race,andcolorandsoon.

Promote-giveapromotiontoorassigntoahigherposition


Protect-shieldfromdanger,injury,destruction,ordamage


Provide-givesomethingusefulornecessaryto


Ratify-approveandexpressassent,responsibility,orobligation


Reflect-tothroworbendback(fromasurface)

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Refrain-resistdoingsomething


Require-haveneedof

• TheobligationtoprotectrequiresStatestoprotectindividualsandgroupsagainsthumanrightsabuses.

Resolution-adecisiontodosomethingortobehaveinacertainmanner


Restrict-placeunderrestrictions;limitaccessto


RighttoLife-therighttolive


Security-thestateofbeingfreefromdangerorinjury


Specific-statedexplicitlyorindetail


Source-theplacewheresomethingbegins,whereitspringsintobeing

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Status-astateataparticulartime


Theme-thesubjectmatterofaconversationordiscussion


Universal-applicabletoorcommontoallmembersofagrouporset

• Universalhumanrightsareoftenexpressedandguaranteedbylaw,intheformsoftreaties,customaryinternationallaw,generalprinciplesandothersourcesofinternationall

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Preamble

Whereasrecognitionoftheinherentdignityandoftheequalandinalienablerightsofallmembersofthehumanfamilyisthefoundationoffreedom,justiceandpeaceintheworld,

Whereasdisregardandcontemptforhumanrightshaveresultedinbarbarousactswhichhaveoutragedtheconscienceofmankind,andtheadventofaworldinwhichhumanbeingsshallenjoyfreedomofspeechandbeliefandfreedomfromfearandwanthasbeenproclaimedasthehighestaspirationofthecommonpeople,

Whereasitisessential,ifmanisnottobecompelledtohaverecourse,asalastresort,torebellionagainsttyrannyandoppression,thathumanrightsshouldbeprotectedbytheruleoflaw,

Whereasitisessentialtopromotethedevelopmentoffriendlyrelationsbetweennations,

WhereasthepeoplesoftheUnitedNationshaveintheCharterreaffirmedtheirfaithinfundamentalhumanrights,inthedignityandworthofthehumanpersonandintheequalrightsofmenandwomenandhavedeterminedtopromotesocialprogressandbetterstandardsoflifeinlargerfreedom,

WhereasMemberStateshavepledgedthemselvestoachieve,incooperationwiththeUnitedNations,thepromotionofuniversalrespectforandobservanceofhumanrightsandfundamentalfreedoms,

Whereasacommonunderstandingoftheserightsandfreedomsisofthegreatestimportanceforthefullrealizationofthispledge,

Now,therefore,

TheGeneralAssembly,

ProclaimsthisUniversalDeclarationofHumanRightsasacommonstandardofachievementforallpeoplesandallnations,totheendthateveryindividualandeveryorganofsociety,keepingthisDeclarationconstantlyinmind,shallstrivebyteachingandeducationtopromoterespectfortheserightsandfreedomsandbyprogressivemeasures,nationalandinternational,tosecuretheiruniversalandeffectiverecognitionandobservance,bothamongthepeoplesofMemberStatesthemselvesandamongthepeoplesofterritoriesundertheirjurisdiction.

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ArticleI

Allhumanbeingsarebornfreeandequalindignityandrights.Theyareendowedwithreasonandconscienceandshouldacttowardsoneanotherinaspiritofbrotherhood.

Article2

EveryoneisentitledtoalltherightsandfreedomssetforthinthisDeclaration,withoutdistinctionofanykind,suchasrace,color,sex,language,religion,politicalorotheropinion,nationalorsocialorigin,property,birthorotherstatus.

Furthermore,nodistinctionshallbemadeonthebasisofthepolitical,jurisdictionalorinternationalstatusofthecountryorterritorytowhichapersonbelongs,whetheritbeindependent,trust,non-self-governingorunderanyotherlimitationofsovereignty.

Article3

Everyonehastherighttolife,libertyandsecurityofperson.

Article4

Nooneshallbeheldinslaveryorservitude;slaveryandtheslavetradeshallbeprohibitedinalltheirforms.

Article5

Nooneshallbesubjectedtotortureortocruel,inhumanordegradingtreatmentorpunishment.

Article6

Everyonehastherighttorecognitioneverywhereasapersonbeforethelaw.

Article7

Allareequalbeforethelawandareentitledwithoutanydiscriminationtoequalprotectionofthelaw.AllareentitledtoequalprotectionagainstanydiscriminationinviolationofthisDeclarationandagainstanyincitementtosuchdiscrimination.

Article8

Everyonehastherighttoaneffectiveremedybythecompetentnationaltribunalsforactsviolatingthefundamentalrightsgrantedhimbytheconstitutionorbylaw.

Article9

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Nooneshallbesubjectedtoarbitraryarrest,detentionorexile.

Article10

Everyoneisentitledinfullequalitytoafairandpublichearingbyanindependentandimpartialtribunal,inthedeterminationofhisrightsandobligationsandofanycriminalchargeagainsthim.

Article11

1.Everyonechargedwithapenaloffencehastherighttobepresumedinnocentuntilprovedguiltyaccordingtolawinapublictrialatwhichhehashadalltheguaranteesnecessaryforhisdefense.

2.Nooneshallbeheldguiltyofanypenaloffenceonaccountofanyactoromissionwhichdidnotconstituteapenaloffence,undernationalorinternationallaw,atthetimewhenitwascommitted.Norshallaheavierpenaltybeimposedthantheonethatwasapplicableatthetimethepenaloffencewascommitted.

Article12

Nooneshallbesubjectedtoarbitraryinterferencewithhisprivacy,family,homeorcorrespondence,nortoattacksuponhishonorandreputation.Everyonehastherighttotheprotectionofthelawagainstsuchinterferenceorattacks.

Article13

1.EveryonehastherighttofreedomofmovementandresidencewithinthebordersofeachState.

2.Everyonehastherighttoleaveanycountry,includinghisown,andtoreturntohiscountry.

Article14

1.Everyonehastherighttoseekandtoenjoyinothercountriesasylumfrompersecution.

2.Thisrightmaynotbeinvokedinthecaseofprosecutionsgenuinelyarisingfromnon-politicalcrimesorfromactscontrarytothepurposesandprinciplesoftheUnitedNations.

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Article15

1.Everyonehastherighttoanationality.

2.Nooneshallbearbitrarilydeprivedofhisnationalitynordeniedtherighttochangehisnationality.

Article16

1.Menandwomenoffullage,withoutanylimitationduetorace,nationalityorreligion,havetherighttomarryandtofoundafamily.Theyareentitledtoequalrightsastomarriage,duringmarriageandatitsdissolution.

2.Marriageshallbeenteredintoonlywiththefreeandfullconsentoftheintendingspouses.

3.ThefamilyisthenaturalandfundamentalgroupunitofsocietyandisentitledtoprotectionbysocietyandtheState.

Article17

1.Everyonehastherighttoownpropertyaloneaswellasinassociationwithothers.

2.Nooneshallbearbitrarilydeprivedofhisproperty.

Article18

Everyonehastherighttofreedomofthought,conscienceandreligion;thisrightincludesfreedomtochangehisreligionorbelief,andfreedom,eitheraloneorincommunitywithothersandinpublicorprivate,tomanifesthisreligionorbeliefinteaching,practice,worshipandobservance.

Article20

1.Everyonehastherighttofreedomofpeacefulassemblyandassociation.

2.Noonemaybecompelledtobelongtoanassociation.

Article21

1.Everyonehastherighttotakepartinthegovernmentofhiscountry,directlyorthroughfreelychosenrepresentatives.

2.Everyonehastherighttoequalaccesstopublicserviceinhiscountry.

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3.Thewillofthepeopleshallbethebasisoftheauthorityofgovernment;thiswillshallbeexpressedinperiodicandgenuineelectionswhichshallbebyuniversalandequalsuffrageandshallbeheldbysecretvoteorbyequivalentfreevotingprocedures.

Article22

Everyone,asamemberofsociety,hastherighttosocialsecurityandisentitledtorealization,throughnationaleffortandinternationalco-operationandinaccordancewiththeorganizationandresourcesofeachState,oftheeconomic,socialandculturalrightsindispensableforhisdignityandthefreedevelopmentofhispersonality.

Article23

1.Everyonehastherighttowork,tofreechoiceofemployment,tojustandfavorableconditionsofworkandtoprotectionagainstunemployment.

2.Everyone,withoutanydiscrimination,hastherighttoequalpayforequalwork.

3.Everyonewhoworkshastherighttojustandfavorableremunerationensuringforhimselfandhisfamilyanexistenceworthyofhumandignity,andsupplemented,ifnecessary,byothermeansofsocialprotection.

4.Everyonehastherighttoformandtojointradeunionsfortheprotectionofhisinterests.

Article24

Everyonehastherighttorestandleisure,includingreasonablelimitationofworkinghoursandperiodicholidayswithpay.

Article25

1.Everyonehastherighttoastandardoflivingadequateforthehealthandwell-beingofhimselfandofhisfamily,includingfood,clothing,housingandmedicalcareandnecessarysocialservices,andtherighttosecurityintheeventofunemployment,sickness,disability,widowhood,oldageorotherlackoflivelihoodincircumstancesbeyondhiscontrol.

2.Motherhoodandchildhoodareentitledtospecialcareandassistance.Allchildren,whetherborninoroutofwedlock,shallenjoythesamesocialprotection.

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Article26

1.Everyonehastherighttoeducation.Educationshallbefree,atleastintheelementaryandfundamentalstages.Elementaryeducationshallbecompulsory.Technicalandprofessionaleducationshallbemadegenerallyavailableandhighereducationshallbeequallyaccessibletoallonthebasisofmerit.

2.Educationshallbedirectedtothefulldevelopmentofthehumanpersonalityandtothestrengtheningofrespectforhumanrightsandfundamentalfreedoms.Itshallpromoteunderstanding,toleranceandfriendshipamongallnations,racialorreligiousgroups,andshallfurthertheactivitiesoftheUnitedNationsforthemaintenanceofpeace.3.Parentshaveapriorrighttochoosethekindofeducationthatshallbegiventotheirchildren.

Article27

1.Everyonehastherightfreelytoparticipateintheculturallifeofthecommunity,toenjoytheartsandtoshareinscientificadvancementanditsbenefits.

2.Everyonehastherighttotheprotectionofthemoralandmaterialinterestsresultingfromanyscientific,literaryorartisticproductionofwhichheistheauthor.

Article28

EveryoneisentitledtoasocialandinternationalorderinwhichtherightsandfreedomssetforthinthisDeclarationcanbefullyrealized.

Article29

1.Everyonehasdutiestothecommunityinwhichalonethefreeandfulldevelopmentofhispersonalityispossible.

2.Intheexerciseofhisrightsandfreedoms,everyoneshallbesubjectonlytosuchlimitationsasaredeterminedbylawsolelyforthepurposeofsecuringduerecognitionandrespectfortherightsandfreedomsofothersandofmeetingthejustrequirementsofmorality,publicorderandthegeneralwelfareinademocraticsociety.

3.TheserightsandfreedomsmayinnocasebeexercisedcontrarytothepurposesandprinciplesoftheUnitedNations.

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Article30

NothinginthisDeclarationmaybeinterpretedasimplyingforanyState,grouporpersonanyrighttoengageinanyactivityortoperformanyactaimedatthedestructionofanyoftherightsandfreedomssetforthherein.

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