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Udhrposterseriesandteachers OUT' :::J :::J Introduction :::J THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR) :::J RRST ADOPTED BY THE MEMBER STATES OF THE UNITED NATIONS IN 1948, THE THIRTY ARTICLES OF THE UDHR SET OUT THE HUMAN RIGHTS FUNDAM ENTAL TO THE DIGNITY AND DEVELOPMENT OF EVERY HUMAN :::J BEING. THESE RIGHTS RANGE FROM ECONOMIC, SUCH AS THE RIGHT TO WORK AND TO AN ADEQUATE STANDARD OF LIVING, TO POLITICAL, SUCH AS FREEDOM OF OPINION, EXPRESSION AND ASSOCIATION. ...J THEY INCLUDE CIVIL RIGHTS, SUCH AS EQUALITY BEFORE THE LAW, AND SOCIAL AND CULTURAL RIGHTS, SUCH AS THE RIGHT TO EDUCATION AND TO PARTICIPATE IN THE CULTURAL LIFE OF THE COMMUNITY. :::J THE UDHR IS THE STANDARD FOR INTERNATIONAL HUMAN RIGHTS. IT IS THE CORNERSTONE UPON WHICH THE WORK OF AMNESTY INTERNATIONAL IS BASED, AND IT SERVES AS THE FOUNDATION FOR MANY :::J INTERNATIONALLY RECOGNIZED HUMAN RIGHTS CONVENTIONS. MUCH HAS BEEN ACHIEVED IN THE ARENA OF INTERNATIONAL HUMAN RIGHTS IN THE YEARS SINCE THE UDHR WAS INTRODUCED, BUT FOR MANY :::J AROUND THE WORLD ITS PROMISES REMAIN UNFULFILLED. ...J :::J Why Human Rights Education? ::J Education for and about human rights is essential for young people to become globally aware and civical ly ::J conscious. Analyzing human rights helps students develop skills of empathy and advocacy, and it empowers them to take action for change. ::J However, for human rights values to become truly a part of the consciousness of the young, the philosophy needs to be integrated throughout their education and not just taught as an "add on . ~ Human rights are relevant :::J to so many aspects of life and education that they can be woven naturally into the fabric of existing curriculums. ::J The Teacher's Guide provides a model for the inclusion of human rights education in the existing curricula of a wide range of school subjects. The intention is to demonstrate how, in an Economics class, for example, ::J the right to work (Article 23 of the Un iversal Declaration of Human Rights) may be considered in a discussion of labor unions; in an English Literatu re class, the right to marry (Article 16) may be looked at during a dis­ cussion of rove and marriage in Romeo and Juliet. The aim is to not burden busy teachers with add itional ::J content, but to help them integrate a compelling and important human rights frame of reference into their respective subjects. ::J ::J The Teacher's Guide ::J ::J With thirteen lesson plans, one to support each of twelve posters plus an introductory lesson on the UDHR, :J this guide is designed for teachers of a wide range of subjects, including social studies, drama, visual arts, language arts and mathematics. The lessons are written specifically for education of high school students, :J but may be adapted for use with other age groups. The time required for the lessons is flexible, but to com- plete all of the activities in full, a two-three period time slot should be allowed. :::J PLEASE NOTE: This Teacher's Gu ide is intended to provide a model for the inclusion of human rights education into various school subjects; it does not provide a comprehensive curriculum for any of those subject areas . :::J FOR MORE INFORMATION ABOUT THIS PUBLICATION: Please contact Joanne Clark at [email protected] :::J "EVERYONE HAS THE RIGHT TO EDUCATION . .. EDUCATION SHALL BE DIRECTED TO THE FULL DEVELOP­ MENT OF THE HUMAN PERSONALITY AND TO THE STRENGTHENING OF RESPECT FOR HUMAN RIGHTS AND ::J FUNDAMENTAL FREEDOMS. IT SHALL PROMOTE UNDERSTANDI NG, TOLERANCE, AND FRIENDSHIP AMONG ALL NATIONS, RACIAL AND RELIGIOUS GROUPS. ' :::J - Article 26, United Nation's Decla ration of Human Rights, December 10. 1948 ::J :::J :::J Introduction 4 -, Acknowledgements r ThiS publication is the result of a project undertaken by the Human Rights Education Program of Amnesty International USA. r Compiled and written by Joanne Clark Edited by Joanne Clark, Nick Sullivan, Kim Allen and Catherine Bergart. Designed by Pentagram. Thank you Timea Danes, Woody Pirtle and Deborah Short for this wonderful contribution. AMNESTY INTERNATIONAL CONSULTANTS: Karen Robinson Nick Sullivan Helen Garrett Hannah Fluery Zaynab Nawaz Steve Ruhl Rachel Ward TEACHER CONSULTANTS: Kim Allen Martin Glazier Julie Mitchell r • r- r r r- Acknowledgements 5 Amnesty International and the Human Rights Education Program AMNESTY INTERNATIONAL Amnesty International's vision is of a world in which every person enjoys all of the human rights enshrined in the Universal Declaration of Human Rights and other international human rights standards. In pursuit of this vision, AI 's mission is to undertake research and action focused on preventing and ending grave abuses of the rights to physical and mental integrity, freedom of conscience and expression. and freedom from discrimination, within the context of its work to promote all human rights. Al is independent of any government, political ideology, economic interest or religion. It does not support or oppose any government or political system, nor does it support or oppose the views of the victims whose rights it seeks to protect. It is concerned solely with the impartial protection of human rights. AI has a varied network of members and supporters around the world. At the latest count, there were more than 1.5 million members. supporters and subscribers in over 150 countries and territories in every region - , of the world. Although they come from many different backgrounds and have widely different political and religious beliefs, they are united by a determination to work for a world where everyone enjoys human rights . HUMAN RIGHTS EDUCATION PROGRAM MISSION STATEMENT The Amnesty International USA Human Rights Education Program is identified by our promotion of the Universal Declaration of Human Rights and its inherent affirmation of human dignity. Our work is informed by critical pedagogy, reflective practice and compelling action. In partnership with our allies we contribute to the growth and development of human rights activists. thus transforming the culture of our organization. We will therefore, within a framework of praxis: • Strengthen our capacity for membership development and collaboration with allies in the classroom, in the community. and within Amnesty International • Envision, create, support and administer programs that advance the Human Rights Education Mission " Statement . • Develop and disseminate resources to realize the programmatic goals of Amnesty International - FOR MORE INFORMATION To learn more about this publication or other aspects of Amnesty International's education work, please contact: Human Rights Education Program Amnesty International USA 5 Penn Plaza New York, NY, 1001 Te l: 212633 4270 Fax: 212 627 1451 Karen Robinson, Director HRE Program [email protected] Permission is given to photocopy activities for classroom use with full acknowledgement Copyright 2002 By Amnesty International USA ISBN: 1 - 887204 - 35 - 0 Amnesty International and the Human Rights Education Program 6 -. I c::: Table of Contents c Q UDHR Introductory Activity 11 Article 2 : Freedom from Discrimination fI LESSON TITLE: Criticisms of Darwin's Theory of Evolution SUBJECT AREA: Science / Biology [J 13 Article 4: Freedom from Slavery C LESSON TITLE: Comparing Slavery of the Past with Slavery Today SUBJECT AREA: Visual Arts C 15 Article 9: No one Should be Subjected to Arbitrary Arrest, Detention or Exile LESSON TITLE: Taking Part in Formal Debate C SUBJECT AREA: English Language Arts [J 17 Article 11: Everyone Has the Right to be Presumed Innocent Until Proven Guilty LESSON TITLE: The Case of the September 11th Detainees [J SUBJECT AREA: Drama / Theatre 19 Article 14: Everyone Has the Right to Seek Asylum from Persecution in Other Countries [J LESSON TITLE: Statistical Analysis of Asylum Seekers and Refugees Worldwide SUBJECT AREA: Mathematics [J 21 Article 16: Everyone Has the Right to Marry LESSON TITLE: Love and Marriage in Romeo and Juliet [J SUBJECT AREA: English Literature 23 Article 18: Freedom of Religion C LESSON TITLE: Religious Persecution and Human Rights [J SUBJECT AREA: Comparative Religion 25 Article 20: Everyone Has the Right to Peaceful Assembly [J LESSON TITLE: Learning about Cultures Through Modern Languages SUBJECT AREA: Foreign Language [] 27 Article 21: Everyone Has the Right to Participate in Government and Free Elections LESSON TITLE : Women's Voting Rights in the United States and Around the World [] SUBJECT AREA: History 29 Article 23: Everyone Has the Right to Work r LESSON TITLE: Labor Unions: Struggle and Conflict C SUBJECT AREA: Economics 31 Article 25: Everyone Has the Right to an Adequate Standard of Living C LESSON TITLE: Comparing Standards of Living Around the World SUBJECT AREA: Social Studies C 33 Article 26: Everyone Has the Right to Education LESSON TITLE: Illiteracy Rates in Different World Regions r SUBJECT AREA: Geography C Handouts Teacher'sNotes C C C C C C C Table of Contents 7 I" , c::: The UDHR Introductory Lesson c INTRODUCE 1. Before distributing the plain language version of the Universal Declaration of Human Rights, the facilitator should introduce the text provided below or his/her own description. THE UNIVERSAL DECLARATION OF HUMAN RIGHTS IS THE MOST WIDELY ACCEPTED STATEMENT OF HUMAN RIGHTS IN THE WORLD. ITS CORE MESSAGE IS THE INHERENT VALUE OF HUMAN BEINGS. THE UDHR WAS DRAFTED TO GIVE ORDINARY PEOPLE A BASIC MEASURE OF PROTECTION FROM THE ABUSE OF POWER BY THE STATE AND STATE ORGANIZATIONS. IT IS THE MOST IMPORTANT INSTRUMENT SUPPORTING THE WORK OF AMNESTY INTERNATIONAL, AND EVERYONE INTERESTED IN THE CAUSE OF HUMAN RIGHTS SHOULD BE FAMILIAR WITH THE PROMISES IT MAKES. THE DECLARATION WAS ADOPTED BY THE UNITED NATIONS GENERAL ASSEMBLY ON DECEMBER 10TH 1948. EVERY YEAR, THIS DATE IS OBSERVED AROUND THE WORLD AS HUMAN RIGHTS DAY. THE THIRTY ARTICLES OF THE UDHR ESTABLISH THE CIVIL AND POLITICAL RIGHTS, AN D THE ECONOMIC, SOCIAL AND CULTURAL RIGHTS OF ALL PEOPLE.
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