UNIVERSAL DECLARATION OF HUMAN RIGHTS
EDUCATIONAL NOTEBOOK
AUTORA – Claudia Dalzoto Oliveira CO-AUTORA – Profa Ms. Ruth Marciniuk
GUARAPUAVA – PR
1 SUMÁRIO Abertura...... 01 Sumário...... 02 Introdução...... 02 Apresentação...... 06 Estratégias de leitura...... 07 Identificação de ícones...... 08 Capítulo 1 – História da constituição da Declaração Universal dos Direitos Humanos...... 09 Capítulo 2 – Preâmbulo...... 15 Capítulo 3 – Os direitos fundamentais: liberdade, igualdade e vida (artigos I a III)...... 18 Capítulo 4 - Os direitos civis e políticos (artigos IV a XV)...... 24 Capítulo 5 - Os direitos econômicos, sociais e culturais (artigos XVI a XXVII)...34 Capítulo 6 - Os mecanismos de manutenção dos direitos (artigos XXVIII a XXX)...... 43 Conclusão...... 48 Indicações multimídia...... 55 Referências...... 58
INTRODUÇÃO
O material aqui disponibilizado em forma de Caderno Pedagógico, é o resultado de várias pesquisas e leituras realizadas ao longo do projeto desenvolvido para a análise, discussão e implementação de novas metodologias na área de Língua Estrangeira Moderna – Língua Inglesa. Direcionado aos alunos do Ensino Médio, cuja capacidade de julgamento crítico da realidade já se encontra em fase de consolidação, este Caderno Pedagógico surge com a intenção de ser um auxiliar pedagógico efetivo, e não limitado à aprendizagem de estruturas gramaticais e particularidades estruturais da Língua Inglesa, como tantos outros, mas sim como material de reflexão e aprimoramento de conhecimentos adquiridos pelo aluno ao longo de sua trajetória escolar. Baseado nas mais atuais Concepções de Aprendizagem de Segunda Língua, nos Parâmetros Curriculares Nacionais, nas Diretrizes Curriculares do Estado do Paraná, na LDB e artigos disponíveis sobre o assunto, este trabalho é a comprovação da capacidade do professor da Escola Pública de produzir um material pedagógico de qualidade e comprometido com a realidade do contexto educacional paranaense.
2 As propostas de trabalho apresentadas a seguir estão fundamentadas em pressupostos teóricos defendidos por diversos autores especializados na área de ensino/aprendizagem de Segunda Língua e seguem, igualmente, as recomendações metodológicas mais atualizadas para o desenvolvimento deste processo. Iniciamos, portanto, apresentando as idéias, conceitos e teorias que nortearam nosso trabalho até aqui, bem como as motivações institucionais que delinearam sua conclusão.
1. Concepções de Aquisição e Aprendizagem de uma Língua Estrangeira
A aquisição lingüística é algo que todos, indistintamente, podem realizar, uma vez que todos os seres humanos são dotados de um mecanismo biológico que lhes permite adquirir, produzir e compreender uma dada língua (Chomsky, 1981). Já a aprendizagem de outra língua fora da comunidade de fala, a qual normalmente ocorre em sala de aula, é um processo no qual o aprendiz necessita de orientação e instrução para que possa usá-la de maneira eficaz. Embora seja possível teorizar sobre a existência de alguns padrões gerais de aprendizagem, cada pessoa tem características individuais que tornam impossível descrever todas as possibilidades contidas nesses padrões. Há variações biológicas, de inteligência, aptidão, atitude, idade, estilos cognitivos, motivação, personalidade, de fatores afetivos e de níveis de autonomia. Além disso, há as variações do contexto onde ocorre a aprendizagem ─ quantidade/qualidade de input, distância social, tipo e intensidade de feedback, cultura, estereótipos, etc. (Ellis, 1990; Brown, 1993; Ehrman, 1996), sendo que todos esses fatores interferem, em maior ou menor grau, no processo de aprendizagem. A partir destes pressupostos, pode-se afirmar que a aprendizagem de uma língua, como qualquer outra aprendizagem, não é um processo linear e, portanto, não pode ser tão previsível quanto tem sido sugerido em alguns modelos de aquisição. Almeida Filho (1993:11), por exemplo, afirma que “língua estrangeira é um conceito complexo”, no que é secundado por Lightbown e Spada (1999:57), que se referem à motivação como um fenômeno complexo.
2. Diretrizes Metodológicas para o Ensino/Aprendizagem de Língua Estrangeira no Ensino Médio
Considerando-se a preocupação geral do sistema educacional em re-elaborar parâmetros que agreguem cada vez mais valores à educação em todos os seus níveis, é preciso deixar registrado, aqui, o direcionamento motivador da
3 metodologia selecionada para permear este trabalho, adotando-se como postura pedagógica o artigo 22 da Lei de Diretrizes e Bases para a Educação, a qual afirma que “A educação básica tem por finalidade desenvolver o educando, assegurar-lhe a formação indispensável para o exercício da cidadania e fornecer- lhe meios para progredir no trabalho e em estudos posteriores”.
2.1.As recomendações dos Parâmetros Curriculares Nacionais
Nas propostas educacionais atuais, a visão da cidadania como algo homogêneo vem se modificando em favor de um conceito mais amplo e heterogêneo que entende que “ser cidadão” envolve a compreensão sobre que posição/lugar uma pessoa (o aluno, o cidadão) ocupa na sociedade. O valor educacional da aprendizagem de uma Língua Estrangeira, nessa perspectiva, vai muito além de meramente capacitar o aluno a usá-la para fins comunicativos, mas igualmente promover a compreensão e a reflexão sobre o lugar que ele ocupa na sociedade, se está incluído ou excluído do processo social e cultural em que se encontra como forma de gerar oportunidades para o desenvolvimento da cidadania.
Mais do que reforçar apenas os valores sociais do momento, entendemos que um dos objetivos deste Caderno Pedagógico é criar possibilidades para que o cidadão dialogue com outras culturas sem que haja a necessidade de abrir mão de seus valores. Ao eleger a leitura como canal de aprendizagem, pretendemos usufruir de suas várias possibilidades pedagógicas: explorar informações por meio visual, por meio da informática, por meio de textos multiculturais e críticos, estimulando prática da leitura como representação textual, assumindo posição epistemológica no que concerne a valores, ideologias, discursos e visão de mundo.
Entendendo-se, ainda, que cada língua e cultura usam a escrita em diferentes contextos para fins diferentes, assume-se aqui que a escrita não pode ser vista de forma abstrata, desvinculada do seu contexto de uso e de seus usuários, mas sim como uma prática sociocultural. Para a prática escrita vigora o sentido do ato de escrever, a produção de uma escrita significativa. Em vários contextos, as atividades escritas podem ser vinculadas às atividades de leitura, o texto de leitura servindo como estímulo à produção escrita. A gramatical pode-se partir de um trecho de linguagem contextualizado. Quanto à comunicação oral o ponto de partida para o ensino é o contexto em uso. Propomos o desenvolvimento da leitura, da comunicação oral e da escrita como práticas culturais contextualizadas.
4 Nos PCNs encontramos sugestões de temas que suscitam descobertas e reflexões críticas do contexto global atual como: Cidadania, diversidade, igualdade, justiça social, dependência/ interdependência, conflitos, valores, diferenças regionais/ nacionais que motivaram a produção deste Caderno Pedagógico.
2.2 As recomendações das Diretrizes Curriculares Estaduais
Os DCEs propõem que a aula de Língua Estrangeira seja um espaço para que o aluno reconheça e compreenda a diversidade lingüística e cultural, de modo que se engaje discursivamente e perceba possibilidades de construção de significados em relação ao mundo em que vive. Espera-se que o aluno compreenda que os significados são sociais e historicamente construídos e, portanto, passíveis de transformação na prática social. A proposta adotada nestas Diretrizes se baseia na corrente sociológica e nas teorias do Círculo de Bakhtin, bem como nos estudos de Orlandi (2005) e Foucault (1996). Nos pontos em que as acepções de tais teóricos convergem, concebe-se a língua como discurso, como espaço de produção de sentidos, marcado por relações contextuais de poder e não como estrutura que intermedia o contato de um sujeito com o mundo para transmitir sentidos. No ensino de Língua Estrangeira, a língua, objeto de estudo desta disciplina, contempla as relações com a cultura, a ideologia, o sujeito e a identidade. A partir do conteúdo estruturante Discurso como prática social, serão abordadas questões lingüísticas, sócio-pragmáticas, culturais e discursivas, assim como as práticas do uso da língua: leitura, escrita e oralidade. O texto como unidade de linguagem em uso, ou seja, de comunicação verbal – escrita, oral ou visual – será o ponto de partida da aula de Língua Estrangeira. O maior objetivo da leitura é trazer um conhecimento de mundo que permita ao leitor elaborar um novo modo de ver a realidade. A oralidade tem como objetivo expor os alunos a textos orais, pertencentes aos diferentes discursos, procurando compreendê-los em suas especificidades e incentivar os alunos a expressarem suas idéias em língua estrangeira segundo suas limitações. À escrita, não se pode esquecer que deve ser vista como uma atividade sócio-interacional, ou seja, significativa, pois, em situações reais de uso, escreve-se sempre para alguém, ou um alguém de quem se constrói uma representação. Outro aspecto importante com relação ao ensino de língua estrangeira é que ele será, necessariamente, articulado com as demais disciplinas do currículo, para relacionar os vários conhecimentos.
5 APRESENTAÇÃO Área de formação – Língua estrangeira Moderna- Inglês NRE – Guarapuava IES - UNICENTRO Educar em valores significa dar as possibilidades da construção dos mesmos, por meio das mais diversas trocas dos alunos com outros elementos da comunidade escolar e externa à escola, e com as mais variadas produções culturais. Para tanto, é preciso possibilitar aos alunos capacidades que os habilitem a interagir com outros, dentre elas: a capacidade dialógica, a consciência dos próprios sentimentos e emoções e a autonomia para a tomada de decisões em situações conflitantes do ponto de vista ético/moral, segundo Puig (1998). Num mundo em crise de valores, a solução para uma educação em valores está em buscar um referencial comum, reconhecidamente aprovado pelas mais variadas culturas, embora pouco alcançado: A Declaração Universal dos Direitos Humanos, consagrada em 1948. O artigo XXVI da Declaração Universal dos direitos Humanos estabelece que a educação é um direito de todas as pessoas e tem por objetivo o pleno desenvolvimento da personalidade humana e o fortalecimento do respeito aos direitos humanos e às liberdades fundamentais. A escola tem uma grande responsabilidade ética na implementação desse documento, que é fruto de um pacto internacional consolidado em 1948 no âmbito da Organização das Nações Unidas. A Declaração é explicada como um conjunto orgânico de direitos que são indivisíveis, indissociáveis e interdependentes, para que nela mesma não haja o desrespeito a nenhum dos direitos. Todos os artigos da Declaração são objetos de trabalho em sala de aula e fora dela. Os educadores comprometidos com a justiça social e com a construção da cidadania e democracia devem considerar seus princípios na organização do trabalho educativo. A construção da democracia exige o desenvolvimento de uma cultura de direitos humanos, buscando a formação de pessoas ativas e críticas, conscientes de seu papel social e atuante eticamente e politicamente. Estudar a trajetória desse documento, assim como sua situação atual no Brasil e as perspectivas futuras são alguns dos objetivos deste Caderno pedagógico. Este trabalho é também um caminho a ser adotado por todos aqueles que querem promover uma educação para a ética, a cidadania e a paz, ao apresentar os artigos na sua íntegra explicando suas premissas, propostas e objetivos, ilustrando quais direitos cada artigo busca garantir, quais os valores ali inclusos, e quais contra-valores são rejeitados. Para garantir a clareza dos objetivos propostos, o trabalho divide-se em dezessete partes que se completam.
6 As metodologias de trabalho com alunos são bastante diversificadas, indo desde a elaboração conceitual, discussão em grupo, metodologias múltiplas incluindo pesquisas contextualizadas, entrevistas, análise de filmes, músicas, vivências, atividades lúdicas, etc. Os recursos didáticos, textos, vídeos e materiais que comporão esse Caderno visam a instrumentalização da formação ética, social, e política de todos os membros da comunidade escolar, na expectativa de que os trabalhos desenvolvidos se irradiem para a comunidade externa à escola. Ao final do Caderno há uma lista de sugestões de livros, filmes, vídeos, músicas e sites da ONU e de ONGs que trabalham as questões voltadas em defesa e proteção dos Direitos Humanos. Com certeza o Caderno Pedagógico Direitos Humanos é um valioso instrumento a professores e alunos que queiram dedicar parte do seu tempo à educação baseada na construção de valores. Um abraço, As autoras.
I can't respect the teacher who doesn't dream of a certain kind of society that he would like to live in, and would like the new generation to live in. [Educators should pursue a dream of a society less ugly than those we have today. (Paulo Freire)
Antes de iniciarmos o trabalho aqui apresentado, a fim de garantir a compreensão dos textos selecionados e a clareza na resolução dos exercícios propostos, considero oportuno explorar alguns conceitos sobre estratégias de leitura e esclarecer o significado dos ícones empregados neste trabalho.
ESTRATÉGIAS DE LEITURA
Ler não é um ato mecânico, e sim um processo ativo. A mente filtra as informações recebidas, interpreta essas informações e seleciona aquelas que são consideradas relevantes. O que se fixa em nossa mente é o significado geral do texto. Portanto, usar o dicionário toda vez que não se conhece uma palavra se torna um processo improdutivo.
Algumas estratégias são bastante difundidas para desenvolver a habilidade de leitura. Dentre elas podem ser citadas:
• Skimming - leitura rápida que tem por finalidade checar o sentido geral do texto.
7 • Scanning - técnica usada para extrair apenas informações específicas do texto. • Inferência - a partir das informações do texto se chegar a conclusões lógicas.
• Identificação de cognatos, ou seja, palavras que possuem significados identicos ou semelhantes em diferentes idiomas, apresentando forma escrita muito parecida. • Identificação de falsos cognatos. • Identificação de palavras de referência. • Identificação dos conectivos ou marcadores lógicos ou textuais. • Associação de palavras. • Organização das informações: idéia principal, detalhes e conclusão.
IDENTIFICAÇÃO DOS ÍCONES
Ler utilizando as estratégias de leitura
Curiosidade
Memorizar
Responda no seu caderno
Responda na atividade
Atividade lúdica
Discussão oral
Atividade em grupo
8 Pesquisar
CHAPTER 1
ABOUT THE UNITED NATIONS UNIVERSAL DECLARATION OF HUMAN RIGHTS
The Universal Declaration of Human Rights was created by the United Nations in 1948. The United Nations came into being in 1945, shortly after the end of World War II (began in September 1939 and ended six years later, in September 1945) and the Nuremberg Trials. Today there are 192 countries that are part of the United Nations. Because the purpose of the United Nations is to bring peace in all nations of the world, a committee of persons headed by Mrs. Eleanor Roosevelt (1884-1962), the wife of Franklin D. Roosevelt, the President of the United States during World War II, from 1933 – 1945, who died just before the end of the war. Mrs. Roosevelt worked very hard to make things better for people—especially young people—while her husband was President and she continued her work after he died. When the war was over, Mrs. Roosevelt was asked to join the new United Nations as a delegate from the United States. She became the main writer of the United Nations Universal Declaration of Human Rights. Mrs. Roosevelt wrote a special document which “declares” the rights that everyone in the entire world should have, with the primary goal of bolstering international peace and preventing conflict. Mrs. Roosevelt Said This About Human Rights: “Where, after all, do human rights begin? In small places close to home – so close and so small that they cannot be seen on any maps of the world.”
(Nuremberg an industrial city in Bavaria, southern Germany, whose German name is Nürnberg. People think of Nuremberg because of the
9 Nuremberg Rallies of the 1930s, when the Nazi Party held very large well- organized public meetings. In 1945-46 the Nuremberg Trials took place there, when many Nazi leaders were judged in a court of law for their war crimes, and some of them were punished by death.)
In this map you can find Nuremberg‘s city.
MRS. ROOSEVELT SAID THIS ABOUT HUMAN RIGHTS
“Where, after all, do Universal Rights begin? “In small places, close to home – so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; farm or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerned citizen action to uphold them close to home, we shall look in vain for progress in the larger world.” What are Human Rights? Every person is entitled to certain – simply by the fact they are a human being. They are “rights” because they are things you are allowed to be, to do or to have. These rights are there for your protection against people who might want to harm
10 or hurt you. They are also there to help us get along with each other and live in peace.
“Where, after all, do Universal Rights begin? In small places, close to home – so close and so small that they cannot be seen on any maps of the world.”
The United Nations building is located in New York City. The purpose of the United Nations is to work for peace among the nations of the world through communication, peaceful negotiations and betterment of the human condition through human rights. ACTIVITY 1
Read the texts of the Declaration again, discuss and answer these questions:
1. What is this document? 2. Who wrote it? 3. Where did they sign it? 4. What is done with it? 5. Why was it written?
6. UNDERSTANDING HUMAN RIGHTS Every individual has dignity. The principles of human rights were drawn up by human beings as a way of ensuring that the dignity of everyone is properly and equally respected, that is, to ensure that a human being will be able to fully develop and use human qualities such as intelligence, talent and conscience and satisfy his or her spiritual and other needs. Dignity gives an individual a sense of value and worth. The existence of human rights demonstrates that human beings are aware of each other’s worth. Human dignity is not an individual, exclusive and isolated sense. It is a part of our common humanity. Human rights enable us to respect each other and live with each other. In other words, they are not only rights to be requested or demanded but rights to be respected and be responsible for. The rights that apply to you also apply to others. The denial of human rights and fundamental freedoms not only is an individual and personal tragedy, but also creates conditions of social and political unrest, sowing the seeds of violence and conflict within and between societies and
11 nations. Human rights are set out as principles in the Universal Declaration of Human Rights. It lays out principles and objectives and carries moral weight. Many countries have cited the Declaration or included its provisions in their basic laws or constitutions.
ACTIVITY 2
Write the words in the spaces according to their meaning.
Intelligence – Equality - Conscience – Rights –Freedom Respect - Satisfy - Dignity - Talent - Value
...... Something that you are morally, legally, or officially allowed to do or have ...... The ability to behave in a calm controlled way even in a difficult situation ...... A situation in which people have the same rights, advantages ...... When you regard something or someone as important and are careful not to harm them, treat them rudely ...... The ability to learn, understand, and think about things ...... A natural ability to do something well ...... The part of your mind that tells you whether what you are doing is morally right or wrong ...... To make someone feel sure that something is right or true ...... The importance or usefulness of something ...... The right to do what you want without being controlled or restricted by anyone ACTIVITY 3
RIGHT - something that you are morally, legally, or officially allowed to do or have: people who are fighting for basic rights RESPONSIBILITY- a duty to be in charge of someone or something, so that you make decisions and can be blamed if something bad happens: Kelly's promotion means more money and more responsibility. (Longman Dictionary)
Write under each statement: RIGHT or RESPONSIBILITY.
12 Be treated kindly To ask for help
To do my best To complete assignments
To a clean and attractive classroom To work in a quiet classroom
Use materials neatly and return to To be kind correct place
To learn To tell the teacher what I am feeling
To be on time to school To follow the teachers directions
To use my time wisely To be listened to
Not to bully others To not bully others
To listen to others To complete assignments
CHILDREN’S RIGHTS UNICEF - The United Nations Children’s Found is the driving force that helps build a world where the rights of every child are realized. We have the global authority to influence decision-makers, and the variety of partners at grassroots level to turn the most innovative ideas into reality. That makes us unique among world organizations, and unique among those working with the young.
13 © UNICEF/HQ92-0017/Charton A Kyrgyz nomad girl from the North West province of Xinjiang, China
Complete the history about UNICEF with the words below. airplane – bicycle – water(3x) – money – food(2x) – children(4x) – ship – clothes – truck – train - UNICEF(4x) – read – write – drugs (2x) – shoes – camel – horse- you – books – notebooks – fish – fowls – vegetable – Eurus –germ
In 1945, a terrible war had ended, millions of…….in……..did not have enough …….. or………or………or…….or…….. . Many of them were cold and hungry and sick, so………. Sent them ……and…………..and…….and equipment by ………… or………or……….or……….or……..or………or………. ………. Helps to teach millions of………how to……..and...... … and how to grow ……. By sending them ……… It also helps them to learn how to catch ……….and how to keep……….and how to get fresh……… so that they can be healthy and happy. ……… has helped many……… in more 120 countries. It can do this because a lot of generous people send……….. and they buy……… and……….. …….. says thank ………. To all the people who help to make a happy future for the……………..
CHAPTER 2
BUILDING A BETTER WORLD WITH HUMAN RIGHTS
14 Universal Declaration of Human Rights Adopted and proclaimed by General Assembly resolution 217 A (III) of 10 December 1948
On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights the full text of which appears in the following pages. Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories."
PREAMBLE
Preamble is a formal statement at the beginning of a book, document, or talk, explaining what it is about. This preamble asserts: Recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world.
Whereas recognition of the INHERENT dignity and of the EQUAL and INLIENABLE rights of all members of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and CONTEMPT for human rights have resulted in BARBAROUS acts which have outraged the conscience of MANKIND, and the advent of a world in which human beings shall enjoy freedom of SPEECH and
15 belief and freedom from fear and want has been proclaimed as the highest ASPIRATION of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last RESORT, to REBELLION against TYRANNY and oppression, that human rights should be protected by the rule of LAW,
Whereas it is essential to promote the DEVELOPMENT of friendly relations between nations,
WHEREAS the peoples of the United Nations have in the Charter reaffirmed their FAITH in fundamental human rights, in the dignity and worth of the human PERSON and in the equal rights of men and women and have determined to promote social progress and better standards of LIFE in larger freedom,
Whereas Member States have PLEDGED themselves to achieve, in co-operation with the United Nations, the PROMOTION of universal respect for and observance of human rights and fundamental freedoms,
Whereas a common UNDERSTANDING of these rights and freedoms is of the greatest importance for the full realization of this pledge,
Now, Therefore,
THE GENERAL ASSEMBLY
proclaims
THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS
as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.
ACTIVITY 1
16 WORDSEARCH- Find and circle the capitalized words in the text Preamble. They are hidden in the word grid, and may go forwards, backwards, upwards, downwards or may even run diagonally across.
P E R V E E S B F N I S P E E C H Y O P D E H K L G M A F F B N E U U O Z C A R I R R X V B R R I N L I E N A B L E U O Q I H S V S W B F E C L H Y Y I O P A M W D G T O C N A W T T P M E T N O C F O Z B N R I N I R C U A E A H R E B M X T K E Q I D L J O J R P L E D G E D J U I G Q C V K B N U H T E W U I F O P K H O N K H G F N E S S A R W T I U N V C X N I Q A R P P A U E Q U A L L Y T I N V E D I G B N T C M T H K E Q W X X V R I O N P V J R A A C X O P I N H E R E N T F A T E O T C B K K Y D N O I L L E B E R T W S R Y U P U H K A Q X C Z B Y U U L S E S S A E R E H W R A R E S U T O P N R P T B V Y I O T U Y C A S E F E L R T E B E W O P A Q A C Z X T I R A N N Y I D E V E L O P M E N T M V T E I W D A C N O N O N A D E V Y U D Z X V T H K O P U R A S P I R A T I O N Y N I H H R E S
COGNATE WORDS –
Remember: A word is cognate with another if both derive from the same word in an ancestral language; a unit of language that native speakers can identify. Ex: nome (Portuguese) name (English)
ACTIVITY 2
Find some cognates in the Preamble text:
ACTIVITY 3
Answer these questions: 1. According to the preamble of the Universal Declaration of Human Rights (UDHR), why are human rights needed? 2. What is the UDHR referring to when it speaks of "barbarous acts which have outraged the conscience of mankind"?
17 3. What is the Universal Declaration of Human Rights? 4. Why is December 10 celebrated as "Human Rights Day?" 5. Are governments legally required to respect the principles outlined in the UDHR? 6. Can the principles of the Universal Declaration of Human Rights be enforced? CHAPTER 3
THE FUNDAMENTAL RIGHTS (ARTICLES 1 TO 3) FREEDOM, EQUAL AND LIFE.
Discussion questions
What is a "right?" What rights do I think I have? What is the difference between a right and a privilege? Can we demand rights without assuming responsibilities? When are some rights infringed? How does it feel to have your rights infringed by others? What is one right you want that infringes on someone else's rights? How does it feel when you have to stop doing something you want to do when it is infringing the rights of others?
A fundamental right is a right that has its origin in a country's constitution or that is necessarily implied from the terms of that constitution. These fundamental rights usually encompass those rights considered natural human rights. Some rights generally recognized as fundamental are:
18 • Right to life
• Right to marry
• Right to procreate
• Right to raise children free from unnecessary governmental interference
• Right to freedom of association
• Right to freedom of expression
• Right to equality of treatment before the law (fair legal procedures)
• Right to freedom of thought
• Right to religious belief
• Right to choose when and where to acquire formal education
• Right to pursue happiness
• Right to vote
• Right to Freedom of contract
Read the articles 1, 2 and 3 for you understand better.
Article 1. All Article 2. Everyone is entitled Article 3. Everyone human beings are to all the rights and freedoms has the right to life, born free and equal set forth in this Declaration, liberty and security of in dignity and without distinction of any kind, person. rights. They are such as race, colour, sex, endowed with language, religion, political or reason and other opinion, national or social conscience and origin, property, birth or other should act towards status. Furthermore, no one another in a distinction shall be made on the spirit of basis of the political, brotherhood. jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
19 ACTIVITY 1
Number the explanation with the correct article 1, 2 or 3. ( ) Everyone can claim the following rights, despite: a different sex, skin colour, speaking a different language, thinking different things, believing in another religion, owning more or less, being born in another social group, coming from another country. It also makes no difference whether the country you live in is independent or not. ( ) You have the right to live, and to live in freedom and safety. ( ) When children are born, they are free and each should be treated in the same way. They have reason and conscience and should act towards one another in a friendly manner. RESPECT DIFFERENCES
Understand what is meant by “We are all Free and Equal” and to respect differences. Free and Equal Survey. There are many kinds of discrimination, besides racial, such as: gender, disability, religious, clothing/style, age, financial, etc.
ACTIVITY 2
Discussion Questions
20 1. We all have unique and wonderful qualities (“quality” means any of the features that make a thing what it is; that helps you know it from other things). Who do you know with an unusual quality that you admire? 2. We all have different abilities in different areas. Name two people outside of this classroom. Identify a different ability each one has. (Positive abilities.) 3. Is anyone exactly the same? 4. Remember what the word “equal” means? Is anyone exactly equal?
5. What is the difference between “being equal” and “having equal rights”?
Elizabeth Nader
ACTIVITY 3
Find some cognates in the articles 1, 2 and 3.
ACTIVITY 4
IDEAS THAT CHANGED THE WORLD!!!
Martin Luther King,Jr.,
Read the stanzas
21 I HAVE A DREAM
I have a dream
That one day this nation will rise up
And live out the true meaning of its creed:
“We hold these truths to be self-evident,
That all men are created equal.”
……………………………………………….
I have a dream
That my four little children
Will one day live in a nation
Where they will not be judged
By the color of their skin
But by the content of their character.
…………………………………………
This is hope.
(Martin Luther King, Jr., from a speech in Washington, D.C., in 1963.)
ACTIVITY 5
Translate the stanzas into Portuguese.
ACTIVITY 6
Complete the blanks with past of the verbs and learn more about Martin L King Jr.
22 Martin Luther King______(be) born on January15, 1929 in Atlanta, Georgia, in the south of USA. He ______(have) a brother and a sister. His father______(be) a banker and also a Baptist Minister in Atlanta. Martin’s life in Atlanta ______(be) comfortable but he______(meet) racism everyday. When he ______(be) young, he______(have) two friends who______(be) white. One day their mother ______(tell) Martin not to come to their house again. She ______(say) her boys______(be) too old to play with a black child. Martin ______(be) very sad. Martin’s father______(hate) racism. He once ______(say): “I don’t care how long I have to live with the system. I am never going to accept it. I will fight until I die”. Martin Luther King______(not – forget) his father’s words.
Martin Luther King, Jr.
ACTIVITY 6
In the beginning this chapter we discussed about THE FUNDAMENTAL RIGHTS: FREEDOM, EQUAL AND LIFE, now write answer for that questions.
1. What is a "right?" 2. What rights do I think I have? 3. What is the difference between a right and a privilege? 4. Can we demand rights without assuming responsibilities? 5. When are some rights infringed? How does it feel to have your rights infringed by others? 6. What is one right you want that infringes on someone else's rights? 7. How does it feel when you have to stop doing something you want to do when it is infringing the rights of others?
ACTIVITY 7 FITWORD
Fit the capitalized words the articles 1, 2 and 3, into the diagram, according to the numbers. There’s already two words in the diagram to help you.
23 Article 1. All human beings are born free and equal in DIGNITY (9) and rights. They are endowed with reason and conscience and should act towards one another in a spirit of BROTHERHOOD (12). Article 2. EVERYONE(3) is entitled to all the rights and FREEDOMS(6) set forth in this Declaration, without distinction of any kind, such as RACE(5), COLOUR(11), SEX(17), LANGUAGE(2), RELIGION(14), political or other opinion, national or social origin, PROPERTY(7), BIRTH(15) or other status. Furthermore, no distinction shall be made on the basis of the POLITICAL (10), JURISDICTIONAL (4) or international status of the country or territory to which a person belongs, whether it be INDEPENDENT (8), trust, non-self-governing or under Article 3. Everyone has the right to LIFE (1), LIBERTY (13) and SECURITY (16) of person.
1. F 2. U 3. N 4. J U R I S D I C T I O N A L 5. A 6. M 7. E 8. N 9. T 10 P O L I T I C A L . 11 L . 12 R . 13 I . 14 G . 15 H . 16 T . 17 S . CHAPTER 4
CIVIL AND POLITICAL RIGHTS (ARTICLES IV TO XV) Civil and political rights are a fundamental aspect of human rights, protecting the ability of people to participate in politics and decision making by
24 expressing views, protesting, having input and voting, are the protections and privileges of personal power given to all citizens by law. Article 4. No one shall Article 5. No one shall Article 6. Everyone has be held in slavery or be subjected to torture the right to recognition servitude; slavery and the or to cruel, inhuman or everywhere as a person slave trade shall be degrading treatment or before the law. prohibited in all their punishment. forms.
Article 7. All are equal Article 8. Everyone has Article 9. No one shall before the law and are the right to an effective be subjected to arbitrary entitled without any remedy by the arrest, detention or discrimination to equal competent national exile. protection of the law. tribunals for acts All are entitled to equal violating the protection against any fundamental rights discrimination in granted him by the violation of this constitution or by law. Declaration and against any incitement to such discrimination.
Article 10. Everyone is Article 11. (1) Article 12. No one shall entitled in full equality to Everyone charged with be subjected to arbitrary a fair and public hearing a penal offence has the interference with his by an independent and right to be presumed privacy, family, home or impartial tribunal, in the innocent until proved correspondence, nor to determination of his guilty according to law attacks upon his honour rights and obligations and in a public trial at which and reputation. Everyone of any criminal charge he has had all the has the right to the against him. guarantees necessary protection of the law
25 for his defence. (2) No against such one shall be held guilty interference or attacks. of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.
Article 13. (1) Everyone Article 14. (1) Article 15. (1) Everyone has the right to freedom Everyone has the right has the right to a of movement and to seek and to enjoy in nationality. (2) No one residence within the other countries asylum shall be arbitrarily borders of each state. (2) from persecution. (2) deprived of his Everyone has the right to This right may not be nationality nor denied leave any country, invoked in the case of the right to change his including his own, and to prosecutions genuinely nationality. return to his country. arising from non- political crimes or from acts contrary to the purposes and principles of the United Nations.
ACTIVITY 1
26 Number the explanation according the correct articles: 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 and 15. You have the right to ask The law is the same for Nobody has the to be protected if someone everyone; it should be right to treat you as tries to harm your good applied in the same way to his her slave and name, enter your house, all. (…..) you should not open your letters, or make anyone your bother you or your family slave. (…..) without a good reason. (…..) If someone hurts you, you You should be considered You have the right have the right to go to innocent until it can be to come and go as another country and ask it proved that you are guilty. you wish within to protect you. You lose If you are accused of a your country. You this right if you have killed crime, you should always have the right to someone and if you, have the right to defend leave your country yourself, do not respect yourself. Nobody has the to go to another what is written here. (…..) right to condemn you and one; and you should punish you for something be able to return to you have not done. (.....) your country if you want. (…..) You should be legally You should be able to ask Nobody has the protected in the same way for legal help when the right to put you in everywhere, and like rights your country grants prison, to keep you everyone else.(…..) you are not respected.(…..) there, or to send you away from your country unjustly, or without good reason.(…..) You have the right to If you go on trial this should Nobody has the belong to a country and be done in public. The right to torture you. nobody can prevent you, people who try you should (5) without a good reason, not let themselves be from belonging country if influenced by others.(…..) you wish.(…..)
ACTIVITY 2
27 Write the words according to the meaning. slavery - law – arrest – trial – exile - guilty - charge - discrimination - torture - commit
1. ………………..Forced separation from one's native country, expulsion from ... 2. ……………… .The act of discriminating, distinguishing. 3. ………………..In general, a rule of being or of conduct. 4. ………………..Extreme pains, anguish of body or mind, pang, agony, torment. 5. ………………..The condition of a slave, the state of entire subjection of. 6. ………………..To stop, to check or hinder the motion or action of. 7. ………………..To lay on or impose, as a load, tax, or burden, to load. 8. ………………..Having incurred guilt, criminal, morally delinquent, wicked. 9. ………………..The act of trying or testing in any manner. 10.………………..To give in trust, to put into charge or keeping.
ACTIVITY 3
Read and answer
Think of a book you have read or a movie you have seen, in which one of the rights just discussed above was violated. You’re going to re-tell the story. Your new version has the character knowing or learning his human rights. Write the name of the book or movie. Write a paragraph briefly telling what the story is about so your reader will be able to understand your new version. Then write a new ending or a new pivotal (extremely important in causing a result or changing the progress of something) scene for that same book or movie. For example, in the story of Cinderella, her step sisters and step mother violated Human Right 12 (right to privacy), 13 (freedom to move) and 17 (your own things), among others. You might write a scene where Cinderella learns she has rights and so the story changes. How does it change? How do the characters change? What does Cinderella do about her rights? ACTIVITY 4
“YOU ARE THE PROBLEM SOLVER” Learn Rights 1-5 by heart: 1. We are all free and equal; 2. Don’t discriminate;
28 3. The right to life; 4. Slavery- past and present; 5. Torture.
Examples of Human Rights Violations Choose a human rights situation from these true situations and work out a solution which you will present it. Important note: Just because your idea is not agreed upon by the others, does not mean it is not a good idea. It may just be the very best idea of all and if you think it is, then have the courage to carry it out, if you decide so. Some of the best ideas in history were not agreed upon at first. 1. WE ARE ALL FREE AND EQUAL
Having no sons is a serious liability for widows in Kenya: women with no children or only daughters are often considered worthless and undeserving of property. "I was thrown out of my home when my husband died because I had only given birth to girls," said Theresa Murunga, a widow from rural Bungoma. Until her husband's death in 1994, Murunga lived in a hut on her husband’s homestead, where she grew potatoes and maize. She recalled: “When my husband died, his relatives came and took everything. They told me to take my clothes in a paper bag and leave. I left, because if I had resisted they would have beat me up. The relatives identified someone to inherit me. It was a cousin of my husband. They told me, `Now you are of less value, so we'll give you to anyone available to inherit you.' I didn't say anything. I just left and went to my parents' home.... This is customary. If I had married the cousin, I could have lived where I was. I decided not to because he was polygamous-he had five other wives.... I know if a woman is inherited, she is normally mistreated by the one who inherits her. If I had sons instead of daughters, they would have apportioned land to me.... When they told me to leave, they said there was no way they could recognize my daughters since they'll marry and leave the homestead. They said I shouldn't have given birth at all.... My in-laws took everything-mattresses, blankets, utensils. They chased me away like a dog. I was voiceless.”
29 From: Human Rights Watch, http://hrw.org/reports/2003/kenya0303/kenya0303- 03. Htm#P434_89275 The caste system, in certain countries, is based on the belief that some people are better or less worthy than others according to the level of society they were born into. According to their caste, they should have certain privileges or not have certain privileges. In some communities of Sri Lanka, intermarriage between upper-caste and lower-caste persons is still socially discouraged. Marriage ads in Sri Lankan newspapers routinely specify the caste background of the match that the family is seeking. From: Human Rights Watch: http://www.hrw.org/reports/2001/globalcaste/caste0801- 03. Htm#P227_39769 2. DISCRIMINATION
In countries throughout Europe, Romani children, sometimes known as Gypsies, received substandard education when they attended schools at all. In November 2000 the parents association of Greece's Halastra Public School closed the school to prevent enrollment of thirty-two Romani children. The Romani children were split up and sent to different schools, often quite far from their homes. From: http://hrw.org/wr2k2/children.html Children with disabilities around the world do not all have an equal opportunity for education. In Vietnam, when counting total school attendance, children with disabilities are subtracted from the total number of school age children. From: http://www.isec2000.org.uk/abstacts/papers_j/jones_2.htm 2. THE RIGHT TO LIFE
30 The American Medical Association estimates that more than 4 million women are victims of severe assaults by boyfriends and husbands each year. Studies reveal that family violence occurs in two million families in the United States, a figure that is probably an underestimate, as many incidents are not reported. From: http://www.actabuse.com/dvstats.html Indigenous people (the original people of a region) in Brazil were being killed for their land. According to a report released by indigenous Guarani leaders in November 2000, members of the Guarani community were fired on by police. Among those injured was a baby, who was hit in the head by a rubber bullet. From: Human Rights Watch, http://hrw.org/wr2k2/americas2.html 3. SLAVERY
Forced labor affects at least 20 million people around the world. People become forced into working, for example, by taking or being tricked into taking a loan for as little as the cost of medicine for a sick child. To repay the loan, many are forced to work long hours, seven days a week, up to 365 days a year. They receive basic food and shelter as 'payment' for their work, but might not ever be able to pay off the loan, which can be passed down for generations. From http://www.antislavery.org/homepage/antislavery/modern.htm An eleven year old in Pakistan is forced to weave carpets to repay a debt that his father owes. He works 14 hours a day, sleeps by his loom, and cannot leave the carpet factory or he will be caught and beaten. From: http://www.freetheslaves.net/files/edpack_3.pdf A twelve year old girl in India is married to a 60 year old man. She has no choice and must work as a servant in the home. From: http://www.freetheslaves.net/files/edpack_3.pdf 4. TORTURE
31 In Venezuela, torture against children is committed by police, with the excuse that it is to stop crime. Many children have been made to seem criminal because of their age and social class, so that they seem to deserve being attacked. Guns are often secretly placed on the victims by the police or they are falsely accused of starting a shoot-out. Many of the cases are not reported, because their relatives and witnesses are frightened or do not believe that they can get justice. From:http://web.amnesty.org/library/Index/ENGAMR530131997?open&of=ENG- VEN Emilio was taken into the Guatemalan army at age 14. "The army was a nightmare. We suffered greatly from the cruel treatment we received. We were constantly beaten, mostly for no reason at all, just to keep us in a state of terror. I still have a scar on my lip and sharp pains in my stomach from being brutally kicked by the older soldiers. The food was scarce, and they made us walk with heavy loads, much too heavy for our small and malnourished bodies. They forced me to learn how to fight the enemy, in a war where I didn't understand why it was being fought." From: Human Rights Watch, http://hrw.org/campaigns/crp/voices.htm You can read real stories of real people, and how their human rights are being restored, at: http://www.un.org/works/
MAHATMA GANDHI
“You must not lose faith in humanity. Humanity is an ocean; if a
few drops of the ocean are dirty, the ocean does not become
dirty.” - Mahatma Gandhi
32 Mohandas Karamchand Gandhi is commonly known in India and across the world as Mahatma Gandhi (Sanskrit: mahā tm ā - "Great Soul".) He was born on October 2, 1869 in Porbandar, India. He became one of the most respected spiritual and political leaders of the 1900's. Gandhi JI helped free the Indian people from British rule through nonviolent resistance, and is honored by Indians as the father of the Indian Nation. He developed a method of action based upon the principles of courage, nonviolence and truth called Satyagraha. He believed that the way people behave is more important than what they achieve. Satyagraha promoted nonviolence and civil disobedience as the most appropriate methods for obtaining political and social goals. He believed it was honorable to go to jail for a just cause. On January 13, 1948, at the age of 78, he began a fast with the purpose of stopping the bloodshed. After 5 days the opposing leaders pledged to stop the fighting and Gandhi broke his fast. Twelve days later a Hindu fanatic, Nathuram Godse who opposed his program of tolerance for all creeds and religion assassinated him.
ACTIVITY 5
1. What non-violent methods did Gandhi use in South Africa and India to achieve his goals? 2. How did Gandhi justify breaking the law in his civil disobedience campaigns? Do you agree with him? Explain. 3. When, if ever, do you think non-violent civil disobedience is justified? 4. Although Gandhi never used or advocated violence, he did not absolutely oppose it. I do believe that where there is only a choice between cowardice and violence, he wrote, I would advise violence. Describe a situation where you think Gandhi might agree that resorting to violence was necessary. 5. Who was Gandhi’s assassin? 6. What is a religiously-oriented communal farm called? 7. What does great soul mean?
ACTIVITY 6
Texto para Jogral
THE WORLD I IMAGINE HAS THE WORLD I IMAGINE NO HAS
1. No war love 2. No drugs peace
33 3. No pollution truth 4. No hunger happiness 5. No violence freedom 6. No misery health for everybody 7. No illiteracy respect to nature 8. No poverty respect to human rights 9. No diseases food for everybody 10. No corruption job for everybody 11. No sorrow habitation for everybody 12. No robbery transport for everybody 13. No falsehood instruction for everybody
CHAPTER 5
THE ECONOMIC, SOCIAL AND CULTURAL RIGHTS (ARTICLES XVI TO XXVII)
Economic rights: The production, distribution, and consumption of goods and services.
Social rights are generally considered an obligation a society places upon itself and its citizens to ensure to all people some specified standard of living, without discrimination.
Cultural rights are an integral part of human rights, which are universal, indivisible and interdependent.
Article 16. (1) Men Article 17. (1) Everyone Article 18. Everyone has and women of full has the right to own the right to freedom of age, without any property alone as well as thought, conscience and limitation due to in association with others. religion; this right includes race, nationality or (2) No one shall be freedom to change his religion, have the arbitrarily deprived of his religion or belief, and right to marry and to property. freedom, either alone or in found a family. They community with others and are entitled to equal in public or private, to rights as to marriage, manifest his religion or
34 during marriage and belief in teaching, at its dissolution. (2) practice, worship and Marriage shall be observance. entered into only with the free and full consent of the intending spouses. (3) The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.
Article 19.Everyone Article 20. (1) Everyone Article 21. (1) Everyone has the right to has the right to freedom of has the right to take part freedom of opinion peaceful assembly and in the government of his and expression; this association. (2) No one country, directly or right includes may be compelled to through freely chosen freedom to hold belong to an association. representatives. (2) opinions without Everyone has the right of interference and to equal access to public seek, receive and service in his country. (3) impart information The will of the people shall and ideas through be the basis of the any media and authority of government; regardless of this will shall be expressed frontiers. in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting
35 procedures.
Article 22. Article 23. (1) Everyone Article 24. Everyone has Everyone, as a has the right to work, to the right to rest and member of society, free choice of employment, leisure, including has the right to social to just and favourable reasonable limitation of security and is conditions of work and to working hours and entitled to protection against periodic holidays with pay. realization, through unemployment. (2) national effort and Everyone, without any international co- discrimination, has the operation and in right to equal pay for accordance with the equal work. (3) Everyone organization and who works has the right to resources of each just and favourable State, of the remuneration ensuring for economic, social and himself and his family an cultural rights existence worthy of human indispensable for his dignity, and dignity and the free supplemented, if development of his necessary, by other means personality. of social protection.(4) Everyone has the right to form and to join trade unions for the protection of his interests.
36 Article 25. (1) Article 26. (1) Everyone Article 27. (1) Everyone Everyone has the has the right to education. has the right freely to right to a standard of Education shall be free, at participate in the cultural living adequate for least in the elementary life of the community, to the health and well- and fundamental stages. enjoy the arts and to share being of himself and Elementary education in scientific advancement of his family, shall be compulsory. and its benefits. (2) including food, Technical and professional Everyone has the right to clothing, housing and education shall be made the protection of the moral medical care and generally available and and material interests necessary social higher education shall be resulting from any services, and the equally accessible to all on scientific, literary or right to security in the basis of merit. (2) artistic production of the event of Education shall be which he is the author. unemployment, directed to the full sickness, disability, development of the human widowhood, old age personality and to the or other lack of strengthening of respect livelihood in for human rights and circumstances fundamental freedoms. It beyond his control. shall promote (2) Motherhood and understanding, tolerance childhood are and friendship among all entitled to special nations, racial or religious care and assistance. groups, and shall further All children, whether the activities of the United born in or out of Nations for the wedlock, shall enjoy maintenance of peace. (3) the same social Parents have a prior right protection. to choose the kind of education that shall be given to their children.
37 ACTIVITY 1
Find some cognates in the articles above. ACTIVITY 2
Number the abbreviated articles about UDHR (From 16 until 27) Right to Participate in the Cultural Life of Community (27) Right to Marriage and Family (16) Right to Education (26) Freedom of Opinion and information (19) Freedom of Belief and Religion (18) Right to Rest and Leisure (24) Right of Peaceful Assembly and Association (20) Right to Adequate Living Standard (25) Right to Participate in Government and in Free Elections (21) Right to Social Security (22) Right to Own Property (17) Right to Desirable Work and to Join Trade Unions (23) ACTIVITY 3
Look at these images and answer:
38
What rights do you think are not being respected or violated? ACTIVITY 4
Answer these questions about UDHR. 1. What might happen if people did not protect human rights? 2. What happens when all people defend human rights? 3. How could the participants take action to protect human rights? 4. Can the Universal Declaration of Human Rights prevent war? How or why not? ACTIVITY 5
Read and discuss about: “Free to say what you want” Sometimes people try to get the government to make a rule that certain books can’t be offered in the library, in bookstores or at school. These people are called censors. The censors believe they are protecting people from certain ideas that the censors think are wrong. Many years ago, governments would even burn books they thought were wrong, in the hopes that no one else would ever be able
39 to read them because there would be no more of them. In 213 BC a Chinese ruler, Shi Huang had all the books of Confucius burned, except one of each, which he kept in his library. Confucius was a philosopher (someone who studies the meaning of life, what truth really is, problems of right and wrong and other questions about life; someone searching for wisdom about life) and he was a teacher who believed men were good and could be guided by thought and ideas to do the best thing, rather than forced by a ruler. Confucius thought education was the most important way to create a good society. Shi Huang was afraid of this kind of teaching. He was afraid that if people got knowledge, he would not be able to control them and he would lose his power. Shi Huang didn’t want people to understand too much and criticize what he was doing, so he burned Confucius’ books. If we are free to say what we want, can we tell lies or spread rumors (a report or a statement said as if it were true, yet it may not be)? “What about judgment?” or “How would judgment relate to this right What can you do if someone wants to force you to join a group? What kind of groups do you like to belong to?
Who thinks book burning only happened a long time ago? Not very long ago, in the 1930’s in the United States, some people in charge of a library in St. Louis, Missouri decided a novel (a non-fiction story book) called the “Grapes of Wrath” by John Steinbeck (wrath means: great anger) was bad so they had all the library copies burned.
ACTIVITY 6
Research Which of these books have been burned or censors have tried to get rid of them in libraries, schools and bookstores? Write B for burned and C for censor.
• The Adventures of Huckleberry Finn by Mark Twain ( )
• Forever by Judy Blume ( )
40 • The Giver by Lois Lowry ( )
• Harry Potter (series) by J.K. Rowling ( )
• In the Night Kitchen by Maurice Sendak ( )
• Goosebumps by R.L. Stein ( )
• A Wrinkle in Time by Madeleine L’Engle ( )
• Heather has Two Mommies by Leslea Newman ( )
• Where’s Waldo by Martin Hanford ( )
• Halloween ABC by Eve Merriam ( )
• James and the Giant Peach by Roald Dahl ( )
Are we guaranteed the right to all play and no work? Point out that this says, we have the right to rest from work. It doesn’t mean we have the right to play with no contribution to society and the people around us.
Is it fair to take someone’s creation and make money from it for yourself? Why? Is it fair to use someone’s creation without paying or asking permission? What if someone offers you a copy of someone else’s work (like a music CD) and you know they didn’t pay for it, but they’re offering it at a very low price. It’s going to save you money because it’s so cheap and you really want it badly? Are they a thief? (Answer should be yes.) What do you do? Why do you think they call these illegal copies, “pirated copies”? What did pirates do? (They stole other people’s treasures.) Open a book and find the copyright symbol, usually found on the first few pages along with information about the publisher.
NELSON MANDELA
41 Nelson Mandela, the President of the Republic of South Africa, has spent much of his life escaping the police, on trial, or in prison. "My life is the struggle" he has said. His struggle was against apartheid, the racist system used by the former white government of South Africa to suppress the majority black population. Mandela delivered his essential beliefs from the dock at his last trial, before he was sentenced to thirty years imprisonment: "I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die." Born in a village near Umtata in the South African Transkei, Nelson Rolihlahla Mandela was the son of the principal adviser to the Acting Paramount Chief of Thembuland. The stories of the elders about the heroic feats of his warrior ancestors in their defence of the Transkei inspired the boy to become a man who would also fight for the freedom of his people. The law and politics were Mandela's weapons. He studied first at Fort Hare where he was suspended for participating in a protest rally. He moved to Johannesburg to continue his studies and to join the African National Congress (ANC) in1942. Mandela became a member of the National Executive Council 1950 and Deputy President in 1952. He also continued to run a legal practice for black people while helping to popularize the ANC's Freedom Charter, a document imbued with the same ideals as the Universal Declaration of Human Rights. An increasingly important organizer for the ANC, Mandela often avoided the police by wearing disguises. At other times he was banned, arrested and imprisoned. Finally, in 1962, he went overseas to speak at various human rights gatherings and to meet with senior politicians from several countries. Upon his return to South Africa in 1962, he was arrested and sentenced to five years jail for leaving the country illegally and with incitement to strike. Whilst in jail, he was charged with sabotage. At this trial, he declared he was willing to die for his ideals. Mandela was sentenced to life imprisonment. During the 1980's, he was several times offered a release on the condition he renounce violence. He refused, not because he advocated violence but because, he said, prisoners cannot enter into contracts. Only free men can negotiate. In 1990, with the impending disintegration of apartheid, he was released. In 1993 he was awarded the Nobel Peace Prize. On 10 May, 1994, he was elected the first black President of South Africa. ACTIVITY 7
Answer these questions.
42 Who is Nelson Mandela? Why is he important? What was apartheid? When and where did it occur? ACTIVITY 8
Match the questions and answers about the Nelson Mandela. 1. How was life difficult for Mandela He didn’t have his friends with him in Pollsmoor Prison? and his room was small and wet.( ) 2. How was life for Mandela better in He had a nice large house; he had Pollsmoor Prison? visitors and new clothes. ( ) 3. What did PresIdent Botha want the He wanted them to stop using ANC to do in 1985? violence with black people. ( ) 4. What did Mandela want the He wanted them to stop using government to do in 1985? violence. ( ) 5. What happened to Mandela in1988? He wanted to walk out of Victor Verster Prison. ( ) 6. How was life better for Mandela in It was easier for Winnie to visit him Victor Verster Prison? and he could take her in his arms/. ) 7. When did President de Klerk free On February 11th 1990. ( ) Walter Sisulu and six other political prisoners? 8. Why didn’t Mandela want to go to On October 15th 1989. ( ) Johannesburg in 1990? 9. When did he leave prison? The government moved him to Victor Verster Prison. ( )
ACTIVITY 9
There is a mistake in each sentence about the Information. Rewrite correcting the mistakes. • Mandela was seventeen years old when he left prison. • In 1991, he was the new President of South Africa. • At the end of 1993, Mandela and Buthelezi won the Nobel Peace Prize. CHAPTER 6
THE MECHANISMS FOR MAINTENANCE OF HUMAN RIGHTS (ARTICLES XXVIII TO XXX).
43 Article 28. Everyone Article 29. (1) Everyone Article 30. Nothing in is entitled to a social has duties to the this Declaration may be and international order community in which alone interpreted as implying in which the rights and the free and full for any State, group or freedoms set forth in development of his person any right to this Declaration can be personality is possible. (2) engage in any activity or fully realized. In the exercise of his rights to perform any act aimed and freedoms, everyone at the destruction of any shall be subject only to of the rights and freedoms such limitations as are set forth herein. determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society. (3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.
44 ACTIVITY 1
Put numbers in parentheses according the synonymous. 1. Aime Well-doing or well-being in any respect.(…..) 2. Herein That which a person sets before himself as an object to be reached. (…..) 3. Implying Forward, onward in time. (…..) 4. Engage Singly, alone, only, without another. (…..) 5. Welfare That which is due, payment. (…..) 6. Requirement In this (…..) s 7. Purposes To infold or involve, to wrap up. (…..) 8. Duties To put under pledge. (…..) 9. Fully To point or direct a missile weapon. (…..) 10. Forth Completely, entirely. (…..) 11. Solely Demand, requisition. (…..) ACTIVITY 2
Answer the questions about Universal Declaration of Human Rights 1. What’s the importance of human rights?
2. Why might a government want its citizens to learn about human rights? Why might it not want citizens to learn about human rights?
3. What groups of people in your community need to learn about human rights?
4. In which areas does your school seem to be promoting human rights principles?
5. In which areas do there seem to be human rights problems?
6. How do you explain the existence of such problematic conditions? Are they related to discrimination? To participation in decision-making? Who benefits and who loses/suffers from these human rights violations?
45 7. Have you or any other members of the community contributed to the existing climate, either to improve or to worsen it?
8. What needs to be done to improve the human rights climate in your school? Develop an action plan as a class, identifying goals, strategies and responsibilities
Discussing
Did some articles of the UDHR come up more often than others? Some not at all? Why? “What I Will Do: Improving Human Rights for Myself and Others” What we will really do (a very specific action) about improving human rights conditions for any part of life (family, school, play yard, neighborhood, club, his country, the world, etc)?
ACTIVITY 3
STATEMENTS FROM FAMOUS HUMAN RIGHTS LEADERS
Many humanitarians have stood up for human rights. They worked bravely for what they believed in, and they have inspired millions.
“Human rights must be made a fact, not an idealistic dream.” L. RON HUBBARD “Young friends all over the world, you are the ones who must realize these rights, now and for all time. Their fate and future is in your hands.” KOFI ANNAN – SECRETARY GENERAL, UNITED NATIONS “Nonviolence is the greatest force at the disposal of mankind. It is mightier than the mightiest weapon of destruction devised by the ingenuity of man.”
46 MOHANDAS K. GANDHI “Injustice anywhere is a threat to justice everywhere” MARTIN LUTHER KING, JR. “I disapprove of what you say, but I will defend to the death your right to say it.” FRANCOIS MARIE DE VOLTAIRE “Compassion is not religious business, it is human business, it is not luxury, it is essential for our own peace and mental stability, it is essential for human survival.” THE DALAI LAMA ACTIVITY 4
Research more quotes about:
Eleanor Roosevelt Martin Luther King Nelson Mandela Dalai Lama Mahatma Gandhi Aung San Suu Kyi Mother Teresa (Suggestion - http://www.quotationspage.com/quotes/) ACTIVITY 5
Rewrite a message completing with the sentences in column B, messages from column A.
A B If a child lives with criticism, she learns to be patient. If a child lives with hostility, he learns justice. If a child lives with ridicule, she learns to be shy. If a child lives with shame, he learns confidence. If a child lives with tolerance, she learns to have faith. If a child lives with encouragement, she learns to like herself. If a child lives with praise, she learns to condemn. If a child lives with fairness, she learns to appreciate. If a child lives with security, he learns to fight.
47 If a child lives with approval, he learns to feel guilty. If a child lives with acceptance and he or she learns to find love in the friendship, World.
“Human Rights Watch is working in more than seventy countries to bring tyrants to justice, name and shame abusers, protect women and children, defend civilians in wartime, and ensure respect for the dignity of every individual. We never give up hope that change is possible. We’ve seen it happen. And we know that together, we’ll be able to achieve even more.”
Carroll Bogert Associate Director, Human Rights Watch
CONCLUSION
ACTIVITY 1
Give the answer for these questions: 1. What is your favorite human right? 2. What’s favorite part of the lessons on human rights?
3. What is important about that human right? 4. What does this Article suggest should be the goal and content of education? 5. Who decides what subjects you study in your school?
48 6. Do you learn about human rights in school? At what age? In which subjects? 7. Education for Freedom wanted to educate Filipinos "to enable them to actively participate in working for a society that is just and human." Do you learn about this kind of active participation at your school? 8. Why might a government want its citizens to learn about human rights? Why might it not want citizens to learn about human rights? 9. What groups of people in your community need to learn about human rights?
ACTIVITY 2
Draw a tree on large chart paper.
• Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that they think all people need to live in dignity and justice. • A human rights tree needs roots to grow and flourish. Give the tree roots and label them with the things that make human rights flourish. For example, a healthy economy, the rule of law, or universal education.
• When drawings are complete, ask each group to present its tree and explain its reasons for the items they have included. • Match the fruits, leaves, and branches with articles of the Universal Declaration of Human Rights and write the number of the article next to each item.
• Display these trees in the classroom or in public places. • Identify rights concerns that are of particular concern to you and your community.
Source: Amnesty International-Austria
49 Discussion
Observe any human rights violations since they’ve been learning about human rights. It could have been in their neighborhood, on the playground, on TV, etc. Encountered an opportunity to help someone with human rights, since they’ve been studying these lessons. Has anyone been able to handle a situation better because of knowing their human rights? Have you had a chance to discuss human rights with anyone— their parents, friends, strangers, neighbors? Tell about the conversation and what the result was. Did they learn from the person? Did the person learn from the student? Did they agree on something?
ACTIVITY 3
Write a short text. Include some of the following information. Write a paragraph in answer to each question chosen: • What did you like about learning your human rights? • What new ideas did you get? • Did you observe any human rights violations? • Did you help anyone with regard to their human rights? • Were you better able to control a situation because of knowing your human rights? • Did you communicate with someone about human rights and what did you talk about? • What changed for you as a result of doing these lessons on human rights? The essay should end with a paragraph about who the student would like to share what he’s learned with and why.
ACTIVITY 4
Watch a news program on TV and write some topics that show that the Human Rights were not respected or violated.
ACTIVIT 5
Illustrate your favorite human right in the art form of their choice.
50 • Make a drawing/painting
• Produce a skit with other students
• Photograph a scene representing the human right
• Make a song
• Write a poem
• Write a story
• Make a clay sculpture or a clay scene
• Choreograph a dance
• Make a video
• Sing
• Other (there can be variations and other ideas) ACTIVITY 6
THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (ABBREVIATED)
Jogral - Memorize the 30 human rights and recite in unison (or each student may recite one human right, one after the other, in correct sequence). Make it crisp, loud and lively! Article 1 - Right to Equality Article 2 - Freedom from Discrimination Article 3 - Right to Life, Liberty, Personal Security Article 4 - Freedom from Slavery Article 5 - Freedom from Torture and Degrading Treatment Article 6 - Right to Recognition as a Person before the Law Article 7 - Right to Equality before the Law Article 8 - Right to Remedy by Competent Tribunal Article 9 - Freedom from Arbitrary Arrest and Exile Article 10 - Right to Fair Public Hearing Article 11- Right to be Considered Innocent until Proven Guilty Article12 -Freedom from Interference with Privacy, Family, Home and Correspondence Article 13 - Right to Free Movement in and out of the Country Article 14 - Right to Asylum in other Countries from Persecution Article 15 - Right to a Nationality and the Freedom to Change It Article 16 - Right to Marriage and Family Article 17 - Right to Own Property
51 Article 18 - Freedom of Belief and Religion Article 19 - Freedom of Opinion and Information Article 20 - Right of Peaceful Assembly and Association Article 21 - Right to Participate in Government and in Free Elections Article 22 - Right to Social Security Article 23 - Right to Desirable Work and to Join Trade Unions Article 24 - Right to Rest and Leisure Article 25 - Right to Adequate Living Standard Article 26 - Right to Education Article 27 - Right to Participate in the Cultural Life of Community Article 28 - Right to a Social Order that Articulates this Document Article 29 - Community Duties Essential to Free and Full Development Article 30 - Freedom from State or Personal Interference in the above Rights
Research a list of 'Headlines', a number of true headlines reporting acts which violate or protect human rights around the world and collected by Amnesty International (attached). Pick three headlines and write three sentences explaining their opinion on whether the human rights issue effects intra-national conflict and two sentences explaining how the student would illustrate the headline to teach other students about the issue. (Suggestion - http://www.amnesty.org/ ) ACTIVITY 7 THE POWER OF THE PEN
Writing Letters for Human Rights
Overview: Plan, execute, and assess a letter-writing action about a human rights issue of concern to you. Note: You should be offered a range of topics and positions to ensure that your letters are freely undertaken and reflect their own views.
PART A: Planning the Letter
52 1. Define: Identify the issue that you wish to write about, which may develop from a particular unit of this text, a service learning project, or an issue of personal concern. Arrange with similar concerns in small groups.
2. Strategize: Working in small groups, strategize about to whom to write:
• Is this a local, state, national, or international issue?
• Is this an issue that needs to be more widely known? Would a letter to the editor of a newspaper be effective? What community response is desired?
• Is this an issue that needs attention from government agencies? Which agencies are involved? What response is desired?
• Is this an issue about which legislation is needed? Who are the legislators involved? What response is involved?
3. Research: Work cooperatively to gather the information needed to write an effective letter.
• Verify and expand your information.
• Identify the best person(s) to whom to write and gather the needed addresses.
PART B: Writing the Letter
1. Discuss the following tips on how to write an effective letter.
• Identify yourself. If you are a student, mention your age or grade in school. If you write as a class, mention your school’s name.
• Define the issue as specifically as possible.
• If you ask for a response, make clear what you are asking for.
• Keep the letter as brief as possible to get your concerns across.
• Always be polite.
• Stick to information you have verified. Do not make claims you cannot support with facts.
53 • Use the correct forms for both the letter and the envelope. Write carefully and neatly.
• Keep a copy of your letter.
2. Go over the parts of a letter and envelope, pointing out that a written letter is more effective.
3. Write drafts of your letters. When you have finished, form groups of three. These groups should take responsibility for editing each other’s letters to make them polished enough to send to a head of state or an editor.
4. Write final drafts of their letters incorporating peer-editing comments and correctly address an envelope. Mail your letters.
PART C: Writing for Special Situations
1. Writing a Letter to the Editor: The following suggestions will improve your chances of getting published:
• Look for any rules printed in the publication to which you plan to write. They are usually found at the end of the "Letters to the Editor" section. Or telephone or e-mail the publication to ask for special instructions.
• Follow the suggestions for effective letter writing.
• Your subject matter should be of current interest or relevance to readers.
• Never accuse anyone of anything without proof. Never slander anyone. Remember that you want to solve problems, not create them.
• If you think something should be done, give a few reasons why.
• Never send a publication an "open letter" addressed to a public official. It probably won’t be published.
• Don’t send the same letter to more than one newspaper. Newspapers like original work.
• If your letter is printed, don’t be surprised or upset if it has been shortened to fit the limited space available.
54 “It is duty to ensure that these rights are a living reality – that they are known, understood and enjoyed by everyone, everywhere. It is often those who most need their human rights protected, who also need to be informed that the Declaration exists – and that exists for them.”
Secretary-General Ban Ki-Moon
INDICAÇÕES MULTIMÍDIA
Aos alunos do Ensino Médio poderá ser sugerido leitura, assistência a filmes, vídeos e explorar sites, como complemento ou base de trabalho do ponto de vista dos Direitos Humanos – temas, acções, papel transformador de factores como o acesso à informação, consenso, necessidades individuais e da sociedade.
LIVROS
1. A cidadania de A a Z. MAGALHÃES, Ana Maria.; ALÇADA, Isabel Lisboa, Editorial do Ministério da Educação, 2001 ISBN 972-767-012-1 Distribuição gratuita pelo Ministério da Educação. 2. A Cidadania Explicada aos Jovens… e aos Outros LETRIA, José Jorge Lisboa, Terramar, 2000 ISBN 972-710-270-0 3. Ética para um Jovem SAVATER, Fernando Lisboa, Editorial Presença, 2000, (7ªedição) 4. Introdução aos Direitos do Homem COMBESQUE, Marie Agnès [coord.] Lisboa, Terramar, 1998 ISBN 972-710-215-8 5. ISBN 972-23-1657-5 6. O Racismo Explicado aos Jovens JEAN, Georges Lisboa, Editorial Presença, 1998 ISBN 972-23-2283-4 7. Os Direitos das Mulheres PARKER, Victoria Lisboa, Gradiva, Publicações, Lda, 2000 ISBN 972-662-715-X 8. Os Nossos Direitos Humanos Nações Unidas Lisboa, Nações Unidas / Instituto de Inovação Educacional, 1998 Distribuição gratuita. Disponível na UNESCO e na Biblioteca Itinerante do IIE. 9. Política para um Jovem SAVATER, Fernando Lisboa, Editorial Presença, 1998, (2ª edição) ISBN 972-23-1721-0
FILMES
55 • A Cura (meninos) • A Educação da Pequena Árvore (índios) • Á Espera de um Milagre • A Procura da Felicidade • A Vida em Cor de Rosa • Adoráveis Mulheres • Amazônia em Chamas (Vida de Chico Mendes) • Amigos para Sempre • Amistad (luta pela libertação dos negros nos EUA) • Com Mérito (pobreza) • Contos proibidos do Marquês de Sade - Philip Kaufman • Danton – Andrzej Wajda • De Bem com a Vida (amizade criança e idosa) • De Porta em Porta (inclusão) • Despedida em Las Vegas (alcoolismo) • Diário de um Adolescente (Desenvolvimento da dependência química) • Duro Aprendizado (violência, discriminação). • Em Busca de um Sonho (menino com talento para arte) • Em Luta pelo Amor (mulher cortesã/inquisição) • Ensina-me a Viver • Erin Brockovich: Uma Mulher de Talento • Filhos do Paraíso • Gandhi • Ilha das Flores - Jorge Furtado • Mentes Perigosas • Mentes que Brilham (superdotado) • Meu Nome é Joe (alcoolista em recuperação) • Nenhum a Menos (China) • O Amor é Cego (obesidade) • O Carteiro e o Poeta • O Homem sem Face (preconceito sobre feiúra) • O Poder de um Jovem (segregação racial na África do Sul). • O Sorriso de Monalisa • O Valor da Vida (História de Bill W.) • Os Três Desejos • Profissão de Risco (traficante) • Sempre Amigos (auto-estima)
56 • Sociedade dos Poetas Mortos • Traffic (tráfico de drogas, desenvolvimento de dependência química). • Um Amor Verdadeiro (câncer na família) • Um Grande Garoto • Uma Dose de Amor (alcoolismo) • Uma Dose de Esperança (grupo de auto-ajuda) • Uma Lição de Amor (pai de deficiente mental) • Uma Lição de Amor (Sean Penn) • Uma Lição de Vida (professor com câncer) VÍDEOS
• http://www.hrw.org/doc/?t=videos
• http://www.youtube.com/results?search_query=human+rights
MÚSICAS
• http://www.amnestyusa.org/musicforhumanrights/ • http://www.dhnet.org.br/dados/musicas/index.html • http://www.unitedmusicvideo.org/html/music.html • http://www.youthforhumanrights.org/index.htm
SITES
• http://brazilink.org/hrjustice.asp
• http://en.wikipedia.org/wiki/Human_rights
• http://en.wikipedia.org/wiki/UNESCO
• http://en.wikipedia.org/wiki/United_Nations
• http://portal.unesco.org/en/ev.phpURL_ID=29008&URL_DO=DO_TOPIC& URL_SECTION=201.html
• http://pt.wikipedia.org/wiki/Organização_das_Nações_Unidas
• http://www.amnesty.org/
• http://www.br.amnesty.org/
• http://www.brasilescola.com/geografia/onu.htm
• http://www.hreoc.gov.au/info_for_students/index.html
• http://www.hrw.org/
• http://www.hrweb.org/
57 • http://www.un.org/events/humanrights/2007/index.shtml
• http://www.un.org/rights/
• http://www.unesco.org.br/unesco/sobreaUNESCO/index_html/mostra_docu mento
• http://www.unicef.org.br/
• http://www.unicef.org/
• http://www.unicrio.org.br/pg2.php
PHOTOS GALLERY All images © United Nations
• http://www.un.org/av/photo/hr.htm
REFERÊNCIAS • ELLIS, R. Second language acquisition. OUP, 1997. • LIGHTBOWN, P.M. e SPADA A. N. How languages are learned. Revised Edition. Oxford: Oxford University Press, 1999. • MARCINIUK, Ruth e Kruk Andréia. Take a Lift, Lingüística Aplicada ao Ensino de Língua Inglesa. Ensino Médio, Editora Base. • DIRETRIZES CURRICULARES DE LÍNGUA ESTRANGEIRA MODERNA PARA A EDUCAÇÃO BÁSICA (DCEs)
• Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM)
• http://en.wikipedia.org/wiki/Human_rights
• http://en.wikipedia.org/wiki/UNESCO
• http://en.wikipedia.org/wiki/United_Nations
• http://librivox.org/about-listening-to librivox/
• http://portal.unesco.org/en/ev.phpURL_ID=29008&URL_DO=DO_TO PIC&URL_SECTION=201.html
• http://pt.wikipedia.org/wiki/Organização_das_Nações_Unidas
• http://www.amnesty.org/
• http://www.amnestyusa.org/filmfest/
• http://www.amnestyusa.org/musicforhumanrights/
• http://www.archive.org/details/universal_declaration_librivox
58 • http://www.br.amnesty.org/
• http://www.brasilescola.com/geografia/onu.htm
• http://www.dhnet.org.br/dados/musicas/index.html
• http://www.dominiopublico.gov.br/pesquisa/PesquisaObraForm.do
• http://www.hreoc.gov.au/info_for_students/index.html
• http://www.hrusa.org
• http://www.hrw.org/
• http://www.hrw.org/
• http://www.hrweb.org/
• http:// www.martinlutherking.org/
• http://www.mkgandhi.org/org/main.htm
• http:// www.nelsonmandela.org/
• http://www.un.org/events/humanrights/2007/index.shtml
• http://www.un.org/Overview/rights.html
• http://www.un.org/rights/
• http://www.unesco.org.br/unesco/sobreaUNESCO/index_html/mostra _documento
• http://www.unicef.org.br/
• http://www.unicef.org/
• http://www.unicrio.org.br/pg2.php
• http://www.unitedmusicvideo.org/html/music.html
• http://www.youthforhumanrights.org/index.htm
59