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DOCUMENT RESUME ED 289 806 SO 018 764 AUTHOR Ferguson, Henry, Ed. TITLE Handbook on Human Rights and Citizenship: Perspectives of Five Nations. INSTITUTION New York State Education Dept., Albany. Center for International Programs and Comparative Studies. SPONS AGENCI' Department of Education, Washington, DC. PUB DATE 81 GRANT G007904931 NOTE 221p.; For related documents, see SO 018 813-814. PUB TYPE Guides Classroom Use Materials (For Learner) (051) -- Guides Classroom Use Guides (For Teachers) (052) -- Tests/Evaluation Instruments (160) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Area Studies; *Civil Rights; Elementary Secondary Education; Foreign Countries; Human Dignity; *Humanistic Education; Humanization; Instructional Materials; Inteidisciplinary Approach; *International Education; Justice; Learning Activities; Multicultural Education; Peace; *Primary Sources; *Resource Materials; *Social Studies IDENTIFIERS Colombia; India; Italy; Nigeria; Universal Declaration of Human Rights; USSR ABSTRACT This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geograpnic and cultural score, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class objectives and examining the definition of human rights. Chapter 2 contains 90 readings from the five countries. These materials were selected for their value in illustrating the human rights situation in the five countries. International documents are included in chapter 2 which broaden the knowledge and understanding of human rights, such as "The Helsinki Agreement." Chapter 3 presents different activities and instructional strategies for presentation of the materials. Activities are included for different grade levels. Chapter 4 is the evaluation component in which an attitudinal questionnaire is administered to students to assess the effect of the unit on their attitudes. Bibliographies are included for elementary and secondary students. (SM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original dr Linic:at. ****************************************- .**************************** THE UNIVERSITY OF THE STATE OF NEW YORK * THE STATE EDUCATION DEPARTMENT Center for International Programs and Comparative Studies Albany, New York 1981 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 4.- --r-- \ I \ I I PtYM, k 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" QD \-330DK U S DEPARTMENT OF EDUCATION Othce o0 Educational Research and Improvement EDUC ONAL RESOURCESINFORMATION CENTEER ) his document nes been reproduced as received from the person or organization °wolfing it 0 Mzodor Changesgesuhattv: been made to improve Points of view Or opinions stated in t NS docu- ment do not necessarily represent official OERI position or policy Cnd citi enship ---.(-. 0 HENRY fERGUSON LINDA H. SCATTUN 17) General Editor '7ompiler and Editor with contributions by Anne O'Brier. Clrelr, janet Gilbert, Corinne Nyquist and man, others BEST COPYAVAILABLE 2 This Handbook was c' 1piled in compliance with the terms of a grant from the United States Department of Education under National Defense Education Act of 1958, as amended, Title VI, Section 603, Grant Number G007904931. The United States Department of Education assumes no re- sponsibility for the contents hereof. The New York State Education De- partment assumes no responsibility for the contents hereof. Copyright is waived to original material contained in this Handbook. The user must, however, be aware that all other material is covered by co- pyright on which all rights are reserved by the copyright owners. Forper- mission to copy that material, the user is directed to the credits whichap- pear at the end of each selection and to the copyright holder shown therein. Further questions and inquiries: Director, Center for International Programs State Education Department Cultural Education Center, Albany, NY 12230 3 HANDBOOK ON HUMAN RIGHTS AND CITIZENSHIP: Perspectives of Five Nations S THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University (with years when terms expire) 1988 Willard A. Genrich, LL.B., L.H.D., LL.D., Litt.D., D.C.S Chancellor Buffalo 1981 J. Edward Meyer, B.A., LL.B Vice Chance lloi Chappaqua 1986 Kenneth B. Clark, A.B., M.S., Ph.D., LL.D., L.H.D., D.Sc. Hastings on Hudson 1983 Harold E. Newcomb, B.A. Owego 1982 Emlyn I. Griffith, A.B., J.D. Rome 1983 Mary Alice Kendall, B.S. Rochester 1984 Jorge L. Batista, B.A., J.D., LL.D. Bronx 1982 Louis E. Yavner, LL.B. New York 1986 Laura Bradley Chodos, B.A., M.A. Vischer Ferry 1987 Martin C. Barell, B.A., I.A., LL.B. ....... ...... Kings Point 1984 Louise P. Matteoni, B.A., M.A., Ph.D. ........ ..Bayside 1987 R. Carlos Carballada, B.S. Arcade 1981 Floyd S. Linton, A.B., M.A., M.P.A., D.C.L. Miller Place 1981 Salvatore J. Sclafani, B.S., M.D........................ .... ...... Staten Island President of The University and Commissioner of Education Gordon M. Ambach Executive Deputy Commissioner of Education Joseph J. Blaney Deputy Commissioner for Cultural Education Robert J. Maurer Director, Center for International Programs and Comparative Studies Henry Ferguson 5 VII Sonia Nalven, Flushing Melvin Watkins, Buffalo Ruth Neuendorffer, Tarrytown Ann Williams, New Rochelle Douglas Nielsen, Syracuse Ralph Williams, Hamburg Robert Norns, Brooklyn Hazel Wilson, Massena Thomas O'Bnen, Syracuse Phyllis Yablon, Syosset Clemencia Ortiz, Levittown Joseph Zeligman, Yorktown Heights John Osborne, New Fairfield, CT Mafir Valandra, Woodhaven Bonnie Walsh and Cheryl Tribley helped around Harold i'ellish, Albany the fringes and, as we reached the final stages, in the Sylvia Pe Ilish, Albany heart of the preparation of the manuscript. Joe Pisani, Rochester Howard Pollock, Hewlett Finally, the staff o (the Regents Research Fund, es- Manon Porter, Buffalo pecially Jo Newman, were of unfailing good cheer Jane Praetonous, Syracuse and helpfulness as we tried to administer a complex Catherine Pnon-Sarata, Colden project. Pe len Rosenfeld, New York City But none of this would have come together without Jill Salamone, Buffalo Robert Sa linger, Brewster the silent and public sacrifices of the heros and he- William Salver, Smithtown roines of human rights from ancient times to the pre- Jack Sande, Port Washington sent statesmen and saints, sinners and singers, Mauro Sax, Rye litigants and lawyers, leaders and laymen. Human Linda H. Scatton, Albany rights have never been achieved anywhere without James Shetland, Bellmore Bob Shields, Binghamton sacrifice Human rights will not be maintained with- Elizabeth Sills, Syracuse out vigil. We dedicate this book to those who have de- Lillian Silver, Little Neck fined human rights in our past, and to those students Sheilah Singer, New York City into whose care our human rights are to be delivered. Barry S. Smith, Flushing Clarence Spitzer, Snyder Henry Ferguson Maurice Tandler, New York City Mantza Tsaggos, New York City Frances Tyler, New York City Albany, New York December 1980 t) TABLE OFCONTENTS Preface Reading 27: "Farm Workers Main Victims of Chapter One: Introduction and Setting Objectives 1 Bondage." 69 Exercise 1: Setting ObjectivesSecondary 3 Reading 28: "Law as an InstrumeT for the Abolition Exercise 2: Setting ObjectivesElementary 3 of Bonded Labor: The Case of Rajasthan." 70 Exercise 3: Defining Human Rights 4 Reading 29: Article from Newsweek 70 Exercise 4: Human Rights and Citizenship Glossary 9 Reading 30: "Everywhere in Chains." 71 Exercise 5: Translation and Annotation, Universal Reading 31: "Preventive DetentionOld Poison in a Declaration of Human Rights 10 New Bottle." 72 Chapter Two: Materials and Resources: Moving on to Reading 32: "Institutionalizing Detention without Case Studies and Specifics 11 Trial." 72 Student Bilbiography 11 Reading 33: "India." Dept. of State. 73 Study Guides and Curriculums 13 Reading 34. The Constitution of Italy. 77 Resource Materials on Human Rights 14 Reading 35: European Convention for the Protection Reading A: "Are Human Rights Universal" 15 of Human Rights and Fundamental Freedoms. 84 Reading B (Charts) 19 Reading 36. "Italy (the Italian Republic)." Elementary Reading Department of StateSelected Docu- Reading 36: Secondary version of same. 87 ments. Human Rights Reading 37: "Suspected Subversives Exiled to Remote Provided as a unit separately. Insert here in your Regions." 89 noteb( on Human Rights. Reading 38: "Italian Political Exile Endures Island Reading 1): The Helsinki Agreement Banishment." 89 Reading E: Declaration of the Rights of the Child 23 Reading 39: From Washington Post. 90 Reading F: Declaration on the Elimination of Dis- Reading 40: "450 Foreign Wives Angered by Curb on crimination Against Women 24 Rights in Italy." 90 Reading G: Signatories of Covenants and Present ReP.ding 41: "Feminism in Europe: Italy." 91 Status (1981) 26 Reading 42: Italy. Dept. of State. 93 Specific Readings on Five Nations (numerical) 27 Reading 43: "Don't Pay Bad for Bad," Nigerian Folk Reading 1: Political Constitution of Colombia 27 Tale. 94 Reading 2: "All-Out War on Crime." 29 Reading 44: The Constitution of the Federal Repub- Reading 3: "We Indian People." 30 lic of Nigeria, 1979. 95 Reading 4: "We Denounce and Condemn the Vio- Reading 45: "We Do Not Kill a Dog Because It lations of Human Rights in Colombia!"
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  • Protest and Dissent in the Soviet Union: the Unofficial Moscow •� Journal, a Chronicle of Current Events, (American Heritage Press, 1972), 18

    Protest and Dissent in the Soviet Union: the Unofficial Moscow • Journal, a Chronicle of Current Events, (American Heritage Press, 1972), 18

    •••••••••••••••••••••••••••••••••••••••••r• Glasnost as Speaking TruthisPower: In partialfulfillmentoftherequirements Submitted toProfessorLindaGerstein In LateSovietRussia For theBachelorsinArtsHistory, By ElizabethHeld Haverford College a WeaponofDissent April 20,2012 •••••••••••••••••••••••••••••••••••••••••••• ••••••••••••••••►•••••••••••••••••••••••••••• ACKNOWLEDGEMENTS flour, andeggs. To ProfessorLindaGerstein,whotaughtmethattobakeacakeyouneedbutter,sugar, ii •• iii •• ABSTRACT ••• In 1968, a group of Soviet dissidents began to print their own newspaper, the •• Chronicle of Current Events, and to work with western reporters to spread their message about the illegality of the ruling regime. By using their own media forms, the dissidents •• were able to break the government's monopoly on information. More importantly, they •• used the media technologies to advocate for their two key, interconnected goals of •• glasnost, or openness, and the rule of law. The dissidents made two main arguments. •• First, that glasnost was integral to creating an equitable and fair justice system. Second, that speaking truth was legal and not something the government could prosecute. •• • Glasnost served as both a rallying cry and as a weapon. The dissidents called for openness, but also used their media outlets to expose events the government wished to ••• keep quiet. • In choosing the two mantras of legality and glasnost, the dissidents consciously put themselves in the shadow of previous groups of Russian reformers who had the same ••• demands. They placed themselves in a historical debate. The dissidents also sought to •• differentiate their version of glasnost, complete openness, from various government •• leaders' definitions of the term. •• This thesis seeks to explore the way dissident media outlets forced the dual goals •• of glasnost and respect for the rule of law. It will examine the causes and forms of dissident media, and their relationship to the idea of legality.