DOCUMENT RESUME

ED 389 651 SO 025 517

TITLE Torture by Governments, A Seven Part Educational Guide for High Schools. INSTITUTION USA, New York, NY. PUB DATE 85 NOTE 80p. AVAILABLE FROMAmnesty International USA, 322 Eighth Avenue, New York, NY 10001 ($3.95). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Childrens Rights; *Civil Liberties; *Civil Rights; Due Process; *Equal Protection; Freedom; High Schools; *International Crimes; *Justice; Political Attitudes; *Refugees; Safety; Social Attitudes; Social Studies; Values

ABSTRACT This interdisciplinary unit includes seven lessons that can be adapted to fit individual classrooms and curricular needs. The focus of the lessons is on human rights and human rights abuses. The lessons include:(1) "Who Are the Victims?"; (2) "Coping";(3) "Torturers";(4) "A Case for Torture?";(5) "The Map of Torture";(6) "The Words To Say It"; and (7) "The Fight against Torture." The United Nations Universal Declaration of Human Rights is included, as are several newspaper articles, photographs, and maps. (EH)

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* Reproductions supplied by EDRS are the best that can be made IC from the original document. * *********************************************************************** SEVEN PART foPc4TIPNAL qu IDE AGH SC, ,! OLS

"PERMISSION TO REPRODUCE THIS mnesty International S.A. 1984 1 MATERIAL HAS BEEN GRANTED BY Ogl

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

U DEPAII1TMENT OF EDUCATION Office of Educational Reseerch and imprcnement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) iS document has been reproduced as received loom the person or organization originating a CI Minor Changes have been made to improve reproductIon guildy

Pointaol view of opinionsstaled m this docu mint do not necesaanly represent official OERI position or pohcy

$:3.95 BEST COPY AVAILABLE I ITORTURE BY GOVERNMENTS I I I I I i A SEVEN PART I EDUCATIONAL GUIDE

1 FOR HIGH SCHOOLS I I I I I I Amnesty International U.S.A. 1985 I I I 3 1 Amnesty International would like to gratefully acknowledge the contribution of Mr. and Mrs. Walter Lurie, in memory of their son Michael Rubinow Lurie, which made the research for this project possible. I. WHO ARE THE VICTIMS? II. COPING III.THE TORTURERS IV. A CASE FOR TORTURE? V. THE MAP OF TORTURE VI. THE WORDS TO SAY IT VII. THE FIGHT AGAINST TORTURE

Copyright © by Amnesty International U.S.A., 1985 Whilst it is accepted that teachers may wish to photocopy parts of this publication for use in class, no part of it may be reproduced, in any form or by any means, for commercial reasons without the prior permission of Amnesty International USA.

1 FOREWORD

This educational unit is meant to be used by Each group of exercises includes homework English and Social Studies teachers with and classroom activities, individual and group students in 10th, 11th, or 12th grades. We also assignments. Once again, depending on time hope that it will appeal to teachers in charge of alloted and levels of students, teachers should International Relations, Philosophy, Religion and be able to select the most appropriate Ethics courses. question(s), focus, format, etc. Some teachers Because of the difficulty of the subject matter may wish to design new activities better tailored and the wide range of possible responses from to their students' needs and personalities. Our students (depending on their.backgrounds, only recommendation at this point would be to beliefs and sensitivities) the teacher should be use a minimum of two testimonies, two poems, the only judge in determining which document, two articles etc.for each section - in order to activity or approach is the most appropriate for take advantage of the comparative approach his/her class. and avoid any geo-political bias. For this reason, and also because we favor an If the seven-part unit appears to be too long interdisciplinary approach, we have included in and if it cannot be taught by more than one each section texts and exercises that differ con- teacher, we suggest that a three-part unit be siderably in terms of style and complexity. based on sections I,Ill, and VII. Whether taught in 3 or 7 lessons, this unit Although a few documents and activities have should cover most of the main concepts/ideas already been included in Amnesty International listed on the next page and focus on the follow- educational material published in Great Britain, ing skills: this manual reflects an experimental attempt to independent research translate Amnesty's concerns into pedagogical ability to analyze/summarize/evaluate concepts. Therefore we hope that as many controversial ideas teachers as possible will take the time to fill out ability to listen to someone's point of view and return the attached evaluation form. ability to differentiate between facts and Finally, teachers should always feel free to points of view ask Amnesty International representatives to ability to participate in a discussion visit their classes and speak on any issues rele- ability to translate ideas into actions vant to this unit or to human rights violations in emotional empathy and understanding general.

6

2 MAIN IDEAS

TORTURE IS THE MOST CRUEL AND HEINOUS FORM OF HUMAN RIGHTS VIOLATION

MANY GOVERNMENTS OF ALL POLITICAL FORMS USE TORTURE AS A MEANS TO MAINTAIN CONTROL OVER PEOPLE

PEOPLE ARE OFTEN TORTURED WITHOUT REGARD FOR THEIR AGE, SEX, OR STATE OF HEALTH

TORTURE DESTROYS INDIVIDUAL LIVES AND FAMILIES. IT CREATES A CLIMATE OF FEAR.

TORTURE CAN BE PHYSICAL AND PSYCHOLOGICAL

111 GIVEN CERTAIN CIRCUMSTANCES ANYONE CAN AGREE OR DECIDE TO INFLICT PAIN

SOME GOVERNMENTS ARE SENSITIVE TO PUBLIC PRESSURE ON THEIR USE OF TORTURE

TORTURE CAN BE ABOLISHED AND INDIVIDUALS CAN MAKE A DIFFERENCE

3 7 WHAT ARE HUMAN RIGHTS?

Human rights can be divided into two broad In some countries the rule of law exists and groups: civil and political rights, which concern human rights are respected. This is not the case people's right to fair and equal treatment, to in others. In many countries civil and political justice and political freedom, and to protection rights are consistently denied or violated, from abuses of power; and social, economic and regardless of the constitution and laws of that cultural rights, which concern the right to an country. A smaller number of governments adequate standard of living, to freedom from adopt constitutions and laws which specifically hunger and to health and education. deny these rights. It is impossible to say that one group of rights The reasons for this would include: is more important than the other. They are A government which does not admit the always interrelated and interdependent. value of human rights. Although the achievement of civil and political A government which genuinely believes that rights may seem immaterial in the face of near there is an emergency that means it is starvation or mass illiteracy, they are essential dangerous to allow people their rights. (For to ensuring the protection of a proper standard example, the British government in the Second of living. The right to participate in government World War.) may bring about health and education for all, Ruling groups which wish to maintain their but ill, hungry people lack the energy to win the power, and pretend there is an emergency which right in the first place. Human rights should justifies their violations of human rights (For therefore be seen collectively as, in the words of example, the government of Uruguay.) the Preamble to the Universal Declaration of Ruling groups fearing democratic participa- Human Rights, 'the foundation of freedom, tion which might result in their loss of power, justice and peace in the world'. claim that the economic and social rights outweigh the civil and political rights. (For exam- ple the USSR - where full employment is given CIVIL AND POLITICAL RIGHTS prominence, but civil rights are violated.) What happpens when these rights are The civil and political rights to which we are violated? The short answer is that people suffer. all entitled are many. They include the right to Critics of the government are suppressed, vote and to choose a government, the right to punished or intimidated. People are imprisoned equality before the law and to protection against for their beliefs, often without trial. People are arbitrary arrest or detention, the right to a fair killed for their beliefs. People are tortured or trial and humane treatment, the right to own pro- held in inhuman conditions. Sometimes people perty, the right to leave and return to any coun- are kidnappgd by government forces or simply try, the right to freedom of thought, conscience 'disappear'. and religion, the right to freedom of opinion and expression, the right to freedom of peaceful assembly and association and the right to freedom from slavery. Today, most of us take it for granted that we can believe what we want and can express these beliefs freely, even though others may disagree with them. We do not expect to be imprisoned, tortured or killed because of our beliefs. It we are imprisoned for an offence, we expect it only to be after a fair and proper trial, and we would expect to be treated fairly and humanely in prison. Yet these right; are fre- quently violated, despite the many international agreements signed to protect them.

5 Article / UNIVERSAL All human beings are born free and equal in dignity and rights. They are endowed with reason and con- DECLARATION science and should act towards one another in a spirit of brotherhood. of Article 2 Everyone is entitled to all thc rights and freedoms HUMAN RIGHTS set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Fdrthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person be- longs, whether itbe independent, trust, non-self- governing or under any other limitation of sovereignty.

Article 3 Everyone has the right to life, liberty and the securi- ON 10 DECEMBER 1948, the General Assembly of the ty cf person. United Nations adopted and proclaimed the Universal Article 4 Declaration of Human Rights, the full text of which ap- pears in the following pages. Following this historic act, the No one shall be held in slavery or servitude; slavery Assembly called upon all Member countries to publicize the and the slave trade shall be prohibited in all their text of the Declaration and 'to cause it to be disseminated, forms. displayed, read and expounded principally in schools and Article 5 other educational institutions, without distinction based on the political status of countries or territories". No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. PREAMBLE Article 6 Whereas recognition of the inherent dignity and of Everyone has the right to recognition everywhere the equal and inalienable rights of all members of the as a person before the law. human family is the foundation of freedom, justice Article 7 and peace in the world, All are equal before the law and are entitled without Whereas disregard and contempt for human rights any discrimination to equal protection of the law. All have resulted in barbarous acts which have outraged are entitled to equal protection against any discrimina- the conscience of mankind, and the advent of a world tion in violation of this Declaration and against any in- in which human beings shall enjoy freedom of speech citement to such discrimination. and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common Article 8 people, Everyone has the right to an effective remedy by Whereas it is essential, if man is not to be compelled the competent national tribunals for acts violating the to have recourse, as a last resort, to rebellion against fundamental rights granted him by the constitution or tyranny and oppression, that human rights should be by law. protected by the rule of law, Article 9 Whereas it is essential to promote the development of friendly relations between nations, No one shall be subjected to arbitrary arrest, deten- tion or exile. Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental Article 10 human rights, in the dignity and worth of the human Everyone is entitled in full equality to a fair and person and in the equal rights of men and women and public hearing by an independent and impartial tribu- have determined to promote social progress and nal, in the determination of his rights and obligations better standards of life in larger freedom, and of any criminal charge against him. Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, Article 11 the promotion of universal respect for and observance I. Everyone charged with a penal offence has the of human rights and fundamental freedoms, right to be presumed innocent until proved guilty ac- Whereas a common understanding of these rights cording to law in a public trial at which he has had all and freedoms is of the greatest importance for the full the guarantees necessary for his defence. realization of this pledge, 2. No one shall be held guilty of any penal offence on account of any act or omission which did not consti- Now, therefore, THE GENERAL ASSEMBLY proclaims tute a penal offence, under national or international this law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was ap- UNIVERSAL DECLARATION OF HUMAN RIGHTS plicable at the time the penal offence was committed.

as a common standard of achievement for all peoples Article 12 and all nations, to the end that every individual and No one shall be subjected to arbitrary interference every organ of society, keeping this Declaration con- with his privacy, family, home or correspondence, nor stantly in mind, shall strive by teaching and education to attacks upon his honour and reputation. Everyone to promote respect for these rights and freedoms and has the right to the protection of the law against such by progressive measures, national and international, interference or attacks. 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. Article 13 Article 23 I. Everyone has the right to freedom of move- 1. Everyone has the right to work, to free choice ment and residence within the borders of each State. of employment, to just and favourable conditions of 2. Everyone has the right to leave any country, work and to protection against unemployment. including his own, and to return to his country. 2. Everyone, without any discrimination, has the right to equal pay for eq-Jal work. Article 14 3. Everyone who works has the right to just and I.. Everyone has the right to seek and to enjoy in favourable remuneration ensuring for himself and his other countries asylum from persecution. family an existence worthy of human dignity, and sup- 2. This right may not be invoked in the case of plemented, if necessary, by other means of social prosecutions genuinely arising fromnon-political protection. crimes or from acts contrary to the purposes and 4. Everyone has the right to form and to join principles of the United Nations. trade unions for the protection of his interests.

Article 15 Article 24 I. Everyone has the right to a nationality. Everyone has the right to rest and leisure, including 2. No one shall be arbitrarily deprived of his na- reasonable limitation of working hours and periodic tionality nor denied the right to change his nationality. holidays with pay. Article 25 Article 16 I.Men and women of full age, without any limita- I. Everyone has the right to a standard of living tion due to race, nationality or religion, have the right adequate for the health and well-being of himself and to marry and to found a family. They are entitled to of his family, including food, clothing, housing and equal rights as to marriage, during marriage and at its medical care and necessary social services, and the dissolution. right to security in the event of unemployment, sick- 2. Marriage shall be entered into only with the ness, disability, widowhood, old age or other lack of free and full consent of the intending spouses. livelihood in circumstances beyond his control. 2. 3. The family is the natural and fundamental Motherhood and childhood are entitled to spe- group unit of society and is entitled to protection by cial care and assistance. All children, whether born in society and the State. or out of wedlock, shall enjoy the same social protection. Article 17 Article 26 I. Everyone has the right to own property alone 1. Everyone has the right to education. Education as well as in association with others. shall be free, at least in the elementary and fundamen- 2. No one shall be arbitrarily deprived of his tal stages. Elementary education shall be compulsory. property. Technical and professional education shall be made generally available and higher education shall be Article 18 equally accessible to all on the basis of merit. Everyone has the right to freedom of thought, con- 2. Education shall be directed to the full develop- science and religion; this right includes freedom to ment of the human personality and to the strengthen- change his religion or belief, and freedom, either ing of respect for human rights and fundamental free- alone or in community with others and in public or pri- doms. It shall promote understanding, tolerance and vate, to manifest his religion or belief in teaching, friendship among allnations,racialorreligious practice, worship and observance. groups, and shall further the activities of the United Nations for the maintenance of peace. Article /9 3. Parents have a prior right to choose the kind of education that shall be given to their children. Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opin- Article 27 ions without interference and to seek, receive and 1. Everyone has the right freely to participate in impart information and ideas through any media and the cultural life of the community, to enjoy the arts regardless of frontiers. and to share in scientific advancement and its benefits 2. Everyone has the right to the protection of the Article 20 moral and materialinterests resulting from any I. Everyone has the right to freedom of peaceful scientific, literary or artistic production of which he is assembly and association. the author. 2. No one may be compelled to belong to an Article 28 association. Everyone is entitled to a social and international order in which the rights and freedoms set forth in Article21 this Declaration can be fully realized. I. Everyone has the right to take part in the government of his country, directly or through freely Article 29 chosen representatives. I. Everyone has duties to the community in 2. Everyone has the right of equal access to public which alone the free and full development of his per- service in his country. sonality is possible. 3. The will of the people shall be the basis of the 2. In the exercise of his tights and freedoms, authority of government; this will shall be expressed everyone shall be subject only to such limitations as in periodic and genuine elections which shall be by uni- are determined by law solely for the purpose of secur- versal and equal suffrage and shall be held by secret ing due recognition and respect for the tights and free- vote or by equivalent free voting procedures. doms of others and of meeting the just requirements of morality, public order and the general welfare in a Article 22 democratic society. Everyone, as a member of society, has the right to 3. These rights and freedoms may in no case be social security and is entitled to realizatio