A human right is a reason to treat persons in cer- tain ways. Human rights cannot be seen. They in- volve values that guide us in treating each other in ways that we think we all deserve. Human rights do not tell us who or what we are. They tell us how we shouldJohn Humphrey Centretreat other human beings. Rights are reasonsfor Peace toand Human treat Rights. persons in certain respectful ways.A human right is not just a justified claim to treat others in certain ways. A right is an important, serious and powerful claim that is considered more important than oth- er values or actions. Rights have a high priority, often higher than anything else, that people claim they are entitled to.A human right is a reason to treat persons in certain ways. Human rights cannot be seen. They involve values that guide us in treating each other in ways that we think we all deserve. Human rights do not tell us who or what we are. They tell us how we should treat other human beings. Rights are reasons to treat persons in certain re- spectful ways. A human right is not just a justified claim to treat others in certain ways. A right is an im- portant, serious and powerful claim that is con- sidered more important than other values or ac- tions. Rights have a high priority, often higher than anything else, that people claim they are hu- man right is a reason to treat persons in certain ways. Human rights cannot be seen. They involve values that guide us in treating each other in ways that we think we all deserve. Human rights do not tell us who or what we are. They tell us how we should treat other human beings. Rights are rea- sons to treat persons in certain respectful ways. A human right is a reason to treat persons in cer- tain ways. Human rights cannot be seen. They in- volve values that guide us in treating each other in ways that we think we all deserve. Human rights do not tell us who or what we are. They tell us how we should treat other human beings. Rights are reasonsbuilding to treat persons in certain respectful ways. A human right is not just a justified claim to Humantreat others in certain ways. Ri ghts A right is an important, serious and powerful claim that is considered more important thanco othermmunities values or actions. Rights Johnhave aHumphrey high priority, Centre oftenfor Peace higher and thanHuman anything Rights Aelse, resource that peoplefor teaching claim theyand learningare entitled about to.ertain human rights, citizenship, quality of life and communities Acknowledgements The John Humphrey Centre The John Humphrey Centre for Peace and Human Rights would like to thank the students of for Peace and Human Rights would like to acknowledge the Harry Ainlay Composite High School, Strathcona Composite High School, S. Bruce Smith Junior particular contribution of High School and Vincent Massey Junior High School for their insights and ideas in relation to Cheryl Anne Lieberman to the learning about human rights. development of this resource. The John Humphrey Centre for Peace and Human Rights would also like to thank Shirley Douglas Cheryl is an extraordinary vol- unteer and gifted graphic de- of Alberta Education Curriculum Branch, Jean Claude Couture of the Alberta Teachers’ Associa- signer who has always sought tion, Val Olekshy of the Edmonton Regional Learning Consortium and Fil Fraser, C.M. for feedback opportunities to use her talents and advice during the development of this resource. to build a better community. The John Humphrey Centre Principal writers for Peace and Human Rights Patricia Shields-Ramsay, InPraxis Learning Systems gratefully acknowledges Douglas Ramsay, InPraxis Learning Systems the following groups and indi- viduals who have Design and typography participated in the development of this resource. Cheryl Anne Lieberman Typographics Contributors and re- Editor viewers Virginia Durksen, Visible Ink: Writing @ Work Seonaigh MacPherson, University of Manitoba Project coordinator Jennifer Tupper, Madhvi Russell University of Regina Renee Vaugeois Advisory, review and field pilot teach- Project director ers Joan Cowling Linda Rae Carson Bob Gardner We would also like to acknowledge the insights, contributions and advice of the Sheila Mawson Harry Ainlay Composite High members of the Board of Directors of the John Humphrey Centre for Peace and School, Edmonton Human Rights. Willie Littlechild, Q.C. Shannon Bryce Gerald L. Gall, O.C. Dr. Seonaigh MacPherson James Gerun Joan Cowling Arthur Miki, O.C. Paul Padberg Charles DePape, C.A. Mitzi Perry Patricia McGoey Craig Wallace Christine G. Rapp, Q.C. Jack O’Neill, C.M. Strathcona Composite High School, Gurcharan Singh Bhatia, C.M. Randy Palivoda Edmonton Michelle Falardeau-Ramsay, Q.C. Indira Puri David King Dr. Raffath Sayeed Randy Caoutte Dr. W. Andy Knight Senator Claudette Tardif Allen Deck Glenn Hamilton Linda Parr The John Humphrey Centre for Peace and Human Rights gratefully recognizes the support of S. Bruce Smith Junior High School, the following funders, without whom this resource would not have been possible. Edmonton Alberta Human Rights, Citizenship and Multiculturalism Education Fund Henry Ahn Clifford E. Lee Foundation Craig Harding Adina Thackrey Vincent Massey Junior High School, Calgary building Human Ri g hts John Humphreyco Centre mmunitiesfor Peace and Human Rights A resource for teaching and learning about human rights, citizenship, quality of life and communities About the John Humphrey Centre for Peace and Human Rights In June 000, under the guidance and inspiration of our patrons, John Hume, MP, MEP, Nobel Laureate; Dr. Margaret Kunstler-Humphrey, M D., F R C P; The Right Honourable Antonio Lamer, P C, Former Chief Justice of Canada; and the Most Reverend Desmond M. Tutu, Archbishop Emeritus & Nobel Laureate, the Board of Directors of the Human Rights Education Foundation created a Centre for Peace and Human Rights. With the support of Dr. Margaret Kunstler-Humphrey, it was named after John Peters Humphrey, the principal drafter of the United Na- tions Universal Declaration of Human Rights. The creation of the John Humphrey Centre for Peace and Human Rights is based on the belief that the struggle for human rights is never conclusively won and that we continually need to reinforce these rights. Moreover, “for their full observance human rights must be ensured to all human beings and . this aim cannot be attained unless human rights are made known to them, particularly through teaching and education.“ Our goal remains the universal implementation of human rights through education, both formal and informal. We aim for the universal recognition, un- derstanding, promotion and protection of human rights. This is essential to the maintenance and advancement of peace and the creation of an everlasting culture of human rights and peace in the world. Through education, in formal and informal settings, we aim for the universal recognition, understanding, promotion and protection of human rights. This is the raison d'etre of the John Humphrey Centre for Peace and Hu- man Rights. By educating all people, especially children and youth, about human rights and fundamental freedoms, we offer opportunities to promote a universal culture where peace and human rights will flourish. What better way to build a foundation for freedom, justice and peace than to make young people aware of their basic human rights and responsibilities, thereby empowering them to foster a world of non-violence, mutual understanding, solidarity and peace? It may take generations before the United Nations Universal Declaration of Human Rights is universally appreciated, accepted and implemented. Every journey begins with small steps. Join us on this uncharted road. Together we can move the world closer to peace. C John Humphrey Centre for Peace and Human Rights 005 Permission is granted to schools and individual teachers to make copies of any student handouts in this resource for classroom use. overviewoverview Human rights affect students in their daily lives more than in any other context. Effective human rights education should focus on how human rights principles apply to the daily lives of students in their own communities. This can involve asking students to: • Explore what human rights mean • Make connections between human rights in theory and human rights in practice • Commit to the importance of human rights in every setting in which they live This resource provides a variety of lessons, activities and backgrounders that support the establishment of a human rights community in the school or in the community. A human rights community is any group of people – in a school, in a neighbourhood, in a town or city or in an organization – who work to understand what human rights involve and commit to undertaking projects to improve them. The process of developing a human rights community is based on the concepts of human rights and quality of life. A human rights community is one in which citizens commit to the importance of human rights to their daily lives. Human rights communities A community can declare itself a human rights community by examining its laws, policies, organizations, facilities and community values. A community can work as a human rights community by devel- oping a plan of action to advocate for human rights. This resource provides a model for integrating human rights education into social studies curriculum at the grade 9 and 10 levels. It has been developed specifically for the 2003/2005 Alberta Social Studies grade 9 and 10 programs. It also supports the 2000 Alberta Social Studies grade 10 program. This resource introduces human rights to students, engages students in the creation of a human rights community, and applies a model for developing a human rights community to school and local contexts.