The document outlines a two-part lesson plan introducing students to human rights and responsibilities. It will define key concepts like rights, responsibilities, and how the Universal Declaration of Human Rights established equal rights for all people. Interactive activities are included to help explain these concepts and engage students in thinking about related issues. The lesson aims to help students understand basic human rights and how those rights are interconnected with responsibilities.
This document discusses human rights education in India. It defines human rights as protections for individuals against interference with fundamental freedoms and dignity. It explains that human rights education aims to enhance knowledge of rights, foster tolerance, and develop skills to protect rights. The curriculum focuses on history, geography, civics, economics, and science to teach about rights. Teaching methods include discussion, projects, and celebrating rights-related days. The Indian constitution and education policy outline provisions for protecting rights.
This document provides an overview of a research project on enforcement and protection of human rights in education in India. It includes an introduction, definitions of human rights education, the historical perspective of HRE, related laws in the Indian constitution regarding education including free and compulsory education, education of minorities, language safeguards, education for weaker sections, secular education and equality of opportunity. It also discusses UN initiatives like the Decade for Human Rights Education and provides comparisons to HRE in other countries like the US and Pakistan. The conclusion offers suggestions to strengthen HRE in India.
The document outlines the goals and purpose of human rights education. It discusses how human rights education aims to teach people about their human rights, promote human rights values, and empower people to respect and defend human rights. The goals of human rights education are listed as helping people know and value their human rights, inspiring them to take action to realize human rights for themselves and others, and developing skills to strategize and participate in human rights campaigns.
Human rights are inherent to being human and include dignity, worth and respect for all. Promoting human rights through education is important so people learn to respect others. Education should be lifelong and involve all parts of society learning about dignity, understanding between groups, participation in society, and peace. The Universal Declaration of Human Rights and Convention on the Rights of the Child provide principles for human rights education. Techniques like discussion, role-playing and research help students apply human rights concepts critically and engage with real-world issues.
Human Rights Awareness of University Students: An Investigationinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes the key points of a longer report on citizens' views on education in Nepal. It begins by introducing Katarina Tomasevski's "4As framework" for education being available, accessible, acceptable, and adaptable. It then provides context on Nepal's commitments to international conventions on education as a human right. The report uses a "10 rights framework" to assess compliance. While Nepal has expanded access to education, issues of quality and equity persist. The role of foreign aid is discussed. Community participation in education governance is emphasized, but current top-down approaches have not realized this potential. Civil society must play a role in advocating for citizens' education rights.
The document summarizes the history of special education policy and treatment of students with disabilities in the US prior to the 1975 passage of Public Law 94-142 (Education for All Handicapped Children Act). It describes how before this law, many students with disabilities were excluded from public schools or institutionalized. Key events that helped shift views and lead to greater rights and access to education included court cases like Brown v. Board of Education, the Rehabilitation Act of 1973, and advocacy groups applying lessons of the civil rights movement. The 1975 law established the fundamental principles of free appropriate public education, individualized education programs, and educating students in the least restrictive environment.
This document discusses human rights education in India. It defines human rights as protections for individuals against interference with fundamental freedoms and dignity. It explains that human rights education aims to enhance knowledge of rights, foster tolerance, and develop skills to protect rights. The curriculum focuses on history, geography, civics, economics, and science to teach about rights. Teaching methods include discussion, projects, and celebrating rights-related days. The Indian constitution and education policy outline provisions for protecting rights.
This document provides an overview of a research project on enforcement and protection of human rights in education in India. It includes an introduction, definitions of human rights education, the historical perspective of HRE, related laws in the Indian constitution regarding education including free and compulsory education, education of minorities, language safeguards, education for weaker sections, secular education and equality of opportunity. It also discusses UN initiatives like the Decade for Human Rights Education and provides comparisons to HRE in other countries like the US and Pakistan. The conclusion offers suggestions to strengthen HRE in India.
The document outlines the goals and purpose of human rights education. It discusses how human rights education aims to teach people about their human rights, promote human rights values, and empower people to respect and defend human rights. The goals of human rights education are listed as helping people know and value their human rights, inspiring them to take action to realize human rights for themselves and others, and developing skills to strategize and participate in human rights campaigns.
Human rights are inherent to being human and include dignity, worth and respect for all. Promoting human rights through education is important so people learn to respect others. Education should be lifelong and involve all parts of society learning about dignity, understanding between groups, participation in society, and peace. The Universal Declaration of Human Rights and Convention on the Rights of the Child provide principles for human rights education. Techniques like discussion, role-playing and research help students apply human rights concepts critically and engage with real-world issues.
Human Rights Awareness of University Students: An Investigationinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes the key points of a longer report on citizens' views on education in Nepal. It begins by introducing Katarina Tomasevski's "4As framework" for education being available, accessible, acceptable, and adaptable. It then provides context on Nepal's commitments to international conventions on education as a human right. The report uses a "10 rights framework" to assess compliance. While Nepal has expanded access to education, issues of quality and equity persist. The role of foreign aid is discussed. Community participation in education governance is emphasized, but current top-down approaches have not realized this potential. Civil society must play a role in advocating for citizens' education rights.
The document summarizes the history of special education policy and treatment of students with disabilities in the US prior to the 1975 passage of Public Law 94-142 (Education for All Handicapped Children Act). It describes how before this law, many students with disabilities were excluded from public schools or institutionalized. Key events that helped shift views and lead to greater rights and access to education included court cases like Brown v. Board of Education, the Rehabilitation Act of 1973, and advocacy groups applying lessons of the civil rights movement. The 1975 law established the fundamental principles of free appropriate public education, individualized education programs, and educating students in the least restrictive environment.
The paper gives a brief overview of the right to education as a human right. It highlights on the judicial pronouncements on the right and the recognition of the right under various international law instruments.
This document introduces a curriculum guide for the World As It Could Be Human Rights Education Project. It provides background on the project, which uses creative arts to teach youth about the Universal Declaration of Human Rights. The guide contains lessons plans that incorporate creative activities to help students deepen their learning and connection to human rights issues. It aims to motivate students to engage with their communities and manifest the words of the UDHR.
This document is a paper titled "Blinded by Rainbows: From Praxis of Professionals to Practice of Technicians or How to Reclaim Parrhesia, Praxis, and Democratic Ideals in Education" presented at the University of New Brunswick. The paper discusses the changing role and purpose of education in society from a focus on freeing minds to a focus on technical training. It argues that the current system does not allow for open discourse or critical thinking skills. The author advocates disrupting the existing discourse to build an education system that fosters democratic values, critical consciousness, and social change.
This document outlines the history of special education in the United States from the 1950s to present day. It discusses several key events and laws that improved access and inclusion for students with special needs, including the Brown v. Board of Education ruling in 1954, Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act of 1990. The document also summarizes amendments to existing laws that further advanced rights for students with disabilities and their families. Overall, it shows that education has made significant progress in providing equal and fair education for all students through increased intervention services, inclusion practices, and anti-discrimination protections.
This document outlines the key events in the history of special education in the United States from 1866 to 2001. It provides a timeline of important court cases and legislation that helped establish rights and protections for students with disabilities to access public education. Some of the major developments included the Civil Rights Act of 1866, Brown v. Board of Education in 1954 requiring desegregation of schools, the Education for All Handicapped Children Act (PL 94-142) in 1975 mandating free appropriate public education for all students, and the Individuals with Disabilities Education Act extending these protections. The timeline shows how advocacy and legal action have helped shift societal views and special education policy to be more inclusive over time.
The document discusses the Bahá'í vision of human rights and well-being, which sees rights as arising from humanity's spiritual nature and obligation to God and society. It contrasts the Bahá'í view with the UN Declaration of Human Rights, noting that the Bahá'í vision includes personal responsibilities alongside rights. The document also examines the source and purpose of rights from a Bahá'í perspective, and how the Bahá'í International Community has advocated for human rights at the UN since 1947. It raises questions about defining a Bahá'í conception of human well-being and whether the BIC's original statement needs updating.
This document discusses strengthening democracy in schools and education. It envisions what a truly democratic culture in education might look like in practice. As an example, it describes a proposed system where individuals could use a computer to connect with others interested in discussing the same books, films, or other works, allowing people to arrange meetings based solely on shared intellectual interests. The document argues this "radically simple" approach allows people to connect based just on a mutual desire for discussion, leaving the initiative to meet up to individuals. It acknowledges some objections to this "skeletal purity" but says addressing them highlights resistance to separating learning from social control as well as opportunities to use existing resources differently for learning. The document spans considerations of democracy as a way of
This presentation addresses the following in the field of Special Education:
1. The connection between theory and decision making
2. The impact of legislation on special educators and their practices
3. How this legislation positively or negatively impacts families of students with exceptional learning needs
4. Common terminology and acronyms used in special education
development of special education in India.Md Shadab Alam
This document provides an overview of the history and development of education policy in India from ancient times through the present. It discusses key periods and policies including:
1. Education during the Vedic and Buddhist periods, which focused on individual, social, and spiritual development.
2. The establishment of the Secondary Education Commission in 1952 and Education Commission in 1964-1966 to promote all-round personality development and improve science, math, and social studies curricula.
3. National policies in 1986, 2006, and acts in 1992, 1995, 1999, and 2009 that aimed to promote equality in education for women, scheduled castes, minorities, people with disabilities and provide free and compulsory education for all children ages
This document provides a summary of 8 major events in the history of special education in the United States:
1) Brown v. Board of Education in 1954 ruled that segregation of public schools was unconstitutional.
2) Mills v. Board of Education and Pennsylvania Assoc. for Retarded Children established that all children have a right to public education.
3) The Rehabilitation Act of 1973 prohibited disability discrimination in federal programs and employment.
4) Public Law 94-142, passed in 1975, guaranteed free appropriate public education to all children with disabilities.
5) The Americans with Disabilities Act of 1990 prohibited discrimination against people with disabilities.
6) Final federal regulations were issued governing special education.
This copy of training content is a product of Nathaniel Msen Awuapila, Executive Facilitator of Civil Organisations Research Advocacy and Funding Initiatives Development (CORAFID). The notes were originally used to train participants at Stream II workshop on "Mainstreaming Human Rights in Humanitarian Response", organised by OHCHR, Nigeria Office, on 14-16 May, 2019, in Lafia, Nasarawa State, Nigeria.
This document provides a history of special education in the United States through a presentation by Alshaundra Everett. It discusses key events and legislation that have shaped special education, including the Individuals with Disabilities Education Act, parent advocacy groups, Brown v. Board of Education, Doe v. Withers, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and the No Child Left Behind Act. It also addresses deficit thinking models regarding students with disabilities.
Birth of a Policy: Elementary and Secondary Education Act (ESEA)Malika Bennett
The Elementary and Secondary Education Act (ESEA) of 1965 was the first major federal law used to provide funding to K-12 education. It was part of President Lyndon B. Johnson's "War on Poverty" and aimed to improve educational opportunities for disadvantaged students. The law funded several educational programs and resources and required federal funding be provided to state and local education agencies. While there was some opposition, the ESEA was widely supported and helped address educational inequality issues that had been highlighted by the civil rights movement. The law has since been reauthorized several times to both continue its goals and adapt to changing needs.
Dr. Irmgarda Kasinskaite Buddeberg - Empowerment of Persons with Disabilities...IEFE
The document summarizes key points from a speech given by Dr. Irmgarda Kasinskaite-Buddeberg of UNESCO about empowering persons with disabilities through access to information and knowledge. It discusses how the number of persons with disabilities is increasing globally to over 1 billion people. UNESCO promotes the use of education, science, culture, and information and communication technologies to achieve its goals of equality and inclusion. The document outlines challenges persons with disabilities face in accessing information, as well as recommendations from reports on ensuring policies and technologies promote accessibility and participation.
The World Programme for Human Rights Education (2005-ongoing) is a long term plan adopted by UN member states to integrate human rights education into primary and secondary school systems. It highlights actions for ministries of education and civil society to work in partnership on this effort. The plan focuses on educational policies, their implementation, learning environments, teaching methods, and training for school staff. It aims to convey fundamental human rights principles in a practical way relating to students' lives, while empowering them to address their own rights needs.
This document discusses the history and importance of human rights education. It outlines how human rights education was first addressed by UNESCO in 1953 and became a formal focus in 1978. The document also explains that human rights education aims to focus on respect, provide knowledge of rights, facilitate implementation, and develop awareness. Additionally, it states that human rights education produces changes in values, behavior, and empowerment for social justice. The document emphasizes that education is a human right that lifts people out of poverty and contributes to personal development.
democr acy & education, vol 21, no- 1 feature article 1
Education as a Human
Right in the 21st Century
Sharon E. Lee
Abstract
According to the United Nations, education is a right to which all human beings are entitled. Since
2000, the UN has been promoting the Millennium Development Goal to achieve free universal pri-
mary education for all, regardless of gender, by 2015. If the UN is correct to suggest that education is
both a human right in itself and an indispensable means of realizing other human rights, then there is
an important need to question the role that governments should play to support the institutional
reforms necessary to achieve basic primary education for all. Moreover, there is an important need to
question the role all individuals should play to ensure that the institutional structure dedicated to the
provision of basic primary education is set up not only to provide children with access to a vague
notion of education but to a notion of basic education that can provide children with the freedom to
do something with that education once they have obtained it.
Read a response to this article
Tarc, P. (2013). Mobilizations of “Education as a Human Right in the 21st Century”: What Larger
Conditions and Logic Are in Play? Democracy & Education, 21(1). Article 9. Available online at
http://democracyeducationjournal.org/home/vol21/iss1/9.
Submit your own response to this article
Submit online at democracyeducationjournal.org/home
Human rights advo cates claim that every child has a right to education. This claim is based primarily on two premises. First, rights advocates
endorse the right to education because they believe that if children
receive basic primary education, they will likely be literate and
numerate and will have the basic social and life skills necessary to
secure a job, to be an active member of a peaceful community, and
to have a fulfilling life. Second, rights advocates recognize that,
despite this recognition of education as a right by the Universal
Declaration of Human Rights (UDHR), for example, many
children fail to benefit from even basic primary education. This gap
between the positive recognition of the right to education and the
negative reality facing many children has led rights advocates to
conclude that education must be considered a human rights issue
on par with the right to food or the right to freedom. And as such,
the Millennium Development Goal (MDG) to achieve universal
primary education by 2015 was established to fight for the right for
all children everywhere, regardless of gender, to a complete course
of basic primary schooling. This is a goal that the 2010 Education
for All report clearly indicates has achieved some progress
(Watkins, 2010). According to this report, the number of children
out of school has dropped by 33 million worldwide since 1999, the
gender gap is narrowing in many countries, and the adult literacy
rate has increased (UNESCO Ins.
Human rights are rights that are believed to belong to every person regardless of background or attributes. They are based on respect for individual dignity. The Universal Declaration of Human Rights was adopted by the UN in 1948 to promote these rights internationally. It aims to prevent devastation from war by establishing basic standards for all humans. Core values of human rights include equality, justice and respect. Women's rights and children's rights are also discussed, including the right to equal treatment, provision of basic needs, and protection from harm.
Inclusive Education and Core Capabilities: School Evaluation’s Challenges t...Mattia Baglieri
A Delphi Group is proposed to gather expert opinions on challenges of inclusive education for school evaluation and the potential role of a capabilities perspective. The Delphi Group would use questionnaires to develop consensus around indicators to measure structural, process, and outcome variables related to inclusive education. Areas proposed for indicators include legal frameworks, governance and finance, curricula, teachers, and community involvement. Challenges identified include defining inclusive education, respecting privacy, and developing comparative sources while accounting for context. The goal is to provide policy-relevant evidence and guidance on promoting inclusive education and educational justice.
The paper gives a brief overview of the right to education as a human right. It highlights on the judicial pronouncements on the right and the recognition of the right under various international law instruments.
This document introduces a curriculum guide for the World As It Could Be Human Rights Education Project. It provides background on the project, which uses creative arts to teach youth about the Universal Declaration of Human Rights. The guide contains lessons plans that incorporate creative activities to help students deepen their learning and connection to human rights issues. It aims to motivate students to engage with their communities and manifest the words of the UDHR.
This document is a paper titled "Blinded by Rainbows: From Praxis of Professionals to Practice of Technicians or How to Reclaim Parrhesia, Praxis, and Democratic Ideals in Education" presented at the University of New Brunswick. The paper discusses the changing role and purpose of education in society from a focus on freeing minds to a focus on technical training. It argues that the current system does not allow for open discourse or critical thinking skills. The author advocates disrupting the existing discourse to build an education system that fosters democratic values, critical consciousness, and social change.
This document outlines the history of special education in the United States from the 1950s to present day. It discusses several key events and laws that improved access and inclusion for students with special needs, including the Brown v. Board of Education ruling in 1954, Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act of 1990. The document also summarizes amendments to existing laws that further advanced rights for students with disabilities and their families. Overall, it shows that education has made significant progress in providing equal and fair education for all students through increased intervention services, inclusion practices, and anti-discrimination protections.
This document outlines the key events in the history of special education in the United States from 1866 to 2001. It provides a timeline of important court cases and legislation that helped establish rights and protections for students with disabilities to access public education. Some of the major developments included the Civil Rights Act of 1866, Brown v. Board of Education in 1954 requiring desegregation of schools, the Education for All Handicapped Children Act (PL 94-142) in 1975 mandating free appropriate public education for all students, and the Individuals with Disabilities Education Act extending these protections. The timeline shows how advocacy and legal action have helped shift societal views and special education policy to be more inclusive over time.
The document discusses the Bahá'í vision of human rights and well-being, which sees rights as arising from humanity's spiritual nature and obligation to God and society. It contrasts the Bahá'í view with the UN Declaration of Human Rights, noting that the Bahá'í vision includes personal responsibilities alongside rights. The document also examines the source and purpose of rights from a Bahá'í perspective, and how the Bahá'í International Community has advocated for human rights at the UN since 1947. It raises questions about defining a Bahá'í conception of human well-being and whether the BIC's original statement needs updating.
This document discusses strengthening democracy in schools and education. It envisions what a truly democratic culture in education might look like in practice. As an example, it describes a proposed system where individuals could use a computer to connect with others interested in discussing the same books, films, or other works, allowing people to arrange meetings based solely on shared intellectual interests. The document argues this "radically simple" approach allows people to connect based just on a mutual desire for discussion, leaving the initiative to meet up to individuals. It acknowledges some objections to this "skeletal purity" but says addressing them highlights resistance to separating learning from social control as well as opportunities to use existing resources differently for learning. The document spans considerations of democracy as a way of
This presentation addresses the following in the field of Special Education:
1. The connection between theory and decision making
2. The impact of legislation on special educators and their practices
3. How this legislation positively or negatively impacts families of students with exceptional learning needs
4. Common terminology and acronyms used in special education
development of special education in India.Md Shadab Alam
This document provides an overview of the history and development of education policy in India from ancient times through the present. It discusses key periods and policies including:
1. Education during the Vedic and Buddhist periods, which focused on individual, social, and spiritual development.
2. The establishment of the Secondary Education Commission in 1952 and Education Commission in 1964-1966 to promote all-round personality development and improve science, math, and social studies curricula.
3. National policies in 1986, 2006, and acts in 1992, 1995, 1999, and 2009 that aimed to promote equality in education for women, scheduled castes, minorities, people with disabilities and provide free and compulsory education for all children ages
This document provides a summary of 8 major events in the history of special education in the United States:
1) Brown v. Board of Education in 1954 ruled that segregation of public schools was unconstitutional.
2) Mills v. Board of Education and Pennsylvania Assoc. for Retarded Children established that all children have a right to public education.
3) The Rehabilitation Act of 1973 prohibited disability discrimination in federal programs and employment.
4) Public Law 94-142, passed in 1975, guaranteed free appropriate public education to all children with disabilities.
5) The Americans with Disabilities Act of 1990 prohibited discrimination against people with disabilities.
6) Final federal regulations were issued governing special education.
This copy of training content is a product of Nathaniel Msen Awuapila, Executive Facilitator of Civil Organisations Research Advocacy and Funding Initiatives Development (CORAFID). The notes were originally used to train participants at Stream II workshop on "Mainstreaming Human Rights in Humanitarian Response", organised by OHCHR, Nigeria Office, on 14-16 May, 2019, in Lafia, Nasarawa State, Nigeria.
This document provides a history of special education in the United States through a presentation by Alshaundra Everett. It discusses key events and legislation that have shaped special education, including the Individuals with Disabilities Education Act, parent advocacy groups, Brown v. Board of Education, Doe v. Withers, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and the No Child Left Behind Act. It also addresses deficit thinking models regarding students with disabilities.
Birth of a Policy: Elementary and Secondary Education Act (ESEA)Malika Bennett
The Elementary and Secondary Education Act (ESEA) of 1965 was the first major federal law used to provide funding to K-12 education. It was part of President Lyndon B. Johnson's "War on Poverty" and aimed to improve educational opportunities for disadvantaged students. The law funded several educational programs and resources and required federal funding be provided to state and local education agencies. While there was some opposition, the ESEA was widely supported and helped address educational inequality issues that had been highlighted by the civil rights movement. The law has since been reauthorized several times to both continue its goals and adapt to changing needs.
Dr. Irmgarda Kasinskaite Buddeberg - Empowerment of Persons with Disabilities...IEFE
The document summarizes key points from a speech given by Dr. Irmgarda Kasinskaite-Buddeberg of UNESCO about empowering persons with disabilities through access to information and knowledge. It discusses how the number of persons with disabilities is increasing globally to over 1 billion people. UNESCO promotes the use of education, science, culture, and information and communication technologies to achieve its goals of equality and inclusion. The document outlines challenges persons with disabilities face in accessing information, as well as recommendations from reports on ensuring policies and technologies promote accessibility and participation.
The World Programme for Human Rights Education (2005-ongoing) is a long term plan adopted by UN member states to integrate human rights education into primary and secondary school systems. It highlights actions for ministries of education and civil society to work in partnership on this effort. The plan focuses on educational policies, their implementation, learning environments, teaching methods, and training for school staff. It aims to convey fundamental human rights principles in a practical way relating to students' lives, while empowering them to address their own rights needs.
This document discusses the history and importance of human rights education. It outlines how human rights education was first addressed by UNESCO in 1953 and became a formal focus in 1978. The document also explains that human rights education aims to focus on respect, provide knowledge of rights, facilitate implementation, and develop awareness. Additionally, it states that human rights education produces changes in values, behavior, and empowerment for social justice. The document emphasizes that education is a human right that lifts people out of poverty and contributes to personal development.
democr acy & education, vol 21, no- 1 feature article 1
Education as a Human
Right in the 21st Century
Sharon E. Lee
Abstract
According to the United Nations, education is a right to which all human beings are entitled. Since
2000, the UN has been promoting the Millennium Development Goal to achieve free universal pri-
mary education for all, regardless of gender, by 2015. If the UN is correct to suggest that education is
both a human right in itself and an indispensable means of realizing other human rights, then there is
an important need to question the role that governments should play to support the institutional
reforms necessary to achieve basic primary education for all. Moreover, there is an important need to
question the role all individuals should play to ensure that the institutional structure dedicated to the
provision of basic primary education is set up not only to provide children with access to a vague
notion of education but to a notion of basic education that can provide children with the freedom to
do something with that education once they have obtained it.
Read a response to this article
Tarc, P. (2013). Mobilizations of “Education as a Human Right in the 21st Century”: What Larger
Conditions and Logic Are in Play? Democracy & Education, 21(1). Article 9. Available online at
http://democracyeducationjournal.org/home/vol21/iss1/9.
Submit your own response to this article
Submit online at democracyeducationjournal.org/home
Human rights advo cates claim that every child has a right to education. This claim is based primarily on two premises. First, rights advocates
endorse the right to education because they believe that if children
receive basic primary education, they will likely be literate and
numerate and will have the basic social and life skills necessary to
secure a job, to be an active member of a peaceful community, and
to have a fulfilling life. Second, rights advocates recognize that,
despite this recognition of education as a right by the Universal
Declaration of Human Rights (UDHR), for example, many
children fail to benefit from even basic primary education. This gap
between the positive recognition of the right to education and the
negative reality facing many children has led rights advocates to
conclude that education must be considered a human rights issue
on par with the right to food or the right to freedom. And as such,
the Millennium Development Goal (MDG) to achieve universal
primary education by 2015 was established to fight for the right for
all children everywhere, regardless of gender, to a complete course
of basic primary schooling. This is a goal that the 2010 Education
for All report clearly indicates has achieved some progress
(Watkins, 2010). According to this report, the number of children
out of school has dropped by 33 million worldwide since 1999, the
gender gap is narrowing in many countries, and the adult literacy
rate has increased (UNESCO Ins.
Human rights are rights that are believed to belong to every person regardless of background or attributes. They are based on respect for individual dignity. The Universal Declaration of Human Rights was adopted by the UN in 1948 to promote these rights internationally. It aims to prevent devastation from war by establishing basic standards for all humans. Core values of human rights include equality, justice and respect. Women's rights and children's rights are also discussed, including the right to equal treatment, provision of basic needs, and protection from harm.
Inclusive Education and Core Capabilities: School Evaluation’s Challenges t...Mattia Baglieri
A Delphi Group is proposed to gather expert opinions on challenges of inclusive education for school evaluation and the potential role of a capabilities perspective. The Delphi Group would use questionnaires to develop consensus around indicators to measure structural, process, and outcome variables related to inclusive education. Areas proposed for indicators include legal frameworks, governance and finance, curricula, teachers, and community involvement. Challenges identified include defining inclusive education, respecting privacy, and developing comparative sources while accounting for context. The goal is to provide policy-relevant evidence and guidance on promoting inclusive education and educational justice.
This document provides an overview of a lecture on human rights education given by Dr. David Perez. It defines human rights education, discusses its goals and concepts, and covers topics like the classification of rights, indigenous peoples' rights, and rights of the child. The presentation was given by three students - Peña, Morad, and Relativo - for a social studies class at Western Philippines University. The objectives were to define human rights education, understand the classification of civil/political and socio-economic rights, and develop awareness of human rights issues.
LESSON 1 HUMANS RIGHTS EDUCATIONS.pptxRamirCuevas1
This document discusses the background and basic concepts of human rights education. It explains that human rights education aims to teach people about human rights and promote a culture where human rights are lived and respected. The document outlines that human rights are the basic freedoms and protections that every person is entitled to, such as rights to life, liberty, equality and dignity. Finally, it defines human rights education as education that builds understanding of human rights and provides skills to uphold human rights in daily life.
Experiential learning theory proposes that learning occurs through experience and reflection on that experience. The theory was developed by psychologist David Kolb, influenced by theorists like Dewey, Lewin, and Piaget. Kolb's model of experiential learning involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experiential learning has implications for education in that it allows children to pursue interests and work through real-life problems, encouraging exploration, expression, and communication with the right teaching strategies.
The document provides an overview of the foundations of social studies education. It defines social studies as the integrated study of social sciences and humanities to promote civic competence. The key purposes of social studies education are to develop social understanding and civic competence/democratic citizenship. It also outlines the subgoals of social studies as knowledge, skills, attitudes, and values. The document discusses various models for teaching social studies, including expanding horizons, decision-making, and democratic-method-in-action models. It also presents techniques for teaching social studies like concept maps, discussion webs, and Venn diagrams.
The history of health education in NZ and a brief rundown on the curriculumRuth Lemon
The history of health education in New Zealand has evolved greatly over the last century. In the early 1900s, the focus was on hygiene, exercise, fresh air and nutrition in response to the 1918 flu epidemic. More recently, health education has taken a holistic and socio-ecological approach, acknowledging factors like environment, culture, and access to services that influence well-being. The curriculum now covers a wide range of topics across multiple strands and emphasizes competencies like critical thinking, communication, and community participation.
The document discusses two main theoretical perspectives on children's rights: will/choice/liberty theories and interest/welfare theories. Will/choice theories view rights as the ability to make choices, so children cannot be considered right-holders since they cannot choose. Interest/welfare theories see rights as protecting important interests, so children have welfare rights since they have fundamental interests needing protection. The document notes tensions between these views can be resolved by recognizing children's interests merit protection through welfare rights, and that as children develop they gain more ability to make choices.
Here are the top 3 trending news stories today:
1. Election Results: [CANDIDATE] has won the presidential election according to projections from major media outlets. The election saw historic voter turnout and will make [CANDIDATE] the first [DEMOGRAPHIC DETAIL] president. Reaction from supporters and opponents is mixed.
2. COVID Surge: Daily new COVID cases have risen to their highest levels since the start of the pandemic, driven by the highly transmissible Omicron variant. Hospitals across many states are becoming overwhelmed. Public health officials are urging caution during the upcoming holidays.
3. Holiday Travel Chaos: Extremely heavy travel is expected over the Christmas and
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docxhanneloremccaffery
GEN499 WEEK TWO GUIDANCE
Ethics and Moral Reasoning
In Week One we explored the purpose and value of taking general education courses. We also discussed how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic and professional goals. This week we will pursue similar topics in relating educational opportunities and experiences to personal development in ethics and moral reasoning.
For us to meet problems rationally, we need to acquire the tools that will let us analyze dilemmas, approach them critically, and come to a reasoned, mature decision based on facts and conditions.
Ethics is Easily Understood
You have been practicing ethics all your life - you just didn't know you were. You should be aware that there are two extreme views. There are those called "absolutist". These people believe that there are absolute ethical standards that apply everywhere, every time, regardless of who is involved, what their condition, or where this problem occurs. On the other hand, there are the so-called "relativists". These people believe that there is no single moral/ethical code. These people think that solutions to ethical problems depend on the people involved, and the time, place, and other circumstances of the situation.
Ethical Issues
We deal with issues that may well affect the order and conditions of the lives of us each and others whom we may not even know. We are a social species. We cannot escape other people. Society means rules - it means Duties, Obligations, and Responsibilities; Rights, Freedoms, and Privileges. Each of these, and each of us, will come into some sort of conflict at some point. Over time and place and circumstance, we will each arrive at different conclusions - if we do not agree, we need some way to resolve differences peaceably.
Basic Requirements for Living
Our three most basic requirements are food, shelter, and procreation. To secure those three basics, we have to gain a certain amount of control over our environment-- not merely being able to grow food, but also to control others around us and secure some shelter. To provide security and peace, we institute customs, mores, morals, and laws. These, in turn, arise from basic commonalities of social behavior: Compassion, non-malevolence, and beneficence.
In compassion, we seek to identify with (or "feel for") the needs and suffering of others - either to protect them, help them, or to avoid harming. This requires that we be able to identify with others - "that could be me! - And I know how I would feel if 'x' happened to me."
In non-malevolence, we see some of the same properties - "would I want someone to do this to me? How would I feel if someone did 'x' to me? Would this hurt me?" And so a "normal" individual actively seeks not to hurt others, because he knows that that kind of action would be hurtful or harmful to him or herself.
In beneficence, we identify with the suffering of others and ...
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This document discusses human rights education (HRE). HRE involves learning about rights through participatory and interactive methods. There are three main objectives in HRE: learning about human rights (knowledge), learning for human rights (skills), and learning through human rights (attitudes and values). Some key aspects covered include defining concepts like freedom and equality, understanding human rights documents and bodies, developing critical thinking and cooperation skills, and fostering responsibility and respect for human dignity. HRE is connected to other types of education and aims to equip people with tools to live secure and dignified lives, as emphasized in international agreements and statements on the right to HRE.
The document describes a service-learning project aimed at raising political efficacy among high school sophomores. It involved three sections: introducing key concepts like political efficacy and the First Amendment, having students choose an issue and create a project using their rights, and sharing/reflecting. Initial surveys found most students did not believe they could make a difference, but after the project all did. It was successful in teaching students about their rights and how to create change, and the author recommends expanding it to more classes to inspire more youth civic engagement.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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lesson_2.pdf
1. 1
Teacher Lesson Plan
An Introduction to Human Rights and Responsibilities
Key Learning Areas
Year Group
Student Age Range
Resources/Props
Language/vocabulary
Humanities and Social Sciences (HASS); Health and Physical Education
Years 5 and 6
10-12 year olds
• Digital interactive lesson - Introduction to Human Rights and
Responsibilities https://www.humanrights.gov.au/introhumanrights/
• Interactive Whiteboard
• Note-paper and pens for students
• Printer
Human rights, responsibilities, government, children’s rights, citizen,
community, individual, law, protection, values, beliefs, freedom, equality,
fairness, justice, dignity, discrimination.
Lesson 2: Introduction to the Universal Declaration of Human Rights
Suggested Curriculum Links:
Year 6 - Humanities and Social Sciences
Questioning
• Develop appropriate questions to guide an inquiry about people, events, developments, places, systems
and challenges (ACHASSI122)
Analysing
• Examine different viewpoints on actions, events, issues and phenomena in the past and present
(ACHASSI127)
Evaluating and Reflecting
• Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and
predict the probable effects (ACHASSI132)
Inquiry Questions
• How have key figures, events and values shaped Australian society, its system of government and
citizenship?
• How have experiences of democracy and citizenship differed between groups over time and place,
including those from and in Asia?
• How has Australia developed as a society with global connections, and what is my role as a global citizen?”
• Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and
Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)
Note: The Introduction to Human Rights and Responsibilities resource has been designed as two unique
lesson plans. However, depending on your students’ level of engagement and the depth of content that you
wish to explore, you may wish to divide each lesson into two. Each lesson consists of ‘Part 1’ and ‘Part 2’
which could easily function as entire lessons on their own.
Inquiry and Skills
Knowledge & Understanding (History)
2. 2
Teacher Lesson Plan
An Introduction to Human Rights and Responsibilities
Lesson Overview
Teacher Note
Learning Outcomes
Aim
Interactivity
Over two lessons students will be introduced to the concept of ‘Human Rights’ and the strong link between
rights and personal responsibility. They will design their own class charter and explore the broader topic of
human rights and responsibilities through challenging and thought-provoking experiences.
When teaching about human rights it is important to create a safe and positive classroom environment, which
encourages participation and cooperation. The activities in these lessons are significant because they empower
students to make rules about how they want to be treated by both teachers and their peers.
By helping to create an environment where rights are respected, students are encouraged to actively take part
in advancing respect for the rights of others in the classroom and beyond.
In these lessons, students will:
• develop an understanding of what human rights are
• appreciate the relationship between rights and responsibilities
• analyse who is responsible for upholding human rights
• appreciate the meaning and significance of the Universal Declaration of Human Rights
• apply the concepts of human rights to their own lives
Upon completion of An Introduction to Human Rights and Responsibilities, students will be able to
demonstrate a basic understanding of the concepts encompassed by the term ‘human rights’ and underlying
principles of freedom, equality, fairness and justice.
These lessons are accompanied by online interactive activities to support the teaching of human rights.
You can locate these activities at https://www.humanrights.gov.au/introhumanrights/.
These activities are accessible on any internet enabled device however they work particularly well using an
interactive whiteboard.
Year 5 & 6 - Health and Physical Education
Being Healthy, Safe and Active
• Examine how identities are influenced by people and places (ACPPS051)
Communicating and interacting for health and wellbeing
• Recognise how media and important people in the community influence personal attitudes, beliefs,
decisions and behaviours (ACPPS057)
• Practise skills to establish and manage relationships (ACPPS055)
Contributing to healthy and active communities
• Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
Personal, Social and Community Health
3. 3
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Introduction
Briefly summarise learning from the previous lesson.
Key points:
• What is a right? ‘A moral or legal entitlement to have or do something.’
• Discuss the link between rights and responsibility. Explain that rights go hand in hand with responsibilities.
When you have a right, you also have a responsibility to respect that others have that right.
• Explain that human rights are the rights we have as human beings. They belong to all of us, regardless of
who we are or where we live, and they cannot be taken away.
Pre-Lesson Quick Quiz (10 minutes)
Note: You may choose to have the students complete the quiz independently (on computers or tablets), in small
groups, or as an entire class.
Conduct the pre-lesson Quick Quiz.
1. Human rights first became internationally recognised after World War II.
True. The ideas behind human rights have been present throughout history in many different societies
and religions. However, the idea that there are basic rights that belong to all people was internationally
recognised after World War II, with the creation of the Universal Declaration of Human Rights.
2. People have the right to say whatever they want.
False. While the Universal Declaration of Human Rights states that everyone has the right to express
their ideas and opinions, this doesn’t mean you have a right to say whatever you want. Your right to
express an opinion should not come at the cost of someone else’s right to be treated with respect.
3. All people have equal rights.
True. The Universal Declaration of Human Rights recognises that everyone is born free and equal in
dignity and rights. We should all be treated in the same way.
4. Do children have their own special rights, as well as other human rights?
True. As well as the rights set out in the Universal Declaration of Human Rights, children have
extra rights that place a responsibility on adults to make sure children receive the special care and
protection they need to grow up healthy and happy. These rights are written down in the United
Nations Convention on the Rights of the Child.
5. The police are the organisation responsible for making sure people in Australia have their human rights
respected and protected.
False. The main responsibility for upholding the rights of all people living in Australia lies with the
Australian Government.
However, many groups and organisations also have some responsibility to look after human rights.
The police (as part of the justice system) look after people’s right to be safe and to be protected by
the law.
Main Body of Teaching
Viewing activity: Introducing the Universal Declaration of Human Rights (5 minutes)
• Introduce the concept and history of the Universal Declaration of Human Rights by watching the video in the
interactive lesson.
• Show students the next slide and briefly explain how the Universal Declaration of Human Rights came into
being. Ask students to brainstorm why the Universal Declaration might have been important.
4. 4
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Teacher Information:
Following the devastation of World War II, the governments of the world came together in 1945 to form an
international organisation called the United Nations (UN), dedicated to upholding peace and security.
One of the first actions of the newly-founded UN was to draft a document outlining the basic human rights
shared by all people, everywhere. This resulted in the creation of the Universal Declaration of Human Rights,
which was adopted by the UN General Assembly in 1948.
The Universal Declaration of Human Rights recognises the dignity of all people, and asserts that human rights
should apply equally to everyone, no matter who they are or where they live.
It consists of thirty articles that are the basis for human rights protection and promotion around the world. It
includes civil and political rights, like the right to life, liberty, free speech and privacy. It also includes economic,
social and cultural rights, like the right to social security, health and education.
It has been endorsed by all countries and many countries have included its provisions in their laws or
constitutions.
For more information see: https://www.humanrights.gov.au/publications/what-universal-declaration-
human-rights
An abbreviated version of the Universal Declaration of Human Rights is included in the Teacher Reference
Sheet at the end of this resource.
Interactive activity: ‘What human rights do we have?’ (15 minutes)
• Explain to students that the Universal Declaration of Human Rights protects our fundamental human rights,
and it is important to know what these rights are.
• Use the interactive activity to explore and discuss the meaning of the rights in the Universal Declaration of
Human Rights.
• As a class, consider the pictures presented in the interactive activity.
• Explain that each of the four rights displayed on the slide are rights from the Universal Declaration of
Human Rights.
• Ask students to choose which of the four rights displayed is being represented in the picture. Explain to
students that the picture may show a right being respected or not respected.
Everyone has the right to education.
Correct! According to the Universal Declaration of Human Rights
you have the right to go to school and primary school education
should be free. You should be able to learn a profession or
continue your studies to whatever level you wish.
Everyone has the right to
Which human right is represented in this picture?
‘What human rights do we have?’ - Activity questions and answers
5. 5
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Everyone has the right to take part in the
government of their country
Correct! Once we are over 18, we can
exercise our right to vote in elections and
decide the future of our country. Everyone
should have a vote and all votes should be
counted equally.
Which human right is represented in this picture?
Everyone has the right to seek asylum from persecution
Correct! If you are being harmed, or believe you are in danger of being harmed, in your own country, you
have the right to go to another country and ask for protection.
Which human right is represented in this picture?
Which human right is represented in this picture?
Everyone has the right to
freedom of assembly and
association
Correct! This means that you have
the right to organise peaceful
meetings or to take part in
meetings. This includes peaceful
protests.
6. 6
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Everyone has the right to freedom of opinion and
expression
Correct! You have the right to have your own ideas and
opinions and to express them to others. We exercise this
freedom of speech whenever we text, tweet, or use any
other forms of media to publicly express our opinion.
However, this doesn’t mean you have a right to say
whatever you want. Sometimes a situation can occur
when a particular right may be in conflict with another
right. For example, your right to express an opinion
should not come at the cost of someone else’s right to be
treated with respect.
Which human right is represented in this picture?
Which human right is represented in this picture?
Everyone has the right to a decent standard of living
Correct! You have the right to the things you need to live a healthy and prosperous life. This includes food,
clothing, housing and medical care and social services.
Interactive activity: Comparing the Classroom Charter and the Universal Declaration
of Human Rights (10 minutes)
• As a class, ask students to think about the rights in their Classroom Charter of Rights and Responsibilities
and the rights in the Universal Declaration of Human Rights, explored in the previous activity.
• Ask individual students to name a particular right and as a class decide whether this right can be found in
either the Classroom Charter, the Universal Declaration of Human Rights or both.
• Note down the right in the appropriate column on the interactive whiteboard.
• Continue this process until there are approximately equal numbers of rights under all three columns.
7. 7
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Interactive Activity: ‘Who should be responsible?’ (10 Minutes)
• Remind students that in order to ensure their own rights are met, they must be responsible for their actions
and how they affect others.
• Ask the students who they think should be responsible for making sure the rules in the Universal Declaration
of Human Rights are followed.
• Use the interactive activity to allow the students to discuss and decide who should be responsible for the
right, and drag their chosen body (e.g. ‘Government’, ‘Individuals’) to the right.
• Explain to students beforehand that there are often multiple groups or organisations that have responsibilities
to protect peoples’ rights and they may want to drag more than one group over in their answer. Ask students
to explain why they think a group should be responsible for a particular right.
• The answers for this activity (shown in bold) correspond to an international human rights perspective.
However, students may have other perspectives regarding who should be responsible. Encourage critical
thinking by allowing students to question the answers and put forward their own ideas about responsibility.
Who do you think should be responsible for upholding the rights in the Universal Declaration? Look at these
rights from the Universal Declaration and drag and drop the group (or groups) that should make sure that the
right is protected and respected.
No one shall be subject to arbitrary arrest, detention or exile.
Nobody has the right to put you in prison, to keep you there, or to send you away from your country unjustly, or
without a good reason.
Judges and the Law Courts / Community / Businesses / Government / Individuals / The United Nations
Everyone has the right to life, liberty and security.
You have the right to live, and to live in freedom and safety.
Police / Community / Your Family / Government / Judges and the Law Courts / Individuals
Discussion Questions:
• Why do you think there are differences between the two documents? (Prompt students to think about who
the two different documents are targeted at. Remind them that the Universal Declaration is a set of rules for
national governments to protect their people)
• What are some of the underlying ideas and values that make them similar? (Refer students back to key
values identified in the discussion of human rights in the last lesson, such as equality, respect, freedom,
dignity and justice).
• Were there any rights in the Universal Declaration that you think should be added to the Classroom
Charter?
Teacher Note:
Ask students how different groups might be responsible for keeping people safe. For example, students, as
members of the community, have a responsibility not to harm others. What role might other groups such as
your family, the police or the government have to play in keeping you safe?
?
8. 8
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Everyone has the right to freedom of thought, conscience and religion
You have the right to have your own religion or belief. This includes the right to change your religion or belief
if you want, to practice your religion either on your own or with other people and to peacefully express your
beliefs in teaching, practice and worship.
Community / the Media / Government / Individuals / Churches / The United Nations
Everyone has a right to privacy
You have the right to ask for protection if someone tries to harm your good name, enter your house, open your
letters, or bother you or your family without a good reason.
Police / Government / Individuals / Business / Judges and the Law Courts / The Media
Everyone has the right to a decent standard of living
You have the right to the things you need to live a healthy and prosperous life. This includes food, clothing,
housing and medical care and social services.
Government / Doctors and Hospitals / Community / Your Family / The United Nations / Individuals
• After completing all the slides ask students if they found it difficult to decide who should be responsible for
ensuring people’s human rights.
• Explain to students that everyone has responsibilities to other people and to the community as a whole.
At the same time, the primary responsibility for upholding human rights lies with the government.
The Australian Government has a responsibility to respect and protect the rights of all people living in
Australia.
This includes a responsibility to protect people’s right to certain freedoms (like freedom of religion, freedom of
assembly, and freedom of speech) as well as a responsibility to fulfil people’s rights to certain things (like the
right to education, health care and other social services, which are essential for people’s well-being).
Teacher Note:
Ask students what responsibilities a community might have to respect people’s religions or personal beliefs.
Explore how there are often many different religious and spiritual beliefs within a local community. A community
has the responsibility to ensure that its members are able to practice their beliefs as they wish.
This can be extended to the Australian community as a whole. The Australian Government has the responsibility
to protect people’s right to practice a religion, or not, as they choose.
9. 9
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Conclusion
Post-Lesson Quick Quiz (10 minutes)
Note: you may choose to have the students complete the quiz independently (on computers or tablets), in small
groups, or as an entire class. If you divided students into small groups for the pre-lesson quiz, you might like to
consider assigning them to different groups for the post-lesson quiz.
Conduct the post-test Quick Quiz.
1. Human rights first became internationally recognised after World War II.
True. The ideas behind human rights have been present throughout history in many different societies
and religions. However, the idea that there are basic rights that belong to all people was internationally
recognised after World War II, with the creation of the Universal Declaration of Human Rights.
2. People have the right to say whatever they want.
False. While the Universal Declaration of Human Rights states that everyone has the right to express
their ideas and opinions, this doesn’t mean you have a right to say whatever you want. Your right to
express an opinion should not come at the cost of someone else’s right to be treated with respect.
3. All people have equal rights.
True. The Universal Declaration of Human Rights recognises that everyone is born free and equal in
dignity and rights. We should all be treated in the same way.
4. Do children have their own special rights, as well as other human rights?
True. As well as the rights set out in the Universal Declaration of Human Rights, children have
extra rights that place a responsibility on adults to make sure children receive the special care and
protection they need to grow up healthy and happy. These rights are written down in the United
Nations Convention on the Rights of the Child.
5. The police are the organisation responsible for making sure people in Australia have their human rights
respected and protected.
False. The main responsibility for upholding the rights of all people living in Australia lies with the
Australian Government.
However, many groups and organisations also have some responsibility to look after human rights.
The police (as part of the justice system) look after people’s right to be safe and to be protected by
the law.
Homework/ Extension task
• As well as the rights set out in the Universal Declaration of Human Rights, children have extra rights to help
them grow up healthy and happy. These rights are written down in a document called the Convention on
the Rights of the Child. For information on this Convention, direct students to the Australian Human Rights
Commission’s webpage ‘What Are Children’s Rights?’. This page includes links to child-friendly versions of
the Convention.
• Ask students to examine the differences and similarities between the Convention on the Rights of the Child
and the Universal Declaration of Human Rights.
• Ask students to consider the rights in the Convention on the Rights of the Child and reflect on whether all
children (in Australia and overseas) have these rights met.
• Ask students to identify a group/s of children that might not be able to enjoy their rights as easily as others.
(For example, consider issues faced by Aboriginal and Torres Strait Islander children, children with disability,
children in developing countries, refugee and asylum seeker children, or even girls compared to boys) and
conduct research into the issues that affect the rights of these children? (e.g. access to education and
healthcare, experience of poverty, or bullying and harassment.
Explain to students that you want to see how much they learned so you are going to ask them the same
questions from the first “Quick Quiz” at the beginning of the lesson.
10. 10
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Suggestions for Additional/Extension Learning
Create a personalised, child-friendly, Universal Declaration of Human Rights for your classroom
• Ask the class to develop their own, more user-friendly, version of the UDHR, explaining each right in their
own words
• Each student could do this individually or you could assign each student/pair 1-2 rights
• Collate and post in classroom
Create a personalised, child-friendly, Convention on the Rights of the Child for your classroom
• Ask the class to develop their own, more user-friendly, version of the CRC, explaining each right in their own
words
• Each student could do this individually or you could assign each student/pair 1-2 rights
• Collate and post in classroom
Ask the class to develop their own glossary of key terms
• Assign each student/pair 1-2 terms and ask them to come up with their own definition of what these terms
mean
• Collate and post in classroom
Introduce different human rights issues and examples of human rights violations, by showing stories or video
clips related to currently relevant issues
Protecting and Promoting children’s rights
• Ask students to research the National Children’s Commissioner
• Who is the Commissioner and what is their role?
• How does/can the Commissioner help children?
• How can you contact the Commissioner?
• Ask students to write down the answers to these questions, then facilitate a discussion about what they have
learned
Rights before Magna Carta
• Explain that the Magna Carta is just one document where early rights were enshrined. The idea of The
Golden Rule’ or ‘treat others as you wish to be treated’ has been an integral part of many different
philosophies and religions for centuries.
• Ask students to research one religion, philosophy or government that promoted and/or protected rights and
report back to the class.
Useful resources for extended learning
RightsED (Australian Human Rights Commission)
• The Commission’s series of education resources - RightsED - are designed to help students gain a critical
understanding of human rights and responsibilities, and to develop the attitudes, behaviours and skills to
apply human rights in everyday life.
BTN (Behind the News)
• Behind the News is a high-energy, fun way for upper primary and secondary students to learn about current
issues and events in their world.
TeachUNICEF
• TeachUNICEF provides educators with global learning resources and programs. Through a focus on global
citizenship and child rights, TeachUNICEF engages students in an exploration of humanitarian issues and
inspires them to take action to improve their world.
The World’s Largest Lesson
• The World’s Largest Lesson is an initiative to introduce the UN’s Sustainable Development Goals to teachers
and students around the world. There are a variety of lesson plans and creative resources available to
support teachers.
11. 11
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Glossary
Charter: A document that outlines the fundamental principles of an organisation.
Children’s rights: children’s rights are special rights that belong to all children under the age of 18. Children have
the same human rights as everyone else but they also have extra rights that place a responsibility on adults to
make sure that children receive the special care and protection they need to grow up healthy and happy. These
rights are written down in the United Nations Convention on the Rights of the Child.
Citizen: A person who is a member of a political community, such as a state or a nation, that grants certain rights
and privileges to its citizens and in return expects them to fulfil certain duties, such as to obeying the law.
Community: A group of people living in the same place or having a particular characteristic and a shared sense of
identity in common.
Dignity: A value owed to all humans, to be treated with respect.
Discrimination: When a person is treated less favourably than another person in a similar situation because of a
particular personal characteristic such as their; age, sex, race, nationality, or beliefs.
Equality: The quality of being equal. Equality is an important value in human rights and is the central idea behind
all human beings having universal human rights.
Fairness: The quality of treating people in a way that is right or reasonable.
Freedom: The power or right to act, speak, or think as one wants. Or, the state of being free rather than in
confinement or under physical restraint.
Global citizen: A person who understands that they have rights and responsibilities at a global level, beyond
geographical or political borders, because they are part of the global human community. These rights and
responsibilities do not have the same legal authority or sanctions that those conferred by a nation have.
Government: A group of people with the authority to govern a country or state.
Human rights: Rights that come from being human. They ensure people can live freely and that they are able to
flourish, reach their potential, and participate in society. They ensure that people are treated fairly and with dignity
and respect. You have human rights simply because you are human and they cannot be taken away.
Justice: The moral principle ensuring fairness in the way people are treated.
Law: A system of rules that a particular country or community recognises as regulating the actions of its
members, and which it may enforce by an imposition of penalties and sanctions.
Respect: Taking into account the views and desires of others in how you treat people.
Right: A right is a moral or legal entitlement to have or do something.
Rights and responsibilities: Entitlements and obligations that are associated with living in any country with a
democratic justice system. Rights and responsibilities are a cornerstone of modern democracies. While all people
in Australia enjoy certain rights (for example, freedom of speech), there are also responsibilities (for example,
paying taxes, jury service). Citizens also have the right to vote and the responsibility of voting at elections.
United Nations: An international organisation that was founded in 1945 by the governments of the world with the
aim of promoting global peace and security, and human rights.
Universal Declaration of Human Rights: The key United Nations document establishing the standards of
basic human rights for everyone. The Universal Declaration of Human Rights was adopted by the United Nations
General Assembly on December 10, 1948.
Values: Values are principles, ideals, standards, or world views which act as general guidelines for behaviour.
They can also be points of reference in making decisions when evaluating beliefs or actions. Values are closely
connected to personal integrity and personal identity.
12. 12
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Teacher Reference Sheet: Universal Declaration of Human Rights
Article 1 – We are all born free and equal
Everyone is born free and equal in dignity and with rights. We should all be treated in the same way.
Article 2 – Human rights belong to everyone
Human rights belong to everyone, whatever our differences. You should never be discriminated against for any
reason, including your race, skin colour, sex, language, religion, political opinion, nationality or social status.
Article 3 - Everyone has the right to life, liberty and security.
You have the right to live, and to live in freedom and safety.
Article 4 – No-one shall be held in slavery
Nobody has the right to force you into slavery and you should not make anyone else your slave.
Article 5 – No-one has the right to torture you
Nobody has the right to torture you or to punish you in a cruel or unfair way.
Article 6 – Everyone has the right to be treated as a person in the eyes of the law
You should be legally protected in the same way everywhere.
Article 7 – Everyone is equal before the law
You have the right to be treated by the law in the same way as everyone else. Everyone has a right to protection
against violations of their human rights.
Article 8 – Everyone has the right to be protected by the law
If you are not treated fairly according to the laws of your country, you have a right to ask for legal help.
Article 9 – No‐one shall be arrested, detained or exiled without a good reason.
Nobody has the right to put you in prison, to keep you there, or to send you away from your country unjustly, or
without a good reason.
Article 10 – Everyone has the right to a fair and public trial
If you are accused of breaking the law, you have the right to a public trial. The people who try you should not be
influenced by others.
Article 11 – Everyone is innocent until proven guilty
You should be considered innocent of committing a crime until it can be proven that you are guilty, in a fair trial.
No-one should be charged with a crime for doing something that wasn’t a crime at the time that they did it.
Article 12 – Everyone has a right to privacy
You have the right to ask for protection if someone tries to harm your good name, enter your house, open your
letters, or bother you or your family without a good reason.
Article 13 – Everyone has the right to freedom of movement
You have the right to come and go as you wish within your country. You have the right to leave your country to go to
another one; and you should be able to return to your country if you want.
Article 14 – Everyone has the right to seek asylum from persecution
If you are being harmed, or believe you are in danger of being harmed, in your own country, you have the right to go
to another country and ask for protection.
Article 15 – Everyone has the right to a nationality
You have the right to belong to a country and nobody can prevent you, without a good reason, from belonging to
another country if you wish.
Article 16 – Everyone has the right to marry and raise a family
Every grown-up has the right to marry and have a family if they want to. Men and women have the same rights when
they are married, and also when they are separated.
13. 13
Lesson 2:
Introduction to the Universal Declaration of Human Rights
Teacher Reference Sheet: Universal Declaration of Human Rights
Article 17 – Everyone has the right to own property
You have the right to own things and nobody has the right to take these from you without a good reason.
Article 18 – Everyone has the right to freedom of thought, conscience and religion
You have the right to have your own religion or belief. This includes the right to change your religion or belief if you
want, to practice your religion either on your own or with other people and to peacefully express your beliefs in
teaching, practice and worship.
Article 19 – Everyone has the right to freedom of opinion and expression
You have the right to have your own ideas and opinions and to express them to others.
You have the right to seek, receive and share information and ideas with people from any other country.
Article 20 – Everyone has the right to freedom of assembly and association
You have the right to organise peaceful meetings or to take part in meetings in a peaceful way. No-one can make you
join a group if you don’t want to.
Article 21 – Everyone has the right to take part in the government of their country
You have the right to take part in your country’s political affairs either by belonging to the government yourself
or by choosing politicians to represent you.
Governments should be voted for regularly, through free and fair voting procedures.
Everyone should have a vote and all votes should be counted equally.
Article 22 - Everyone, as a member of society, has a right to social security
You have the right to affordable housing, medicine, education, and childcare, enough money to live on and medical
help if you are ill or old.
The society in which you live should help you to develop and to make the most of all the advantages that are offered
to you.
Article 23 – Everyone has the right to work and to fair working conditions
You have the right to work. This includes the right to good working conditions, to fair pay and to join a trade union.
Article 24 – Everyone has the right to rest and leisure
You have the right to rest and relaxation time, including regular holidays with pay.
Article 25 – Everyone has the right to a decent standard of living
You have the right to the things you need to live a healthy and prosperous life. This includes food, clothing, housing
and medical care and social services.
Those with particular needs such as mothers and children, older people and people with disability, have the right to
extra care and assistance.
Article 26 – Everyone has the right to education.
You have the right to go to school and primary school education should be free. You should be able to learn a
profession or continue your studies to whatever level you wish.
Article 27 – Everyone has the right freely to participate in the cultural life of the community
You have the right to share in your community’s arts and sciences, and in any good they do. Your works as an artist, a
writer or a scientist should be protected, and you should be able to benefit from them.
Article 28 – Everyone has the right to live in a free and fair world
You have the right to live in the kind of world where your rights and freedoms are respected.
Article 29 – Everyone has a responsibility to respect and protect human rights
We all have a responsibility to respect and protect the rights of others.
Article 30 – Everyone has human rights and they cannot be taken away
No person or group should try to take your human rights and freedoms away.