SlideShare a Scribd company logo
TAKING THE HUMAN RIGHTS TEMPERATURE OF YOUR
SCHOOL
Overview: Participants evaluate their school's human rights climate using criteria derived from the
Universal Declaration of Human Rights. The subsequent discussion builds towards identifying
areas of particular concern and developing an action plan to begin addressing them.
Objectives:
 To assess human rights conditions within the school community
 To reflect critically on forces at work within the school that affect the human rights climate
 To develop an action plan to improve the human rights situation within the school
Grade Level: 7-12; administrators, parent and teachers as well
Time: 1-2 hours (survey only)
Materials: TAKING THE HUMAN RIGHTS TEMPERATURE QUESTIONAIRE (attached);
copies of the UDHR (reference only)
Procedures:
1. Have participants evaluate their school's human rights climate, i.e. take its "temperature," by
completing the survey questionnaire below. It might be appropriate to have participants conduct
research into school conditions, using the survey items below, prior to completing the instrument or
prior to developing an action plan.
2. Prepare for class discussion by creating a 1-4 rating scale on a chalkboard or newsprint. Then
have participants call out responses to each item. IMPORTANT: Participants might not wish to
make their own responses public. Consider collecting the questionnaires and redistributing them so
that participant anonymity can be assured.
3. Discuss the findings from the survey, drawing on the following questions to move from analysis
and evaluation to the development of an action plan.
a. In which areas does your school appear to be adhering to or promoting human rights
principles?
b. In which areas do there seem to be human rights problems? Which of these are of
particular concern to you? Elaborate on the areas of concern, providing examples and identifying
patterns in human rights violations.
c. How do you explain the existence of such problematic conditions?
* Do they have race/ethnicity, class, gender, disability, age, or sexual orientation dimensions?
* Are the issues related to participation in decision-making(who is included and who isn't?)?
* Who benefits and who loses/suffers as a result of the existing human rights violations?
* Other explanations to consider?
d. Have you or any of your fellow community contributed in any way to the construction
and perpetuation of the existing climate? (e.g. by acting in certain ways. by not acting in certain
ways---ignoring abuses or not reporting incidents)
e. Were those completing the questionnaire representative of the population of the school?
Would you expect different results from a different group of people? In what ways might another
group's responses differ and why? Should these differences be of any concern to you and to the
school community? When determining which human rights concerns need to be addressed and
how to address them, how can you be certain to take into account the perspectives and experiences
of different people?
f. What needs to be done to improve the human rights climate in your school? What
action(s) can you and your group take to create a more humane and just environment where human
rights values are promoted and human rights behaviors practiced?
4. Review questionnaire item #25, stressing the importance of assuming responsibility and acting.
Then, as a group brainstorm possible actions the group might take to improve the human rights
situation? Decide on a short list of options for action. Thoroughly debate and discuss the short list
before any decision regarding actions to be taken.
5. Based on the group discussion, choose items for action, and develop an
action plan, identifying goals, strategies, and responsibilities.
TAKING THE HUMAN RIGHTS TEMPERATURE OF YOUR SCHOOL
INTRODUCTION
The questions below are adapted from the United Nations Universal Declaration of Human Rights
(UDHR). (The relevant UDHR articles are included parenthetically in each statement.) Some of
these issues correlate more directly to the UDHR than others. All of these questions are related to
the fundamental human right to education found in Article 26 of the Universal Declaration. It
asserts:
Everyone has the right to education... Education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and fundamental freedoms.
When discrimination is mentioned in the questionnaire below, it refers to a wide range of
conditions: race, ethnicity/culture, sex, physical/intellectual capacities, friendship associations,
age, culture, disability, social class/financial status, physical appearance, sexual orientation, life
style choices, nationality, and living space. This is a much more expansive list than that found in
the Universal Declaration of Human Rights but is more helpful in assessing the human rights
temperature in your school community.
The results should provide a general sense of the school's climate in light of principles found in the
Universal Declaration of Human Rights. Obviously more questions are needed and follow-up
questioning during the discussion will enrich the assessment. These questions can help to identify
specific areas of concern that need to be addressed.
TAKING THE HUMAN RIGHTS TEMPERATURE OF YOUR SCHOOL: THE
QUESTIONNAIRE
Directions: Take the human rights temperature of your school. Read each statement and assess how
accurately it describes your school community in the blank next to it. (Keep in mind all members
of your school: students, teachers, administrators, staff. ) At the end, total up your score to
determine your overall assessment score for your school.
RATING SCALE
1 2 3 4 DN
never rarely often always don't know
(no/false) (yes/true)
1.____My school is a place where students are safe and secure. (Art. 3 & 5)
2.____All students receive equal information and encouragement about academic and career
opportunities. (Art. 2)
3____Members of the school community are not discriminated against because of their life style
choices, such as manner of dress, associating with certain people, and non-school activities. (Art. 2
& 16)
4.____My school provides equal access, resources, activities, and scheduling accommodations for
all individuals. (Art. 2 & 7)
5.____Members of my school community will oppose discriminatory or demeaning actions,
materials, or slurs in the school. (Art. 2, 3, 7, 28, & 29)
6.____When someone demeans or violates the rights of another person, the violator is helped to
learn how to change his/her behavior. (Art. 26)
7.____Members of my school community care about my full human as well as academic
development and try to help me when I am in need. (Art. 3, 22, 26 & 29)
8.____When conflicts arise, we try to resolve them through non-violent and collaborative ways.
(Art. 3, 28)
9.____Institutional policies and procedures are implemented when complaints of harassment or
discrimination are submitted. (Art. 3 & 7)
10.____In matters related to discipline (including suspension and expulsion), all persons are
assured of fair, impartial treatment in the determination of guilt and assignment of punishment.
(Art. 6, 7, 8, 9 & 10)
11.____No one in our school is subjected to degrading treatment or punishment. (Art. 5)
12.____Someone accused of wrong doing is presumed innocent until proven guilty. (Art. 11 )
13.____My personal space and possessions are respected. (Art. 12 & 17)
14.____My school community welcomes students, teachers, administrators, and staff from diverse
backgrounds and cultures, including people not born in the USA. (Art. 2, 6,13, 14 & 15)
15.____I have the liberty to express my beliefs and ideas (political, religious, cultural, or other)
without fear of discrimination.(Art. 19)
16.____Members of my school can produce and disseminate publications without fear of
censorship or punishment. (Art. 19)
17.____Diverse voices and perspectives (e.g. gender, race/ethnicity, ideological) are represented in
courses, textbooks, assemblies, libraries, and classroom instruction. (Art. 2, 19, & 27)
18.____I have the opportunity to express my culture through music, art, and literary form. (Art. 19,
27 & 28)
19.____Members of my school have the opportunity to participate (individually and through
associations) in democratic decision-making processes to develop school policies and rules. (Art.
20, 21, & 23)
20.____Members of my school have the right to form associations within the school to advocate for
their rights or the rights of others. (Art. 19, 20, & 23)
21.____Members of my school encourage each other to learn about societal and global problems
related to justice, ecology, poverty, and peace. (Preamble & Art. 26 & 29)
22.____Members of my school encourage each other to organize and take action to address
societal and global problems related to justice, ecology, poverty, and peace. (Preamble & Art. 20 &
29)
23.____Members of my school community are able to take adequate rest/recess time during the
school day and work reasonable hours under fair work conditions. (Art. 23 & 24)
24.____Employees in my school are paid enough to have a standard of living adequate for the
health and well-being (including housing, food, necessary social services and security from
unemployment, sickness and old age) of themselves and their families. (Art. 22 & 25)
25.____I take responsibility in my school to ensure other individuals do not discriminate and that
they behave in ways that promote the safety and well being of my school community. (Art. 1 & 29)
TEMPERATURE POSSIBLE = 100 HUMAN RIGHTS DEGREES
YOUR SCHOOL'S TEMPERATURE_______________
D. Shiman & K. Rudelius-Palmer, Economic and Social Justice: A
Human Rights Perspective (Minneapolis: Human Rights Resource
Center, University of Minnesota, 1999)
Human Rights Resource Center -- Toll-free in US 888-HREDUC8 or
(612) 626-0041. Http://www.hrusa.org/catalog
D. Shiman & K. Rudelius-Palmer, Economic and Social Justice: A
Human Rights Perspective (Minneapolis: Human Rights Resource
Center, University of Minnesota, 1999)
Human Rights Resource Center -- Toll-free in US 888-HREDUC8 or
(612) 626-0041. Http://www.hrusa.org/catalog

More Related Content

Viewers also liked

10122012 ton wilthagen e portfolio als wapen in de crisis
10122012 ton wilthagen e portfolio als wapen in de crisis10122012 ton wilthagen e portfolio als wapen in de crisis
10122012 ton wilthagen e portfolio als wapen in de crisisStichting ePortfolio Support
 
Joe Betts-LaCroix
Joe Betts-LaCroixJoe Betts-LaCroix
Joe Betts-LaCroix
David Parpart, D.C.
 
Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...
Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...
Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...
Jacques Bulchand
 
Civic Art & Design: Funding for Commissions and Acquisitions
Civic Art & Design: Funding for Commissions and AcquisitionsCivic Art & Design: Funding for Commissions and Acquisitions
Civic Art & Design: Funding for Commissions and Acquisitions
juliekannai
 
Romans 3 20 the law we become conscious power point church sermon
Romans 3 20 the law we become conscious power point church sermonRomans 3 20 the law we become conscious power point church sermon
Romans 3 20 the law we become conscious power point church sermon
PowerPoint_Sermons
 
Cloud Computing
Cloud ComputingCloud Computing
Cloud Computing
Nyakeob
 
O bosque mediterráneo
O bosque mediterráneoO bosque mediterráneo
O bosque mediterráneoSabelayMarcos
 
Nepc11 eportfolio vanuit werkgeversorganisatie van der steen
Nepc11 eportfolio vanuit werkgeversorganisatie van der steenNepc11 eportfolio vanuit werkgeversorganisatie van der steen
Nepc11 eportfolio vanuit werkgeversorganisatie van der steenStichting ePortfolio Support
 
Melaka Gateway - a Vibrant Tourist Destination
Melaka Gateway - a Vibrant Tourist DestinationMelaka Gateway - a Vibrant Tourist Destination
Melaka Gateway - a Vibrant Tourist Destination
Hertiki Marsaid
 
Ferris Bueller's Day off
Ferris Bueller's Day off Ferris Bueller's Day off
Ferris Bueller's Day off
Thomas Constable
 
Evaluation q1
Evaluation q1Evaluation q1
Evaluation q1
Thomas Constable
 
ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА. (до Дня украї́нсь...
ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА.  (до Дня украї́нсь...ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА.  (до Дня украї́нсь...
ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА. (до Дня украї́нсь...
Savua
 
Tieto Future Office ® at IT & Business 2012
Tieto Future Office ® at IT & Business 2012Tieto Future Office ® at IT & Business 2012
Tieto Future Office ® at IT & Business 2012Philipp Rosenthal
 

Viewers also liked (13)

10122012 ton wilthagen e portfolio als wapen in de crisis
10122012 ton wilthagen e portfolio als wapen in de crisis10122012 ton wilthagen e portfolio als wapen in de crisis
10122012 ton wilthagen e portfolio als wapen in de crisis
 
Joe Betts-LaCroix
Joe Betts-LaCroixJoe Betts-LaCroix
Joe Betts-LaCroix
 
Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...
Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...
Marketing de aplicaciones móviles (curso iOS, Sociedad de Promoción Económica...
 
Civic Art & Design: Funding for Commissions and Acquisitions
Civic Art & Design: Funding for Commissions and AcquisitionsCivic Art & Design: Funding for Commissions and Acquisitions
Civic Art & Design: Funding for Commissions and Acquisitions
 
Romans 3 20 the law we become conscious power point church sermon
Romans 3 20 the law we become conscious power point church sermonRomans 3 20 the law we become conscious power point church sermon
Romans 3 20 the law we become conscious power point church sermon
 
Cloud Computing
Cloud ComputingCloud Computing
Cloud Computing
 
O bosque mediterráneo
O bosque mediterráneoO bosque mediterráneo
O bosque mediterráneo
 
Nepc11 eportfolio vanuit werkgeversorganisatie van der steen
Nepc11 eportfolio vanuit werkgeversorganisatie van der steenNepc11 eportfolio vanuit werkgeversorganisatie van der steen
Nepc11 eportfolio vanuit werkgeversorganisatie van der steen
 
Melaka Gateway - a Vibrant Tourist Destination
Melaka Gateway - a Vibrant Tourist DestinationMelaka Gateway - a Vibrant Tourist Destination
Melaka Gateway - a Vibrant Tourist Destination
 
Ferris Bueller's Day off
Ferris Bueller's Day off Ferris Bueller's Day off
Ferris Bueller's Day off
 
Evaluation q1
Evaluation q1Evaluation q1
Evaluation q1
 
ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА. (до Дня украї́нсь...
ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА.  (до Дня украї́нсь...ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА.  (до Дня украї́нсь...
ЄДИНИЙ СКАРБ У ТЕБЕ - РІДНА МОВА. ВОНА ТВОГО ЖИТТЯ ОСНОВА. (до Дня украї́нсь...
 
Tieto Future Office ® at IT & Business 2012
Tieto Future Office ® at IT & Business 2012Tieto Future Office ® at IT & Business 2012
Tieto Future Office ® at IT & Business 2012
 

Similar to #TIS2016 Daniel Lopez HR Temperature of your School

see the instruction 1.docx
see the instruction 1.docxsee the instruction 1.docx
see the instruction 1.docx
bkbk37
 
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docx
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docxGEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docx
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docx
hanneloremccaffery
 
Grass roots
Grass rootsGrass roots
Grass roots
Paul Moon Jr.
 
Inquiry Learning Presentation 09
Inquiry Learning Presentation 09Inquiry Learning Presentation 09
Inquiry Learning Presentation 09
Sue McLean
 
Inquiry Learning by Sue McLean
Inquiry Learning by Sue McLeanInquiry Learning by Sue McLean
Inquiry Learning by Sue McLean
nelsonictconference
 
Use Of Pictographs Can Improve Cross Cultural Communication
Use Of Pictographs Can Improve Cross Cultural CommunicationUse Of Pictographs Can Improve Cross Cultural Communication
Use Of Pictographs Can Improve Cross Cultural Communication
Katherine Alexander
 
lesson_2.pdf
lesson_2.pdflesson_2.pdf
lesson_2.pdf
ObladiOblada5
 
Environmental health students will consider how healthy p
Environmental health students will consider how healthy pEnvironmental health students will consider how healthy p
Environmental health students will consider how healthy p
RAHUL126667
 
EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf
EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdfEiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf
EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf
BarikzaiMohammedAdil
 
Teaching Ethical Behavior, Kansas Conference Oct 2009
Teaching Ethical Behavior, Kansas Conference Oct 2009Teaching Ethical Behavior, Kansas Conference Oct 2009
Teaching Ethical Behavior, Kansas Conference Oct 2009
Emporia State University
 
Teaching Ethical Behavior, Kasl Conference Oct 2009
Teaching Ethical Behavior, Kasl Conference Oct 2009Teaching Ethical Behavior, Kasl Conference Oct 2009
Teaching Ethical Behavior, Kasl Conference Oct 2009
Emporia State University
 
Unit mu 1.2 2015 2
Unit mu 1.2 2015 2Unit mu 1.2 2015 2
Unit mu 1.2 2015 2
HCEfareham
 
CommunityServiceCapstoneProgram (1)
CommunityServiceCapstoneProgram (1)CommunityServiceCapstoneProgram (1)
CommunityServiceCapstoneProgram (1)
Pat Wasson
 
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...
William Kritsonis
 
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...
William Kritsonis
 
Article 6 shirley marie mc carther done
Article 6 shirley marie mc carther doneArticle 6 shirley marie mc carther done
Article 6 shirley marie mc carther done
William Kritsonis
 
Developing a Strong School Culture
Developing a Strong School CultureDeveloping a Strong School Culture
Developing a Strong School Culture
reDesign
 
english planning of the assessment in 2024
english planning of the assessment in 2024english planning of the assessment in 2024
english planning of the assessment in 2024
blessingtebogo86
 
1) You must clearly label the answer to each question.2) If you .docx
1) You must clearly label the answer to each question.2) If you .docx1) You must clearly label the answer to each question.2) If you .docx
1) You must clearly label the answer to each question.2) If you .docx
jeremylockett77
 
E463239.pdf
E463239.pdfE463239.pdf

Similar to #TIS2016 Daniel Lopez HR Temperature of your School (20)

see the instruction 1.docx
see the instruction 1.docxsee the instruction 1.docx
see the instruction 1.docx
 
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docx
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docxGEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docx
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docx
 
Grass roots
Grass rootsGrass roots
Grass roots
 
Inquiry Learning Presentation 09
Inquiry Learning Presentation 09Inquiry Learning Presentation 09
Inquiry Learning Presentation 09
 
Inquiry Learning by Sue McLean
Inquiry Learning by Sue McLeanInquiry Learning by Sue McLean
Inquiry Learning by Sue McLean
 
Use Of Pictographs Can Improve Cross Cultural Communication
Use Of Pictographs Can Improve Cross Cultural CommunicationUse Of Pictographs Can Improve Cross Cultural Communication
Use Of Pictographs Can Improve Cross Cultural Communication
 
lesson_2.pdf
lesson_2.pdflesson_2.pdf
lesson_2.pdf
 
Environmental health students will consider how healthy p
Environmental health students will consider how healthy pEnvironmental health students will consider how healthy p
Environmental health students will consider how healthy p
 
EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf
EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdfEiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf
EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf
 
Teaching Ethical Behavior, Kansas Conference Oct 2009
Teaching Ethical Behavior, Kansas Conference Oct 2009Teaching Ethical Behavior, Kansas Conference Oct 2009
Teaching Ethical Behavior, Kansas Conference Oct 2009
 
Teaching Ethical Behavior, Kasl Conference Oct 2009
Teaching Ethical Behavior, Kasl Conference Oct 2009Teaching Ethical Behavior, Kasl Conference Oct 2009
Teaching Ethical Behavior, Kasl Conference Oct 2009
 
Unit mu 1.2 2015 2
Unit mu 1.2 2015 2Unit mu 1.2 2015 2
Unit mu 1.2 2015 2
 
CommunityServiceCapstoneProgram (1)
CommunityServiceCapstoneProgram (1)CommunityServiceCapstoneProgram (1)
CommunityServiceCapstoneProgram (1)
 
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...
 
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since ...
 
Article 6 shirley marie mc carther done
Article 6 shirley marie mc carther doneArticle 6 shirley marie mc carther done
Article 6 shirley marie mc carther done
 
Developing a Strong School Culture
Developing a Strong School CultureDeveloping a Strong School Culture
Developing a Strong School Culture
 
english planning of the assessment in 2024
english planning of the assessment in 2024english planning of the assessment in 2024
english planning of the assessment in 2024
 
1) You must clearly label the answer to each question.2) If you .docx
1) You must clearly label the answer to each question.2) If you .docx1) You must clearly label the answer to each question.2) If you .docx
1) You must clearly label the answer to each question.2) If you .docx
 
E463239.pdf
E463239.pdfE463239.pdf
E463239.pdf
 

More from Venezuela TESOL

The How-Tos of Webinars: Tips by Dr. Christel Broady
The How-Tos of Webinars: Tips by Dr. Christel BroadyThe How-Tos of Webinars: Tips by Dr. Christel Broady
The How-Tos of Webinars: Tips by Dr. Christel Broady
Venezuela TESOL
 
Adobe sparks in english language learning and teaching
Adobe sparks in english language learning and teachingAdobe sparks in english language learning and teaching
Adobe sparks in english language learning and teaching
Venezuela TESOL
 
Formative for engaging and interactive assignments
Formative for engaging and interactive assignmentsFormative for engaging and interactive assignments
Formative for engaging and interactive assignments
Venezuela TESOL
 
VenTESOL Official Statement | VenTESOL National Convention 2017
VenTESOL Official Statement | VenTESOL National Convention 2017VenTESOL Official Statement | VenTESOL National Convention 2017
VenTESOL Official Statement | VenTESOL National Convention 2017
Venezuela TESOL
 
VenTESOL MercadoPago
VenTESOL MercadoPagoVenTESOL MercadoPago
VenTESOL MercadoPago
Venezuela TESOL
 
#VenTESOL2016 Schedule-at-a-Glance
#VenTESOL2016 Schedule-at-a-Glance#VenTESOL2016 Schedule-at-a-Glance
#VenTESOL2016 Schedule-at-a-Glance
Venezuela TESOL
 
#VenTESOL State Representative Roles
#VenTESOL State Representative Roles#VenTESOL State Representative Roles
#VenTESOL State Representative Roles
Venezuela TESOL
 
#VenTESOL2016 Hotels in Naguanagua and Valencia
#VenTESOL2016 Hotels in Naguanagua and Valencia#VenTESOL2016 Hotels in Naguanagua and Valencia
#VenTESOL2016 Hotels in Naguanagua and Valencia
Venezuela TESOL
 
#VenTESOL2015 Schedule at a glance
#VenTESOL2015 Schedule at a glance#VenTESOL2015 Schedule at a glance
#VenTESOL2015 Schedule at a glance
Venezuela TESOL
 
#VenTESOL2015 Featured Speakers
#VenTESOL2015 Featured Speakers#VenTESOL2015 Featured Speakers
#VenTESOL2015 Featured Speakers
Venezuela TESOL
 
#Ventesol2015 Fee Discount for Teaching Professionals
#Ventesol2015 Fee Discount for Teaching Professionals#Ventesol2015 Fee Discount for Teaching Professionals
#Ventesol2015 Fee Discount for Teaching Professionals
Venezuela TESOL
 
#VenTESOL2015 Hotels
#VenTESOL2015 Hotels#VenTESOL2015 Hotels
#VenTESOL2015 Hotels
Venezuela TESOL
 
#Ventesol2015 Proposal Form 2
#Ventesol2015 Proposal Form 2#Ventesol2015 Proposal Form 2
#Ventesol2015 Proposal Form 2
Venezuela TESOL
 
#VenTESOL2015 Proposal Form 1
#VenTESOL2015 Proposal Form 1#VenTESOL2015 Proposal Form 1
#VenTESOL2015 Proposal Form 1
Venezuela TESOL
 
#VenTESOL2015 Proposals Guidelines
#VenTESOL2015 Proposals Guidelines#VenTESOL2015 Proposals Guidelines
#VenTESOL2015 Proposals Guidelines
Venezuela TESOL
 
Personal Learning Network (PLN) for Language Teachers by Julio Palma
Personal Learning Network (PLN) for Language Teachers by Julio PalmaPersonal Learning Network (PLN) for Language Teachers by Julio Palma
Personal Learning Network (PLN) for Language Teachers by Julio Palma
Venezuela TESOL
 
Teaching the verb To Be
Teaching the verb To BeTeaching the verb To Be
Teaching the verb To Be
Venezuela TESOL
 
Best Practices for Teaching English to Young Learners by Joan Shin
Best Practices for Teaching English to Young Learners by Joan ShinBest Practices for Teaching English to Young Learners by Joan Shin
Best Practices for Teaching English to Young Learners by Joan Shin
Venezuela TESOL
 
Joan Shin's songs and chants for young learners
Joan Shin's songs and chants for young learnersJoan Shin's songs and chants for young learners
Joan Shin's songs and chants for young learners
Venezuela TESOL
 

More from Venezuela TESOL (19)

The How-Tos of Webinars: Tips by Dr. Christel Broady
The How-Tos of Webinars: Tips by Dr. Christel BroadyThe How-Tos of Webinars: Tips by Dr. Christel Broady
The How-Tos of Webinars: Tips by Dr. Christel Broady
 
Adobe sparks in english language learning and teaching
Adobe sparks in english language learning and teachingAdobe sparks in english language learning and teaching
Adobe sparks in english language learning and teaching
 
Formative for engaging and interactive assignments
Formative for engaging and interactive assignmentsFormative for engaging and interactive assignments
Formative for engaging and interactive assignments
 
VenTESOL Official Statement | VenTESOL National Convention 2017
VenTESOL Official Statement | VenTESOL National Convention 2017VenTESOL Official Statement | VenTESOL National Convention 2017
VenTESOL Official Statement | VenTESOL National Convention 2017
 
VenTESOL MercadoPago
VenTESOL MercadoPagoVenTESOL MercadoPago
VenTESOL MercadoPago
 
#VenTESOL2016 Schedule-at-a-Glance
#VenTESOL2016 Schedule-at-a-Glance#VenTESOL2016 Schedule-at-a-Glance
#VenTESOL2016 Schedule-at-a-Glance
 
#VenTESOL State Representative Roles
#VenTESOL State Representative Roles#VenTESOL State Representative Roles
#VenTESOL State Representative Roles
 
#VenTESOL2016 Hotels in Naguanagua and Valencia
#VenTESOL2016 Hotels in Naguanagua and Valencia#VenTESOL2016 Hotels in Naguanagua and Valencia
#VenTESOL2016 Hotels in Naguanagua and Valencia
 
#VenTESOL2015 Schedule at a glance
#VenTESOL2015 Schedule at a glance#VenTESOL2015 Schedule at a glance
#VenTESOL2015 Schedule at a glance
 
#VenTESOL2015 Featured Speakers
#VenTESOL2015 Featured Speakers#VenTESOL2015 Featured Speakers
#VenTESOL2015 Featured Speakers
 
#Ventesol2015 Fee Discount for Teaching Professionals
#Ventesol2015 Fee Discount for Teaching Professionals#Ventesol2015 Fee Discount for Teaching Professionals
#Ventesol2015 Fee Discount for Teaching Professionals
 
#VenTESOL2015 Hotels
#VenTESOL2015 Hotels#VenTESOL2015 Hotels
#VenTESOL2015 Hotels
 
#Ventesol2015 Proposal Form 2
#Ventesol2015 Proposal Form 2#Ventesol2015 Proposal Form 2
#Ventesol2015 Proposal Form 2
 
#VenTESOL2015 Proposal Form 1
#VenTESOL2015 Proposal Form 1#VenTESOL2015 Proposal Form 1
#VenTESOL2015 Proposal Form 1
 
#VenTESOL2015 Proposals Guidelines
#VenTESOL2015 Proposals Guidelines#VenTESOL2015 Proposals Guidelines
#VenTESOL2015 Proposals Guidelines
 
Personal Learning Network (PLN) for Language Teachers by Julio Palma
Personal Learning Network (PLN) for Language Teachers by Julio PalmaPersonal Learning Network (PLN) for Language Teachers by Julio Palma
Personal Learning Network (PLN) for Language Teachers by Julio Palma
 
Teaching the verb To Be
Teaching the verb To BeTeaching the verb To Be
Teaching the verb To Be
 
Best Practices for Teaching English to Young Learners by Joan Shin
Best Practices for Teaching English to Young Learners by Joan ShinBest Practices for Teaching English to Young Learners by Joan Shin
Best Practices for Teaching English to Young Learners by Joan Shin
 
Joan Shin's songs and chants for young learners
Joan Shin's songs and chants for young learnersJoan Shin's songs and chants for young learners
Joan Shin's songs and chants for young learners
 

Recently uploaded

Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
siemaillard
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Himanshu Rai
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
haiqairshad
 
skeleton System.pdf (skeleton system wow)
skeleton System.pdf (skeleton system wow)skeleton System.pdf (skeleton system wow)
skeleton System.pdf (skeleton system wow)
Mohammad Al-Dhahabi
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Denish Jangid
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
MJDuyan
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Henry Hollis
 
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
MysoreMuleSoftMeetup
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
Nutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour TrainingNutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour Training
melliereed
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
deepaannamalai16
 
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
TechSoup
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Nguyen Thanh Tu Collection
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
EduSkills OECD
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
PECB
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
Jyoti Chand
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
deepaannamalai16
 
A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
Steve Thomason
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
giancarloi8888
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
Iris Thiele Isip-Tan
 

Recently uploaded (20)

Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
 
skeleton System.pdf (skeleton system wow)
skeleton System.pdf (skeleton system wow)skeleton System.pdf (skeleton system wow)
skeleton System.pdf (skeleton system wow)
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
 
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
Nutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour TrainingNutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour Training
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
 
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
 
A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
 

#TIS2016 Daniel Lopez HR Temperature of your School

  • 1. TAKING THE HUMAN RIGHTS TEMPERATURE OF YOUR SCHOOL Overview: Participants evaluate their school's human rights climate using criteria derived from the Universal Declaration of Human Rights. The subsequent discussion builds towards identifying areas of particular concern and developing an action plan to begin addressing them. Objectives:  To assess human rights conditions within the school community  To reflect critically on forces at work within the school that affect the human rights climate  To develop an action plan to improve the human rights situation within the school Grade Level: 7-12; administrators, parent and teachers as well Time: 1-2 hours (survey only) Materials: TAKING THE HUMAN RIGHTS TEMPERATURE QUESTIONAIRE (attached); copies of the UDHR (reference only) Procedures: 1. Have participants evaluate their school's human rights climate, i.e. take its "temperature," by completing the survey questionnaire below. It might be appropriate to have participants conduct research into school conditions, using the survey items below, prior to completing the instrument or prior to developing an action plan. 2. Prepare for class discussion by creating a 1-4 rating scale on a chalkboard or newsprint. Then have participants call out responses to each item. IMPORTANT: Participants might not wish to make their own responses public. Consider collecting the questionnaires and redistributing them so that participant anonymity can be assured. 3. Discuss the findings from the survey, drawing on the following questions to move from analysis and evaluation to the development of an action plan. a. In which areas does your school appear to be adhering to or promoting human rights principles? b. In which areas do there seem to be human rights problems? Which of these are of particular concern to you? Elaborate on the areas of concern, providing examples and identifying patterns in human rights violations. c. How do you explain the existence of such problematic conditions? * Do they have race/ethnicity, class, gender, disability, age, or sexual orientation dimensions? * Are the issues related to participation in decision-making(who is included and who isn't?)? * Who benefits and who loses/suffers as a result of the existing human rights violations? * Other explanations to consider?
  • 2. d. Have you or any of your fellow community contributed in any way to the construction and perpetuation of the existing climate? (e.g. by acting in certain ways. by not acting in certain ways---ignoring abuses or not reporting incidents) e. Were those completing the questionnaire representative of the population of the school? Would you expect different results from a different group of people? In what ways might another group's responses differ and why? Should these differences be of any concern to you and to the school community? When determining which human rights concerns need to be addressed and how to address them, how can you be certain to take into account the perspectives and experiences of different people? f. What needs to be done to improve the human rights climate in your school? What action(s) can you and your group take to create a more humane and just environment where human rights values are promoted and human rights behaviors practiced? 4. Review questionnaire item #25, stressing the importance of assuming responsibility and acting. Then, as a group brainstorm possible actions the group might take to improve the human rights situation? Decide on a short list of options for action. Thoroughly debate and discuss the short list before any decision regarding actions to be taken. 5. Based on the group discussion, choose items for action, and develop an action plan, identifying goals, strategies, and responsibilities.
  • 3. TAKING THE HUMAN RIGHTS TEMPERATURE OF YOUR SCHOOL INTRODUCTION The questions below are adapted from the United Nations Universal Declaration of Human Rights (UDHR). (The relevant UDHR articles are included parenthetically in each statement.) Some of these issues correlate more directly to the UDHR than others. All of these questions are related to the fundamental human right to education found in Article 26 of the Universal Declaration. It asserts: Everyone has the right to education... Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. When discrimination is mentioned in the questionnaire below, it refers to a wide range of conditions: race, ethnicity/culture, sex, physical/intellectual capacities, friendship associations, age, culture, disability, social class/financial status, physical appearance, sexual orientation, life style choices, nationality, and living space. This is a much more expansive list than that found in the Universal Declaration of Human Rights but is more helpful in assessing the human rights temperature in your school community. The results should provide a general sense of the school's climate in light of principles found in the Universal Declaration of Human Rights. Obviously more questions are needed and follow-up questioning during the discussion will enrich the assessment. These questions can help to identify specific areas of concern that need to be addressed.
  • 4. TAKING THE HUMAN RIGHTS TEMPERATURE OF YOUR SCHOOL: THE QUESTIONNAIRE Directions: Take the human rights temperature of your school. Read each statement and assess how accurately it describes your school community in the blank next to it. (Keep in mind all members of your school: students, teachers, administrators, staff. ) At the end, total up your score to determine your overall assessment score for your school. RATING SCALE 1 2 3 4 DN never rarely often always don't know (no/false) (yes/true) 1.____My school is a place where students are safe and secure. (Art. 3 & 5) 2.____All students receive equal information and encouragement about academic and career opportunities. (Art. 2) 3____Members of the school community are not discriminated against because of their life style choices, such as manner of dress, associating with certain people, and non-school activities. (Art. 2 & 16) 4.____My school provides equal access, resources, activities, and scheduling accommodations for all individuals. (Art. 2 & 7) 5.____Members of my school community will oppose discriminatory or demeaning actions, materials, or slurs in the school. (Art. 2, 3, 7, 28, & 29) 6.____When someone demeans or violates the rights of another person, the violator is helped to learn how to change his/her behavior. (Art. 26) 7.____Members of my school community care about my full human as well as academic development and try to help me when I am in need. (Art. 3, 22, 26 & 29) 8.____When conflicts arise, we try to resolve them through non-violent and collaborative ways. (Art. 3, 28) 9.____Institutional policies and procedures are implemented when complaints of harassment or discrimination are submitted. (Art. 3 & 7) 10.____In matters related to discipline (including suspension and expulsion), all persons are assured of fair, impartial treatment in the determination of guilt and assignment of punishment. (Art. 6, 7, 8, 9 & 10) 11.____No one in our school is subjected to degrading treatment or punishment. (Art. 5) 12.____Someone accused of wrong doing is presumed innocent until proven guilty. (Art. 11 )
  • 5. 13.____My personal space and possessions are respected. (Art. 12 & 17) 14.____My school community welcomes students, teachers, administrators, and staff from diverse backgrounds and cultures, including people not born in the USA. (Art. 2, 6,13, 14 & 15) 15.____I have the liberty to express my beliefs and ideas (political, religious, cultural, or other) without fear of discrimination.(Art. 19) 16.____Members of my school can produce and disseminate publications without fear of censorship or punishment. (Art. 19) 17.____Diverse voices and perspectives (e.g. gender, race/ethnicity, ideological) are represented in courses, textbooks, assemblies, libraries, and classroom instruction. (Art. 2, 19, & 27) 18.____I have the opportunity to express my culture through music, art, and literary form. (Art. 19, 27 & 28) 19.____Members of my school have the opportunity to participate (individually and through associations) in democratic decision-making processes to develop school policies and rules. (Art. 20, 21, & 23) 20.____Members of my school have the right to form associations within the school to advocate for their rights or the rights of others. (Art. 19, 20, & 23) 21.____Members of my school encourage each other to learn about societal and global problems related to justice, ecology, poverty, and peace. (Preamble & Art. 26 & 29) 22.____Members of my school encourage each other to organize and take action to address societal and global problems related to justice, ecology, poverty, and peace. (Preamble & Art. 20 & 29) 23.____Members of my school community are able to take adequate rest/recess time during the school day and work reasonable hours under fair work conditions. (Art. 23 & 24) 24.____Employees in my school are paid enough to have a standard of living adequate for the health and well-being (including housing, food, necessary social services and security from unemployment, sickness and old age) of themselves and their families. (Art. 22 & 25) 25.____I take responsibility in my school to ensure other individuals do not discriminate and that they behave in ways that promote the safety and well being of my school community. (Art. 1 & 29) TEMPERATURE POSSIBLE = 100 HUMAN RIGHTS DEGREES YOUR SCHOOL'S TEMPERATURE_______________
  • 6. D. Shiman & K. Rudelius-Palmer, Economic and Social Justice: A Human Rights Perspective (Minneapolis: Human Rights Resource Center, University of Minnesota, 1999) Human Rights Resource Center -- Toll-free in US 888-HREDUC8 or (612) 626-0041. Http://www.hrusa.org/catalog
  • 7. D. Shiman & K. Rudelius-Palmer, Economic and Social Justice: A Human Rights Perspective (Minneapolis: Human Rights Resource Center, University of Minnesota, 1999) Human Rights Resource Center -- Toll-free in US 888-HREDUC8 or (612) 626-0041. Http://www.hrusa.org/catalog