J I 1 - Amnesty International USA
TINE BELISLEELIZABETH SULLIVANrJI1CREATIVE DIRECTOR:JOHN DAVISONjohn.davison2@verizon.netr JEDITORS:Kristine BelisleKaren RobinsonElizabeth SullivanFelisa TibbittsImagine, in John Lennon's immortal words, all people livinglife in peace. Then begin, through incremental changes,to make that dream a reality. This is the foundation ofhuman rights service-learning.Service-learning is a powerful and provocative way for people tolearn about human rights-related issues. Working in both theclassroom and the "field," establishes a crucial link between thecontent of curriculum learned in school and the various realitiesthat exist in the world. Often, when we think of human rights,civil and political rights such as the right to free speech come tomind. In fact, economic, social and cultural rights, such as therights to health and housing, are equally important. Both sets ofrights can be embraced through human rights education andservice-learning. The staff of Amnesty International USA andHuman Rights Education Associates (HREA) hope, through thisguide, to convey to learners that when they devote their time andenergy to working in a soup kitchen, a shelter for batteredwomen, or any other kind of community-oriented organization,they are playing a critical role in the fight to ensure respect forhuman rights.Service-learning can provide young people with experiences thatare eye-opening, challenging and satisfying. It allows them to seethe influence and impact that each individual can have on theircommunity, and ultimately, it empowers them to use that influence toward the creation of a better, more humane world for all.ACKNOWLEDGEMENTS:Amnesty International-USA and HumanRights Education Associates (HREA) wouldlike to gratefully acknowledge the key peoplewho helped in the production of this resource.First and foremost are the primary authors,Kristine Belisle and Elizabeth Sullivan, whogave untold hours in writing and editing andsurvived good naturedly several rounds ofsuggestions from outside readers. Amnestyand HREA are also grateful for the carefulreviews and input given by Karen Robinson,Felisa Tibbitts, Grace Ross and MichelleBarber. The compelling design was developedby John Davison, who helped to bring alivethe ideas that would otherwise be only wordson paper. Our collective hope is that this manual will be used with as much love as thatwith which it was developed.May 2007HUMAN RIGHTS EDUCATION PROGRAMAmnesty International USA5 Penn PlazaNew York, NY 10001education@aiusa.orgHUMAN RIGHTS EDUCATION ASSOCIATES (HREA)97 Lowell RoadConcord, MA 01742EDUCATE- .,- .info@hrea.org
r'r:.[r:UMANLr-TABLE OF RIGHTS &CONTENTS SERVICELEAR ING'--.INTRODUCTIONLWhy Human Rights and Service-Learning'Using this ManualOuUine of Lesson Plans and Service ProjectsHUMAN RIGHTSPART1.0What Are HurnaRights'A Brief HistoryWhy Human Rights Education?A Human Rights CollageLCreating a CountryComparing the Bill of Rights with the UDHRLSERVICE LEARNING1.1INTRO LESSON 1.2INTRO LESSON 1.3INTRO LESSONPART2.0What is Service-Learning?A Brief HistoryWhy Service-Learning?How to Set-up a Service-Learning ProjectSECTION 2.1Creating a Service-Learning Project ChecklistSECTION 2.2Reflection ActivitiesSECTION 2.3LESSON PLANSEnvironment and Human RightsPoverty and Human Rights"LLLL LDiscrimination and Human RightsChildren's Rights to Education and HealthLaw and Justice and Human RightsPART 3.0TOPIC 3.1TOPIC 3.2TOPIC 3.33.4TOPIC 3.5TOPICHUMAN RIGHTS DOCUM ENTS 1-4APPENDIX AHANDOUTS 1-13APPENDIX BHUMAN RIGHTS RESOURCES 1-3APPENDIXC
INTRODUCTIONWHY HUMAN RIGHTS & SERVICE-LEARNING?rLCQU ESTI ON,-AN SWER What is the connection between human rights education and service-learning?To engage in service-learning is to directly address human rights in your community!r::,-rr-",-,- Educating about human rights through service-learning in schools: 'Teaches about human rights while working to protect those very rights;Engages learners in their community;Encourages learners to form their own opinions and beliefs and then act on those beliefs;Teaches critical thinking and problem solving skills central to curricular objectives;Allows learners to cultivate a sense of shared responsibility; andProvides a service that is needed in the community.Every time learners work in a soup kitchen, plant trees, or visit a homeless shelter they see how humanrights can be violated and protected at the same time.Human rights are the rights that all people have simply because they are human beings. They apply toeveryone equally and they cannot be taken away from anyone. Human rights identify the basic standards needed for people to live life with freedom and dignity. They represent civil and political rightsthat must be guaranteed for every individual, such as the right to free speech, as well as cultural, socialand economic rights that guarantee a standard of living and protect a way of life based on the values ofpeace, tolerance and equality.LrHuman rights education promotes the teaching and learning of these human rights principles by allindividuals. The use of human rights education in schools: Integrates the teaching of human rights standards, values and action skills into the curriculum; Promotes knowledge of and respect for the rights contained in the Universal Declaration of HumanRights, creates awareness of human rights violations. and provides tools for action to end violations;and Teaches the values of human dignity, tolerance, multiculturalism and non-violence, and the skills ofcritical analysis and civic participation.Human rights education can be combined with service-learning to engage learners in action orientedservice projects and classroom learning that teach about current issues, promote human rights values,and provide essential life skills. Service-learning is a methodology wherein participants learn about aspecific issue through active participation which engages them in service and reflect throughout andupon completion.Service-learning can be school-based or community-based. The outcomes of both are the same:learners learn about issues by providing service to others around those issues. It is a powerful tool bothinside and outside of the classroom.-, Flowers, Nancy, (Ed). Human Rights Here and Now: Celebrating the Universal Declaration of Human Rights.Human Rights Educators' Network, Amnesty International USA, and Human Rights Resource Center, Universityof Minnesota. 1998. Part 28, Part 4: Introduction. Oescribes how combining human rights education and service takes learners through the process of becoming interested, seeking information and developing concern forhuman rights issues, to taking action. Human rights education helps learners to think critically, raise questions,explore the structural causes of problems and identify tools to effect change.
INTRODUCTION.As educators, every time we engage in service-learning we should be discussing human rights.Likewise, if we are educating about human rights without engaging in service-learning we are missingout on the opportunity to provide a service that works to protect the very rights we are educating about.Human rights are embedded in every service project that takes place. We simply need to extract themand look at them in relation to the service being provided. For example, by combining a service projectat a homeless shelter with human rights education about the right to housing, learners can learn abouthow homelessness in their community compares to violations of the right to housing in other parts ofthe world . They can learn about how being homeless affects an individual's access to other rights,such as the right to health or to work, and they can experience what it means to take action to endhurnan rights violations.Imagine every child being taught within a culture of human rights. A culture that includes respect forself and others in every action carried out, a culture of non-violence, a culture of service, of living life inpeace. The effects of how that child will live life down the road are unknown, but we believe the resultswill mean fewer battered women's shelters because there is less domestic violence, fewer soup kitchensbecause there is less hunger, fewer refugee camps because there is less hate and judgment in theworld, and fewer crimes of war because there are fewer destructive conflicts.,.-,-,- --.
,. .r -INTRODUCTIONcUS ING TH IS MANUALr--- Engage educators currently utilizing service-learning in the practice of hurnan rights education; Enable hurnan rights educators and trainers to teach through service-learning; and Provide the tOOlS and building blocks for educators to promote human rights education and service-learning far beyond the scope of the activities included in this manual.,,This manual is designed for use by beginners and experts alike. The guide can be used with a broadrange of learners, particularly if portions of the lessons are adapted . However, the main target groups inmind for the activities are upper middle schOOl and secondary school students, as well as university students (ages 14-20). The manual is divided into three main PARTS: Human Rights, Service-Learning, andLesson Plans, which are complemented by resources and hand-outs in the APPENDICES.-OBJECTIVESHUMAN RIGHTSSERVICE-LEARNINGcLESSON PLANSrr-cr.rLLr .rPART 2 has four subsections that provide information you need to ensure a positive experience throughouta service-learning project. SECTION 2.0, the introduction includes: What is Service-Learning? whichincludes definitions; a Brief History of Service-Learning; and describes the Benefits of Service-Learning asan Educational Method. SECTION 2.1, How to Set Up a Service-Learning Project, contains instructionson how to organize and carry out a service-learning project. SECTION 2.2 includes a Project Checklist.SECTION 2.3, Reflection Activities, contains various ideas for reflection activities that should be usedthroughout and at the conclusion of each lesson.PART 3 has six subsections and contains over twenty human rights education and service-learninglesson plans. These lesson plans are meant to act as tOOlS for educators to experiment with and todevelop human rights service-learning projects that are most relevant and appropriate for each group ofparticipants. PART 3.0, the introduction includes: Guide to the Lesson Plans, which provides a detaileddescription of how the lesson plans are organized and tips on how to implement them; and a grid thatlists Human Rights and Service-Learning Activities. The grid provides you with examples of how you cancombine different human rights lessons and service-learning activities.PART 3.1 thru PART 3.5, are the Human Rights Service-Learning Lesson Plans - the heart of the manualand contains the lessons and service-learning projects. The lesson plans are divided into five humanrights TOPICS: Environment, Poverty, Discrimination, Children's Rights to Education and Health, and Lawand Justice. Each topic area can serve as a stand alone educational unit that will take teachers from introductory human rights education lessons through the implementation of a service-learning project.Although each section can stand on its own, we encourage teachers to pUll lesson plans and project ideasfrom other sections to create your own individualized human rights service-learning projects. At the end ofthis introduction there is a chart outlining all of the human rights lesson plans and service learning projectsincluded in the manual, which can be used as a reference tool as you explore the lessons. More detail onhow to use and decide among the lesson plans are included in PART 3.0, Guide to the Lesson Plans.,rPART I has four subsections. SECTION 1.0, the introduction includes: What are Human Rights?, anoverview; a Brief History of international hurnan rights and; an Introduction to the Use of Human RightsEducation in Schools and Other Educational Settings. SECTION 1.1 thru SECTION 1.3, IntroductoryHuman Rights Lesson Plans, provides three examples of activities to introduce participants to humanrights in general and the Universal Declaration of Human Rights.RESOURCESFinally, the manual incluqes: APPENDIX-A, which contains the texts of major human rights documents,APPENDlX-B, which contains handouts referenced in the lesson plans; and APPENDIX-C, which contains alist of human rights and service-learning resources, as well as, a glossary of relevant terms.
INTRODUCTIONOutline of Lesson Plans and Service Projects,MANUAL SECTIONPART 1.0INTRODUCTORY HUMAN RIGHTSLESSON PLANSPART 3.1ENVIRONMENT ANDHUMAN RIGHTSPART 3.2POVERTY ANDHUMAN RIGHTS-' INTRODUCTORY LESSON A Human Rights Collage Creating a Country Comparing the Bill of Rights withthe UDHRPROJECT 1PROJECT 2Human Rights Consequences of OilOevelopment-learn about theOgoni People in Nigeria and theimplications of oil development forenvironmental, health, land, andparticipation rights in the UDHRPoverty in the U.S. and Bolivialearn about the differences andsimilarities between the experienceof poverty in different societies andwhich rights in the UDHR areaffected by poverty, and discuss theproblem of the limned resourcesavailable in society to addresshuman rights violationsPlanting for PeopleLesson, Land and the Right to Food- learn about different ways thatpeople access the right to food inthe U.S. and other countriesRight to HousingLesson, Right to Housing- readabout the favelas in Brazil and dis·cuss aspects of the right to housing(affordability, quality, security)Project Option A Growing aGarden- grow food and donate itto a homeless shelter or foodagencyProject Option A Helping theHomeless- volunteer at a shelterand support a campaign related tohomelessnessProject Option R Volunteering at aFarm or Nature Center-learn aboutgrowing food and hold food driveProject Option B, Building Homesvolunteer with an organization likeHabitat for Humanity and support acampaign related to housing availabilityEradicating PollutionLesson How Does Pollution EffectPeople's Rights'-Iearn about theright to water and the effects of polluted waterways on environmentaland health rightsFreedom of Speech and AssemblyLesson, Freedom of Assemblydiscuss freedom of expressionand how it is impacted by povertyProject Option A, A Human RightsRating for Local Waterwaysresearch pollution levels in a localwaterway based on human rightscriteria, and report to local officialsand businessProject Option A Speaking OutAgainst Poverty- speak out aboutan issue through Op-eds, speech·es, artwork, etc.Project Option B, Exercising theRight to Assemble through ServiceLearning- practice the right toassemble for a cause or throughany group service project
rr::INTRODUCTIONPART 3.3DISCRIMINATION ANDHUMAN RIGHTSr r-PART 3.4CHILDREN'S RIGHTS TOEDUCATION AND HEALTHPART 3.5LAW & JUSTICE ANDHUMAN RIGHTSThe Right to Freedom fromDiscrimination- discuss the mean·ing of discrimination within humanrights and which groups are affected by discrimination, read abeutApartheid in South Africa and theanti-apartheid movement, and discuss comparisons with segregationand the US civil rights movementChildren's Rights and Child Laborexplore the special human rightsprotections that children shouldhave and examine the violationsassociated with child laberWhat are Civil and Political Rights'discuss civil and political rights inthe UDHR and read the case of anErrtrean journalist whose rights tofree speech and to a fair trial weredeniedEqual Rights for People withDisabilitiesLesson: Equal Rights for Peoplewith Disabilities- explore history ofthe disabilrty rights movement inthe U.S.Accessing EducationLesson Right to Education- discuss aspects of the right to education - access, equity, quality, special needsYouth Ruling for JusticeLesson: Japanese AmericanInternment and 9/11- explore policies affecting the civil rights of particular racial or ethnic groups in theUSr-r ,.': - .rr.-.roo.rr-rProject Option A: Access in YourCommunity- research access forpeople with disabilities in schools orpublic services based on humanrights criteria and report findings toofficialsProject Option B: BuildingRelationships with People withDisabilities- volunteer at an agencythat advocates for disability rightsRefugees and ImmigrantCommunitiesLesson: Rights for Refugees andImmigrants- discuss immigrantand refugee rights and simulate anasylum hearingProject Option A: Reading forRefugees- hold a read-a-thonto raise money or supplies forrefugeesProject Option B: Providing SeNicefor Refugeesllmmigrants- volunteerwith the refugee or immigrantcommunity and/or organize a cultural celebrationProject Option A: Reading for theRight to Education- read to or tutora group of young people and support an educational programProject Option R Taking theHuman Rights Temperature of YourSchoo/- rate your school based onhuman rights criteria and developan action planReaching out for HealthLesson: Right to Heaffhcarediscuss the right to health andinterpret statistics on child healthProject Option A: Awareness forPreventive Care- raise awarenessabout vaccinations and other carefor children through workshops,pamphlets, etc.Project Option B: Gampaigning forHealth- raise funds or recruit volunteers for health campaigns suchas AIDS Walks or blood drivesProject Option A: Youth Courtsorganize youth-run courts or peerjuries in your community or schoolfor juvenile offenses or disciplinaryissuesProject Option R Youth GrandJury- research a communityissue and hold a mock grandjury hearingVoter Registration and EducationLesson: The Right to PartiCipate inGovernmenl- discuss the importance of voting and the barriers forsome communities to vote in theU.S.Project Option A: RegisteringVoters- Participants will help register voters in a disenfranchisedcommunityProject Option B: Running anEducational Gampaign- researchissues in a current electoral campaign and raise awareness amongthe public
HUMANRIGHTSWHAT ARE HUMAN RIGHTS?Human rights are the basic standards human beings need to live life with freedom anddignity. Human rights include fundamental civil and political rights, such as the right to freespeech, to freedom of religion, and the right to participate in government. Human rights alsoinclude essential economic, social and cultural rights, such as the right to education, to work,and to healthcare.Human rights are the rights that all people have simply because they are human beings.Each of these rights are inalienable; they cannot be denied or taken away from any individual. They are also indivisible; all human rights are equally important and one right cannot betaken away because it is said to be less important than another. Finally, human rights areinterdependent, all human rights are connected and you cannot guarantee one right withoutensuring that other rights are protected.Individuals have the responsibility to uphold and protect the rights of others. Human rightsare protected when all individuals are treated with respect, when all voices are heard andwhen discrimination is absent. They are protected when torture is non-existent and peaceprevails. We practice our human right when we choose to attend school, to worship, to speakour political opinions or to travel.Basically we can exercise our human rights whenever andwherever we have the option of choice in any given situation.
::J::JINTRODUCTION1.0::JHuman Rights: A Brief HistoryWhile human rights have existed for as long as human beings have existed, they have not always beenrecognized. Following the extermination of over six million Jews, Sinti and Romani (gypsies), homosexuals, and persons with disabilities during WWII, governments recognized the need for an independentinstitution which would work to prevent such an atrocity from occurring again. They established theUnited Nations (U.N.).The primary objective of the U.N. was to promote international peace. The found
INTRO LESSON 1.3 PART 2.0 SECTION 2.1 SECTION 2.2 SECTION 2.3 PART 3.0 TOPIC 3.1 TOPIC 3.2 TOPIC 3.3 TOPIC 3.4 TOPIC 3.5 APPENDIX A APPENDIX B APPENDIXC . r-L C QU ESTION ,- ANSWER r:: ,-r-r-"-,-,-L r . -INTRODUCTION WHY HUMAN RIGHTS & SERVICE-LEARNING? What is the connection between human rights education and service-learning? To engage in service-learning is to directly address human .
La paroi exerce alors une force ⃗ sur le fluide, telle que : ⃗ J⃗⃗ avec S la surface de la paroi et J⃗⃗ le vecteur unitaire orthogonal à la paroi et dirigé vers l’extérieur. Lorsque la
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
Mandate of Amnesty International United Kingdom and of Amnesty International USA. The text is published to stimulate discussion on human rights issues and to encourage a broad approach to human rights education. The text materials do not necessarily represent the views of Amnesty International Unit
3 was also happening in the broader human rights movement.2 Symbolic of this shift was Amnesty’s Stop Violence Against Women (SVAW) campaign (2004-2010). Amnesty’s four seasons of women’s rights work Amnesty’s engagement with women’s rights can be seen as four seasons, beginning
Amnesty International USA June 28, 2016 I. INTRODUCTION Mr. Chairman and members of the Subcommittee, I am honored to submit this statement for the record on behalf of Amnesty International USA. Amnesty International is a global movement of more than 7 million people who campaign for a world where human rights are enjoyed by all. Our vision is for every person to enjoy all the rights enshrined .
Statement by Amnesty International USA Prepared by Adotei Akwei and Caroline Courtney Overview of Amnesty International and its work on Nigeria Founded in 1961, Amnesty International is the world’s largest, grassroots human rights organization. We are global movement of 7 million people in more than 190 countries who campaign for a world where human rights are enjoyed by all. Here in the .
Amnesty International Canada (Amnesty International) is in full agreement with the Committee’s view that “acquiescence” should be interpreted using the due diligence framework such that failure of the State to take measures to prevent, stop, punish perpetrators and provide remedies to victims of violence against women and other gender .
STATE-SPONSORED IMPUNITY AND UNPRECEDENTED POLICE VIOLENCE AGAINST PEACEFUL PROTESTERS Amnesty International 2 Amnesty International is a movement of 10 million people which mobilizes the humanity in everyone and campaigns for change so we can all enjoy our human rights. Our vision is of a world where those in power keep
