1. HUMAN RIGHTS WHAT ARE THEY?

2. FOR THE NEXT FEW DAYS, WE WILL BE GOING THROUGH EACH OF THE RIGHTS LISTED IN THE UNIVERSAL DECLARATION OF HUMAN RIGHTS. WE WILL COMPLETE SOME ACTIVITIES, AS WELL AS WATCH ADS THAT GIVE MORE INFORMATION ABOUT THE RIGHTS. BE SURE TO PAY ATTENTION AND THINK ABOUT THESE RIGHTS AND HOW THEY AFFECT YOU AND OTHERS IN OUR WORLD.

3. ARTICLE 1: INTRO Everyone needs to get out a piece of paper. Label is “Article 1”, as well as name, class period and date in the right corner If your birthday is in the months of January-June, get out any writing utensils you want for drawing a picture: pens, markers, crayons, etc. If your birthday is in July-December, get out a pencil. If you don’t have one, borrow one!

4. ARTICLE 1: INTRO If you were born in the months January-June, go to the right side of the room. If you were born in the months July- December, go to the left side of the room.

5. ARTICLE 1: INTRO In the next 5 minutes, draw a self portrait. If you are on the right side of the room, you can do your picture with any color/writing utensils you want to, as well as talk to the people on your side of the room. If you are on the left side of the room, you may only use a pencil to draw your picture and you must work in silence.

6. ARTICLE 1: INTRO Go back to your seat. Turn over your paper, and answer the following questions. Once everyone is done, we will discuss your experience. 1.Which side of the room were you on? Were you free to choose or forced to follow strict guidelines? 2.What was it like on your side of the room? 3.Did you feel you were being treated equally? Why? 4.Was it fair how the people on left side of the room were limited in what they could do? Why? Were the guidelines fair?

7. ARTICLE 1: WE ARE ALL BORN FREE AND EQUAL Free: able to do, act or think as one pleases; not under the unwanted control of another –Example: We are free when we can make choices about our jobs, our education, care of our bodies and which religion we believe in or choose not to believe in. Equal: having the same status, rights or opportunities as another or others. –Example: When people have an equal chance to apply for and be chosen for a job. Take notes from the ad as well (we will watch it next)

8. ARTICLES 2-5: INTRO Read the following facts about a man named John Howard Griffin: 1.He was born in Texas in 1920 2.His father worked for a grocery business 3.He graduated from a school in France where he did work in exchange for his schooling 4.He worked as a reporter for a magazine called Sepia, which was read by African- American people (sepia is a yellowish or reddish dark brown color) 5.His wife’s name was Elizabeth 6.He had four children 7.Some people didn’t like him because of how he looked and wouldn’t let him into their restaurant 8.When he had problems in the United States, John moved with his family to Mexico

9. ARTICLES 2-5 INTRO On a piece of paper, answer the following: –Based on the 8 facts you read, what ethnic background do you think John Howard Griffin belongs to? –Why do you believe he belongs to that ethnic group? Set this aside for later

10. ARTICLES 2-5 2: Don’t discriminate –To show an unfair difference in treatment; to deny equal rights to certain groups of people. –Discrimination can be based on race, gender, disabilities, religion, clothes/style, age, finances, etc. 3: The right to life –The state of being alive as a human being 4: No slavery –A system involving force to make people work, usually for little or no pay This may seem to be a distant problem, but remember modern day slavery/human trafficking is still a current problem. 5: No torture –Purposely causing extreme pain to someone, usually for punishment. Take notes from the videos as well!

11. ARTICLES 2-5 ACTIVITY I am going to read you an article that will give you a clear picture on who John Howard Griffin was. Listen carefully!

12. ARTICLES 2-5 ACTIVITY On the back of the page you wrote on earlier, answer the following questions: 1.After hearing the complete story of John Howard Griffin, did your original assessment of his ethnic background hold up? 2.What does this activity make you realize about making quick judgements? Should we judge before we have all of the facts? Why? 3.When looking at the bigger picture, does the color of his skin matter? Or do the facts about who he is, what he has accomplished, who he has helped, and how he solves problems matter? Why?

13. ARTICLES 6-11: INTRO On a piece of paper, make up a definition for the term “Kangaroo Court” Once these are done, I will collect them and then choose one as “correct”. Mostly I will judge these based on making me laugh, so don’t focus too much on being right.

14. ARTICLES 6-11 6. You Have Rights No Matter Where You Go. –Rights- claims or freedoms to be, do or have something. 7. We’re All Equal Before the Law. –Fair- honest, according to what is right, following the rules. –Fairly- in a fair, honest, reasonable way. 8. Your Human Rights Are Protected by Law. – law- a system of rules made by a government for all the people in a town, state or country.

15. ARTICLES 6-11 9. No Unfair Detainment. –Detained-kept from going; held back; delayed. –Detainment- the condition of being detained. 10. The Right to Trial. –Trial-the examination of evidence and law to decide a case brought to court. –Try- the verb form of trial, meaning to carry out the trial of someone in a court of law. 11. We’re Always Innocent Till Proven Guilty. –Innocent- blameless, free of guilt or wrong. –Prove- to show that something is true or correct.

16. ARTICLES 6-11 We are now going to watch the ads for these articles. Pay attention

17. ARTICLES 6-11: INTRO Copy down the correct definition on a piece of paper –Kangaroo Court: people who decide to have a trial, done in their own way, against someone they want to find wrong things about or to punish. This is done without respect for human rights or the truth. This term can also be used to describe any court that appears to be dishonest and in which the principles of law and justice are ignored or where a court delivers a judgement that seems to have been decided in advance, before any evidence or arguments have been presented. Example: prisoners who decide to punish a fellow prisoner for a wrong they consider has been done. The prisoners hold their own court and decide on a punishment for the offender who may, in fact, be innocent. These courts ignore principles of law and justice, and demand unfair punishments. It is thought that the term began in the US when pioneer judges went from town to town conducting courts. They were hired by the townspeople. These “leaps” from town to town created the image of a kangaroo.

18. ARTICLES 6-11 ACTIVITY Kangaroo Court (1- 55 seconds) Kangaroo Court After watching the clip, answer the following questions on the back of your paper (COMPLETE SENTENCES): 1.How was the court in the clip a “kangaroo court”? 2.Was this situation fair or not? Why? 3.What should have happened in the court, based on the UDHR? 4.Does this sort of thing still happen in the world? What about in the United States? Can you give an example?

19. ARTICLES 12-18 12. The Right to Privacy. –Privacy- freedom from secret observation, intrusion or attention of others. 13. Freedom to Move. –Freedom- the ability to be, to do and to have or to not be, not do and not have what one wants. 14. The Right to Seek a Safe Place to Live. –Seek- to try and find or achieve something. –Safe- not being dangerous or harmful and not likely to cause loss. 15. Right to a Nationality. –Nationality- the status of belonging to a particular nation. 16. Marriage and Family. – Every grown-up has the right to marry who they want and have a family if they want to. Men and women have the same rights when they are married, and when they are separated.

20. ARTICLES 12-18 17. The Right to Your Own Things. – Everyone has the right to own things or share them. Nobody should take our things from us without a good reason 18. Freedom of Thought. – Religion- belief in the spiritual nature of man; a set of spiritual beliefs and practices concerning the cause, nature and purpose of the universe that help a person understand and overcome the problems of existence. – Thought- ideas, plans, opinions and creative imagining. Pay attention and take notes while we watch the ads for these beliefs.

21. ARTICLES 12-18 ACTIVITY Get out a piece of paper. Think of a book, movie, show children's story or fairytale in which a character has one or more of their rights violated (1-18). –Example: Cinderella; her stepsisters and stepmother violated her right to privacy (12), freedom to move (13), and your own things (17). (You cannot use this example if you want credit for this assignment. Choose one other than this example! ) –Beauty and the Beast –The Little Mermaid –Snow White –Aladdin –The Lion King –Pocahontas –Toy Story –Mulan –Home –Tangled –Brave –Wreck it Ralph –Sleeping Beauty –Monsters Inc. –101 Dalmatians –Any other stories you can think of! Rewrite the story with a new ending, in which the character knows their human rights and stands up for them/fights for them. This should be at least a full page.

22. ARTICLES 19-25: INTRO Sometimes people try to persuade the government to make a rule that certain books must not be offered in a library, in bookstores or at schools. These people are called censors. They believe they are protecting people from ideas that they consider to be wrong. Many years ago, governments would even burn books they thought were wrong, in the hope that no one would be able to read them.

23. ARTICLES 19-25: INTRO In 213 B.C., a Chinese ruler, Shi Huang, had all the books of Confucius burned, except one copy of each, which he kept in his library. Confucius was a philosopher (someone who studies the meaning of life, what truth really is, the problems of right and wrong and other questions about life; someone searching for wisdom about life) and a teacher who believed men could be guided by thought and ideas to do good, rather than by the force of a ruler. Confucius thought education was the most important way to create a good society. Shi Huang was afraid of this kind of teaching. He feared that if people had knowledge, he could not be able to control them and he would lose power. Shi Huang didn’t want people to understand too much and to criticize what he was doing, so he burned Confucius’ books. On a piece of paper, answer the following question: –Do you think that book burning only happened a long time ago? Why or why not?

24. ARTICLES 19-25: INTRO Not very long ago in the 1930s in the United States, some people in charge of a library in St. Louis, Missouri, decided a novel called the Grapes of Wrath by John Steinbeck was so bad that they had all of the library copies burned. In Meridian, Idaho a few years ago, parents fought the school board to have a book called The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie pulled from library shelves and banned from being taught.

25. ARTICLES 19-25: INTRO On your paper, list which of the following books you think have been burned or censored from libraries, schools and bookstores. Explain why for each one you list: 1.The Adventures of Huckleberry Finn- Mark Twain 2.Forever…- Judy Blume 3.The Giver- Lois Lowry 4.Harry Potter (the series)- J.K. Rowling 5.In the Night Kitchen- Maurice Sendak 6.Goosebumps- R.L. Stein 7.A Wrinkle in Time- Madeleine L’Engle 8.Heather Has Two Mommies- Leslea Newman 9.Where’s Waldo- Martin Hanford 10.Halloween ABC- Eve Merriam 11.James and the Giant Peach- Roald Dahl 12.The Hunger Games- Suzanne Collins

26. ARTICLES 19-25: INTRO Answer: ALL OF THEM! On your paper, write 2-3 sentences responding to the fact that all of these books have been banned at one time or another. –Do you think this is ok? –Why do people ban books? –How many of them have you read? Do you think those books should have been banned?

27. ARTICLES 19-25 19. Freedom of Expression. – Expression- the communicating of thoughts or feelings through spoken or written words, art, entertainment, etc. – Judgement- the ability to come to opinions about things 20. The Right to Public Assembly. – Assembly- the gathering together of people to discuss or work on a common purpose 21. The Right to Democracy. – Democracy- a form of government in which the country’s people can participate and vote how the country is to be run. – Government- the person or persons authorized to administer laws; the ruling power.

28. ARTICLES 19-25 22. Social Security. – Security- feeling safe or sure; not worrying about danger or survival – Social- having to do with human being living together in a group or groups; the way people interact and cooperate. – Social security- the system where governments provide financial help or services. This ensures that everyone who has contributed something to society receives help when needed for food, medical care, education, etc, especially when they cannot work due to a disability. – Affordable- able to be paid for without much difficulty

29. ARTICLES 19-25 23. Workers’ Rights. – Wage- money paid for one’s work – Trade union-a group of workers who join together to make situations better in companies, such as fair wages and working conditions. 24. The Right to Play. – We all have the right to rest from work and to relax. 25. Food and Shelter for All. – Shelter- being protected and made safe from weather, dangerous animals and other safety concerns; providing a safe place to sleep, eat and work. – Disabled/disability- having a condition of being unable to move, work, or act in a usual or healthy way; unable to perform basic daily tasks without difficulty. Pay attention and take notes while we watch the ads!

30. ARTICLES 19-25 ACTIVITY “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” -Margaret Mead On the back of the piece of paper you wrote about censored books, write half a page discussing the quote and the following questions: –What does this quote mean? –Do you agree or disagree with the quote? Why? –Give examples of how a small group of people can make a change in our world. If possible, discuss specific times small groups have fought for change and achieved it. –How can YOU and a small group of others bring about change in our school, community, state, or country?

31. ARTICLES 26-30: INTRO “Lolona of Madagascar” Lolona didn’t know how to read and write until she was 30 years old. She couldn’t write to her relatives or read their letters. The fishing business she owned with her husband was losing money because she did not know mathematics and could not manage her household money or the business. Then, the United Nations and a group called Malagasy Mahomby joined together to bring schooling to Lolona and other villagers in her area. Lolona wasn’t able to go to her new school every day as she wanted to, because twice a week she walked 2.5 hours to Fianaranstoa, a city far from her home village of Maroharona. In Fianaranstoa, Lolona sold her fish and walked 2.5 hours home in the evening. Nevertheless, she worked hard to finish her adult school program. It took her about two months and at the end she said “My life has completely changed.” Now she enjoys reading and writing letters to her family. Her business is doing much better and so are the 70 friends and neighbors in her village who studied the same program with her. The whole village has changed.

32. ARTICLES 26-30: INTRO In Madagascar four out of ten children do not make it to the 5 th grade. The others either do not go to school at all or drop out before they turn eleven. Many leave after learning to read and write their names, because their parents think they are now adequately educated. Once their children can read and write their names, the parents want them to work so everyone in the family can eat. More than 990 million people in the world cannot read. To give something to compare to this, the population of Greece is about 11 million, Switzerland about 7 million, the US 300 million and Korea 48 million. Therefore, 990 million is more than the combined population of many countries. This is a shocking number of people. Many people in struggling areas(places where people are trying very hard to survive or overcome difficulties) feel it is useless for girls to be educated: Lolona’s inability to read was common among the girls in her village. Now Lolona’s husband, Rakotazafy Emmanuel, says, “I’s very proud to have a wife that is literate (able to read and write).” They now have a baby girl and Rakotazafy declares, “Women must be educated. It is important for them and their children. All of our children will go to school, no matter what their gender.”

33. ARTICLES 26-30: INTRO On a piece of paper, answer the following questions : 1.What do you think of this story? Why 2.Is this fair? Why or why not? 3.Why do you think this is “normal” is some parts of the world? Is this common in our country? 4.What advantages do people have when they are educated?

34. ARTICLES 26-30 26. The Right to Education. – Education- the acquiring of knowledge and ability, usually through teaching and learning, especially at a school or similar place. – Primary school- in a number of countries, this means the most basic education from kindergarten through 6 th grade. The usual ages would be five years to eleven or twelve. Reading, writing and math are usually the focus. 27. Copyright. – Culture- art, music literature, ideas, scientific progress and other creations of a people or people in general. – Copyright- the legal right to be the only one to make copies of a piece of writing, art, photograph, music or other artistic creation. If you created it, it’s yours, unless you give permission for someone else to copy it. – Pirate- to use or reproduce somebody else’s work without their permission in order to make money.

35. ARTICLES 26-30 28. A Fair and Free World. – Fair- honest, according to what is right, following the rules; not based on prejudice or meanness. – Free- able to do, act or think as one pleases; not under unwanted control of another. – Order- a peaceful condition in which people obey the rules and respect one another. 29. Responsibility. We have a duty to other people, and we should protect their rights and freedoms. – Responsibility- being willing to take charge of something, to make something happen; to recognize being the cause of something and continue to take care of it. – Duty- a moral or legal obligation; a responsibility 30. No One Can Take Away Your Human Rights. Pay attention and take notes while we watch the ads.

36. HOMEWORK! Write at least one full page about the following prompt: –What can you personally do to improve and protect human rights for yourself and others? Consider these ideas: Why are human rights important? What specific actions can students/young people do to improve human rights conditions for any part of life (family, school, playground, neighborhood, club, country, the world, etc.) Who can you personally help? What will be the result of you improving and protecting human rights?