human rights education in schools in mauritius teacher‘s

Human Rights Education in Schools in Mauritius

Teacher‘s Toolkit Draft: Human Rights Education Associates (HREA) Date: November2015

HRE in Schools in Mauritius Teacher’s Toolkit DRAFT November 2015

2

Table of Contents Introduction ............................................................................ 4 About This Toolkit ..................................................................... 5 How to Use This Toolkit ............................................................... 5 The Commonwealth and Human Rights Education ................................ 7

Values and Principles Supporting Human Rights Education ................... 7 Sport for Development and Peace ................................................ 7

Some Commonly Asked Questions about Human Rights Education ............. 9 When teachers ask… ............................................................. 9 When students ask… ........................................................... 11 When parents ask… ............................................................. 11

1. Understanding Human Rights ................................................... 13 A. International Human Rights Instruments ................................. 13 B. Regional Human Rights Instruments ....................................... 16 C. Mechanisms to Uphold Human Rights ..................................... 16

2. Understanding the HRE Curriculum ............................................ 18 A. What Is Human Rights Education? .......................................... 19 B. What are the Goal and Aims of the HRE Curriculum? ................... 19 C. What Are the Key Concepts? ................................................ 20 D. What Are the Core Competencies? ........................................ 22

3. A Practical Approach to Teaching Human Rights Education ................ 23 A. A Four-Step Approach ....................................................... 23 B. Teaching and Learning Methodologies .................................... 26 C. Tips on Teaching Human Rights Education ............................... 30

Teaching about human rights standards .................................... 30 Teaching about children‘s rights ............................................. 32 Facilitating participation ...................................................... 33 Teaching about equality and non-discrimination .......................... 34 Teaching about protecting oneself and others from harm ............... 35 Teaching HRE through Sports ................................................. 36

D. Integrating Human Rights Education in Specific Subjects .............. 37 Annex: Human Rights Education Activities ....................................... 71

Activity 1: Classroom Agreement ............................................... 76 Activity 2: Rights in Our Community ........................................... 79 Activity 3: Human Rights Calendar ............................................. 81 Activity 4: Learning about the UDHR ........................................... 87 Activity 5: Human Rights Heroines and Heroes ............................... 89 Activity 6: Getting to Know the Community .................................. 91 Activity 7: Draw It Right ......................................................... 94 Activity 8: The World I Want .................................................... 97 Activity 9: Bullying Scenes ....................................................... 99 Activity 10: Front Page .......................................................... 103 Activity 11: If the World Were 100 People ................................... 105 Activity 12: United Nations Simulation ....................................... 110 Activity 13: Human Rights Mime ............................................... 113 Activity 14: Our Beliefs .......................................................... 115 Activity 15: Sports and Everything ............................................. 118


3

Activity 16: Human Rights Squares ............................................ 120 Activity 17: Human Rights Temperature of Our School ..................... 123 Activity 18: Where Do You Stand? ............................................. 128 Activity 19: Making Our Way to New Mauritius .............................. 130 Additional Outdoor Activities .................................................. 132

Adapted Activities from the Annex ......................................... 132 Additional Activities .......................................................... 132

Appendices ........................................................................... 135

Appendix 1: Universal Declaration of Human Rights in simple language 136 Appendix 2: Convention on the Rights of the Child in simple language .. 140 Appendix 3: African Charter on Human and Peoples‘ Rights (Simplified version) ............................................................................ 144 Appendix 4: The African Charter on the Rights and Welfare of the Child147 Appendix 5: Charter of the Commonwealth .................................. 148 Appendix 6: Definition of Human Rights Education ......................... 153 Appendix 7: HRE Key Concepts ................................................. 154 Appendix 8: HRE Core Competencies in the HRE Curriculum .............. 155 Appendix 9: Child Development Unit and Child Protection Act ........... 158 Appendix 10: HRE Evaluation Guidelines ..................................... 160

Template 1: Toolkit Activity Assessment .................................. 161 Template 2: Assessing HRE into Different Subjects ...................... 162

Endnotes ............................................................................. 163


4

Introduction Human rights education is increasingly recognised on a global scale as an important, lifelong process that builds knowledge, skills, attitudes and behaviours that contribute towards greater respect for human dignity and a global culture of human rights. The formal education system is one way in which governments can significantly contribute towards this global culture. Human rights education in schools is more than a history lesson or additional human rights-related questions in a lesson plan. Authentic human rights education (HRE) in schools implies the existence of a school environment in which the rights of all are respected. HRE in schools implies policies and practices that reflect, promote and protect human rights. The integration of HRE in schools is a multifaceted process that promotes critical thinking among students in a participatory way and enables them to reflect on their role as actors in society who contribute to increased respect for and understanding of human rights and human dignity. This Teacher‘s Toolkit is one way in which students in secondary schools in Mauritius can successfully learn about human rights education. The Toolkit was developed as a means of practically implementing the Human Rights Education Curriculum for Secondary Schools in Mauritius (HRE Curriculum). The HRE Curriculum was developed through the technical and financial assistance from the Commonwealth. The project began in 2011 with Phase 1: a review of existing educational policies, curricula and learning materials in primary and secondary schools in Mauritius1. Based on this review, Phase 2 of the project was the development of the HRE Curriculum and a draft version of this Teacher‘s Toolkit on integrating HRE in the classroom for students between the ages of 11 and 13. Phase 3 consisted of piloting the draft Toolkit in select schools in Mauritius and Rodrigues and revising the contents of the Toolkit based on feedback. Finally, once the Toolkit was reviewed, training was provided to rectors and teachers on the use of the Toolkit in schools. Teaching human rights education requires a practical framework that teachers can identify with and easily integrate into their existing teaching practices. This Toolkit provides such a framework. It is meant to be a user-friendly toolkit that contains everything a teacher needs to effectively integrate HRE in their classroom.


5

About This Toolkit This Toolkit is designed for teachers of Forms I to III, with a specific focus on students between the ages of 11 to 13. However, many of the suggested teaching methodologies and activities presented are applicable to students of all ages. The Toolkit is divided into three parts, an Annex and Appendices:

- Part 1: Understanding Human Rights is a brief introduction to human

rights and human rights education.

- Part 2: Understanding the HRE Curriculum is a brief summary of the

HRE Curriculum.

- Part 3: Practical Approaches to Human Rights Educationprovides

examples of teaching and learning methodologies that can be used in

classrooms.

- Annex: Human Rights Education Activities presents a range of

standalone classroom and outdooractivities.

- The Appendices contain a number of documents that serve as

references, such as simple language versions of human rights

standards like the Universal Declaration of Human Rights.

How to Use This Toolkit This Toolkit is meant for teachers as both a reference on human rights education and a practical tool to teach human rights education. It is meant for teachers who teach students between the ages of 11 and 13. For practical purposes, this means students in Forms I and II, however there are also suggestions for Form III students. All teachers, regardless of the subject or grade level they teach, can find something of value in this Toolkit. The Toolkit presents a range of teaching and learning methodologies that are familiar to many teachers. However, it is important to emphasise the effectiveness of these methodologies because they fully engage students in their learning process. For many teachers reading these methodologies, they will likely think, ―I do that already!‖ which is fantastic! For others who are unfamiliar with these methodologies, the Toolkit provides guidance on how to enhance existing lessons to make them more participatory and the learning more meaningful. In this Toolkit there are several suggestions on how to enhance existing curricula from different subjects. By ―enhancing‖ we mean to improve by integrating human rights concepts such as equality or inclusion and providing an opportunity for children to create links between what they are learning and human rights issues that are meaningful to them. For example, a Social Sciences lesson may ask students to think about different roles men


6

and women have in nomadic society. Enhancing this lesson with a human rights focus encourages students to further reflect on contemporary roles of men and women in society in Mauritius, and how they are different from the past. Also in this Toolkit are several standalone activities in the Annex that can be added to existing curricula. For the most part, these activities are well-suited for Social Science classes, but can also be used in other subjects. The activities presented typically last from one to two periods (assuming a typical 35 minute period), and have suggestions for follow-up activities. Each activity is clearly described with objectives, materials required, steps to follow, an evaluation process, and any handouts for students. The activities are meant to require little or no materials.


7

The Commonwealth and Human Rights Education

Values and Principles Supporting Human Rights Education This Toolkit affirms the Commonwealth‘s core values and principles towards the understanding and promotion of human rights. The Commonwealth Charter (see Appendix 5) underscores the Commonwealth‘s commitment to the Universal Declaration of Human Rights and other human rights instruments, such as the Convention on the Rights of the Child. The Commonwealth is also committed to equality and the respect and promotion of all types of rights, typically referred to as civil, political, economic, social, and cultural.2 The Commonwealth also recognises the underlyingprinciples of all human rights, namely that they are universal (they apply to everyone), they are indivisible (there is no hierarchy of rights and all are equally important), and they are indivisible and interdependent (the realisation of one right depends on the realisation of other rights). However, a commitment to the rights enshrined in the UDHR and to human rights principles requires concrete actions. The Commonwealth Plan of Action for Youth Empowerment (PAYE) 2007-2015 calls upon states to promote peaceful and democratic environments in which young people‘s human rights can be exercised fully and in which they can fully accept their responsibilities. How can this be achieved? One of the success indicators is for ―Human rights education is part of school curricula and part of all youth development training in all Commonwealth countries by 2015.‖3 The HRE Curriculum and this Toolkit are significant steps to fulfilling this commitment.

Sport for Development and Peace Apart from affirming human rights through the Commonwealth Charter and the Plan of Action for Youth Empowerment, the Commonwealth has developed initiatives to support the growing field of sports for development and peace (SDP), which is closely linked to human rights education and is referenced throughout this Toolkit.

Quick Fact: The Universal Declaration of Human Rights (UDHR) was adopted by the United Nations on December 10, 1948. It contains 30 articles that outline basic human rights such as the right to life and the right to education. A simple language version of the UDHR is presented in Appendix 1.

Learn More: See Part 1 for more information about human rights.


8

The SDP field has grown tremendously in recent years as a means to help promote social change. Sport for development and peace is broadly defined as: ―The use of sport to exert a positive influence on public health, the socialisation of children, youths and adults, the social inclusion of the disadvantaged, the economic development of regions and states, and on fostering intercultural exchange and conflict resolution.‖4 As stated in the Commonwealth Guide to Advancing Development through Sport: ―The sport for development and peace (SDP) movement has gained increased profile and credibility, and today sport is being widely used by many agencies to promote social change. ―Sport is seen as a form of social activity that offers opportunities to fulfil several objectives that support a culture of human rights. Sport can:

Convey core principles that are important in a democracy, such as tolerance, solidarity, co-operation and respect;

Foster inclusion for individuals and populations otherwise marginalised by social, ethnic, cultural or religious barriers;

Allow individuals to experience equality, freedom and empowerment.‖5

Practically speaking, this Toolkit contains a number of suggestions to integrate the above objectives in the current physical education curriculum. Additionally, there are standalone activities in the Annex that are specifically developed for physical education classes.

Learn More: See Part 1 Section E for more about the link between sport for development and peace and human rights education.


9

Some Commonly Asked Questions about Human Rights Education Integrating human rights education into school curricula is not new; it has been done successfully in many countries around the world. But it is important to recognise that integrating human rights education into schools does have certain implications for teachers, students, and their parents. These implications sometimes give rise to questions. Below are some of the most common questions asked with some answers:

When teachers ask… Why should I teach human rights education?

In many ways, children are already learning human rights concepts in schools. Children learn to share, to work together, to listen to others, and to respect another person‘s opinion. These are all part of life skills children are taught at the pre-primary, primary, and secondary school levels in Mauritius. These life skills positively reflect concepts such as participation, equality, diversity, gender, responsibility, and inclusion. Additionally, learning about human rights gives students an appreciation for the rights they and other have, as well as means to claim and enjoy them. These are all conditions that are essential in ensuring that the youth of today become active citizens.

How can I find time to teach human rights education? Teaching about human rights is as much about the teaching methodologies you use as a teacher as the subject you teach.

Having a teaching approach that reflects human rights means valuing children as active participants in their learning. In other words, human rights education methodologies help improve the way teachers already teach, without taking extra time from teaching the curriculum. This Toolkit provides examples of human rights education methodologies that help teachers improve the overall classroom environment.

The Toolkit provides examples of ways to integrate human rights education in existing lesson plans or through new activities. The integration of human rights education in the content of existing lesson plans can add some

Learn More: The concepts of participation, equality, diversity, gender, inclusion, and responsibility are the six concepts that underpin the HRE Curriculum. See Part 1 for more information on what these concepts mean.

Learn More: See Part 3 Section A for examples of teaching methodologies that support human rights.

Learn More: See Part 3 Section B for tips on integrating human rights into different subjects.


10

time to lessons. However, as any good teacher knows, teaching requires a lot of versatility and the ability to modify lessons to suit learning needs. With respect to human rights education, the suggestions in this Toolkit are presented as manageable and practical solutions to integrating new content into existing lessons.

The Toolkit also presents a number of standalone activities. These are activities that typically take between one to two class periods. While these do take time, teachers can consider using some of these activities instead of existing activities that address many of the same learning competencies.

What are some challenges to human rights education? Teaching about human rights sometimes implies a shift in a teaching approach for teachers, from an ―expert‖ model where the teacher is the one with the knowledge, to a model where the teacher is more of a ―facilitator‖ and guides students towards their own conclusions. In many cases, there are no ―right‖ or ―wrong‖ answers in human rights education, because human rights involves feelings, beliefs, attitudes, values, and opinions.

Apart from this, teachers have an added responsibility to lead by example. For example, if they are going to teach about equality and respect, they should exemplify these values with their students.

Is human rights education only about theoretical concepts? There are some theoretical underpinnings to human rights, but human rights is just as much about laws and international human rights standards as it is about values, attitudes, and practical interpretations of human rights in our lives. Human rights education for children is practical and will always relate to their experiences and their interactions and understandings of their families, communities and societies.

When should children start learning about human rights? At any age! Keep in mind that human rights values and principles like respect and equality are learned by children at young ages, from their parents, siblings, friends, schoolmates, and teachers.

When teaching students about human rights, it is important to keep in mind children‘s development. In other words, there are certain

Learn More: See the Annex for a full list of standalone human rights education activities to use in the classroom.


11

concepts and knowledge suitable for younger or older children. For example, it is appropriate to teach children about fairness at a young age, but not to discuss issues like acts of war or the legalities of the international human rights system. Learning about human rights is a continuous process.

How can I evaluate human rights education?

The evaluation of human rights education in schools is based on teachers‘ assessments of a set of core learner competencies. These competencies are about knowledge and understanding of human rights, skills, attitudes and values that help strengthen a culture of human rights in schools. This Toolkit presents simple ways for teachers to assess how these competencies are acquired among students.

Many different means exist to evaluate human rights education programmes, but having a simple approach that blends in with existing evaluation methods is the simplest.

When students ask… Why should we learn about human rights?It’s not interesting.

Nothing could be further from the truth! The approach to teaching

and learning about human rights education in this Toolkit is based on

the active participation of all students. The suggestions in this Toolkit

for integrating human rights into different subjects rely on students

critically thinking about issues, engaging with other students, being

curious, active, and willing to learn. The standalone activities are

equally engaging and focus on a ―hands-on‖ approach to learning.

When parents ask… If my children learn about human rights, will they come home and tell me they have the right to do what they want?

Learning about human rights does not mean a child can do whatever

he or she wants and say ―it‘s my right.‖ When children learn about

human rights in school, they also learn about the responsibilities that

are linked to those rights. For example, a person has the right to

express his or her opinion, but they also have a responsibility to listen

to the opinions of others.

What if my children learn about things that are against our beliefs?


12

The Mauritius HRE Curriculum is based on international human rights

standards and frameworks. The curriculum is respectful of different

beliefs, values, and attitudes, and places an emphasis on teachers as

facilitators who enable students to become critical thinkers. This

means that students are given the opportunity to understand

different beliefs and values, and to be open to respectfully

questioning the implications of such beliefs and values in comparison

to human rights standards.


13

1. Understanding Human Rights

Human rights are generally considered as entitlements that all human beings have by virtue of being human. The concept of human rights recognises that all human beings are entitled to his or her rights without distinction of any kind. Human rights have several basic characteristics, such as:

Human rights are universal, meaning they apply to everyone without

any distinction of any kind (in other words, without discrimination).

Human rights are founded on respect for the dignity and worth of

each person.

Human rights are inalienable, meaning they cannot be taken away

from someone. However, they can sometimes be limited (for

example, the right to liberty is limited to someone found guilty of a

crime and who has to go to jail).

Human rights are indivisible, interrelated and interdependent, for the

reason that it is insufficient to respect some human rights and not

others. In practice, the violation of one right will often affect respect

for several other rights.

With human rights come responsibilities, such as the responsibility to

respect other people‘s rights.

A. International Human Rights Instruments Human rights are guaranteed under law at the international, African, and national levels.

Overview of Part 1 Part 1: Understanding Human Rights provides teachers with basic information about human rights as it relates to education. There are three sections:

Section 1.A International Human Rights Instruments presents basic

information about the international human rights framework.

Section 1.B African Human Rights Instruments presents an

overview of African human rights instruments.

Section 1.C Mechanisms to Uphold Human Rights lists the different

mechanisms at the global, regional, and national levels to protect

human rights.


14

At the international level, the United Nations has a number of international standards that are treaties between states that signify a country‘s acceptance to guarantee human rights. The Universal Declaration of Human Rights (UDHR), adopted in 1948 by the United Nations, is one of the most identifiable sources of human rights law. Our understanding of human rights has evolved and continues to evolve over time. Human rights standards have existed long before the UDHR, but the UDHR has become accepted as a universal standard to attain each person‘s rights and freedoms. Some of the rights in the UDHR are:

The right to life

The right to safety and security

The right to protection before the law

The right to an adequate standard of living

The right to practice one‘s religion

The right to work

The right to education

The right to marry

Generally speaking, human rights are grouped according to the following categories, or ―generations‖: civil and political rights (like the right to a fair trial or the freedom of expression), and economic, social and cultural rights (like the right to education, the right to raise a family, or the right to take part in cultural life). More recently, a third ―generation‖ of rights has emerged, including collective rights, the right to self-determination, communication rights (like the right to access the Internet), and environmental rights.

Quick Fact: Human rights are regularly mentioned in the pre-primary, primary, and secondary national curriculum frameworks adopted by schools in Mauritius.

At the pre-primary level, a general statement mentions that learners must

―develop interpersonal knowledge and skills with a view strengthening of

positive attitudes, understanding and sharing common values and also

respecting persons and human rights.‖

At the primary level, children learn about their rights and responsibilities,

including the rights to a name and a nationality, to express his/her opinion, to

free education, special care and health care, and to be protected against cruel

acts and abuses.

At the secondary level, students continue to learn about rights and

responsibilities. Students should ―Act responsibly to protect their own rights and feelings and those of other people, in relation to bullying, gender stereotyping, cultural differences and fair play, during play and games.”

Sources: Mauritius pre-primary, primary, and secondary curriculum frameworks.


15

In the language of international human rights law, the UDHR is a ―declaration,‖ meaning it is a document that serves as a set of standards, but it not legally enforceable. Other documents like the Convention on the Rights of the Child (CRC) or the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) are examples of legally enforceable documents that identify obligations to respect, protect and fulfill human rights (usually done by the state) and identify that rights guaranteed by law for rights holders (generally speaking, individuals and groups such as minorities). The Convention on the Rights of the Child is of particular importance to teachers. Adopted by the United Nations in 1989, the CRC has been ratified by more countries than any other international human rights standard. By ―ratified‖ we mean to say that states agree to the rights enshrined in the convention and agree to meet the human rights obligations included in the convention (for example, to ensure free primary education for all). The CRC identifies children as anyone under the age of 18 years old. The CRC designates a child as a ―rights holder‖ just like an adult: they have rights that protect them from harm, ensure proper health and education, and ensure that their opinions are heard and are important, among many other rights. The CRC has four ―guiding principles‖ that underpin the convention and are also present as articles. These guiding principles are:

Non-discrimination (Article 2): This principle states that all rights guaranteed by the Convention must be available to all children without discrimination of any kind.

The best interests of the child (Article 3): This principle states that the best interests of the child must be a primary consideration in all actions concerning them.

The rights to life, survival and development (Article 6): This principle states that every child has the right to life, survival and development.

Respect the views of the child (participation, Article 12):This principle states that the child‘s view must be considered and taken into account in all matters affecting him or her.

All these guiding principles are taken into consideration in this Toolkit: Part 2 describes the HRE Curriculum that strongly rests on these principles, and the practical approaches to teaching HRE in Part 3 reflect the importance of children participating in their learning.

Learn More: A simple language version of the UDHR is presented in Appendix 1. A simple language version of the Convention on the Rights of the Child is presented in Appendix 2.


16

B. Regional Human Rights Instruments Apart from international human rights instruments, there exist human rights instruments at the regional (African) level. In Africa, the African Charter on Human and Peoples‘ Rights (or ―African Charter‖) is a regional instrument that helps to protect human rights. Some of the rights in the Charter include the same ones that are protected under international law, including:

The right to education

The right to freedom from discrimination

The protection of the family and vulnerable groups

The duty to promote human rights (which means the state has a duty

to promote human rights through education, such as this Toolkit!)

Apart from the African Charter, other human rights instruments exist at the regional level in Africa, including the African Charter on the Rights and Welfare of the Child. Some of the rights guaranteed by this Charter are:

The right to privacy

The protection against child abuse

The responsibility of parents for the

development and upbringing of their

children

The protection against harmful social and cultural practices

C. Mechanisms to Uphold Human Rights Human rights instruments are more than aspirational statements of how all human should live in dignity. Human rights in international and regional law are legal instruments that bind states to uphold these rights. When a state ratifies an instrument, as Mauritius has done for the Convention of the Rights of the Child and the African Charter, it implies that the state upholds the rights guaranteed in these instruments through their own legal instruments (such as constitutions or laws). Apart from that, when a state ratifies a document like the CRC, it commits itself to submitting periodic reports to indicate their progress in upholding rights. At the international level, each human rights treaty, like the CRC, has what is called a reporting mechanism: states like Mauritius submit progress reports to these mechanisms every few years. Apart from these types of mechanisms, there is a relatively new process called the Universal Periodic Review (UPR). In this process, states are asked to present their human rights records to other states at the United Nations and consider their recommendations. So far, the UPR has gone through two cycles, and Mauritius has presented its reports in 2009 and 2013. At the regional level, states are also asked to report on their progress with respect to regional human rights instruments. For example, in the case of

Quick Fact: Mauritius ratified the African Charter in 1992 and the African Charter on the Rights and Welfare of

the Child in 2005.


17

the African Charter on the Rights and Welfare of the Child, Mauritius submits reports to African Committee of Experts on the Rights and Welfare of the Child.

LEARN MORE… Learn more about human rights through the following resources:

- The full text of the Universal Declaration of Human Rights is available

at http://www.un.org/en/documents/udhr/. The site also has

information on the history of the document, the foundation of

international human rights law, the drafters of the UDHR, and

additional resources.A simple language version of the UDHR is in

Appendix 1.

- The Convention on the Rights of the Child is available at

http://www.ohchr.org/en/professionalinterest/pages/crc.aspx. A

simple language version of the CRC is in Appendix 2.

- UNICEF has many resources on the CRC: http://www.unicef.org/crc/

- The African Charter on Human and Peoples‘ Rights is available at

http://www.achpr.org/instruments/achpr/. A simplified version of the

Charter is in Appendix 3.

- The African Charter on the Rights and Welfare of the Child is in

Appendix 4.

- The Charter of the Commonwealth is in Appendix 5.

http://www.un.org/en/documents/udhr/

http://www.ohchr.org/en/professionalinterest/pages/crc.aspx

http://www.unicef.org/crc/

http://www.achpr.org/instruments/achpr/


18

2. Understanding the HRE Curriculum

This Toolkit is based on the human rights education curriculum in secondary schools in Mauritius (or ―HRE Curriculum‖). The HRE Curriculum is based on the following elements:

A definition of human rights education: The definition adopted by the

framework is the one defined by the United Nations. A user-friendly

definition is below in Section 2.A and the full definition is in Appendix

6.

A goal and aims: The goal and aims help structure the overall scope

of the HRE Curriculum. The goal and aims are explained below in

Section2.B.

Key concepts: The key concepts help support the aims and provide

guidance when integrating human rights education into teaching and

learning methodologies. The concepts are briefly explained below in

Section 2.C and further defined in Appendix 7.

HRE core competencies: The HRE Curriculum is defined and measured

by the attainment of student competencies. These competencies are

about knowledge and understanding, attitudes and values, and skills.

They are briefly explained below in Section 2.D and fully presented in

Appendix 8.

Taken together, these four elements provide teachers with the support to undertake HRE in the classroom. Practically speaking, they are the ―theory‖ behind the ―practice‖ of teaching and learning HRE in schools. The practical

Overview of Part 2 Part 2: Understanding the HRE Curriculum provides teachers with basic information about the HRE Curriculum in Mauritius. There are four sections:

Section 2.A describes what human rights education means in a

school setting.

Section 2.B presents reasons for teaching human rights education

in schools with an overview of the Curriculum‘s goal and aims.

Section 2.C presents the key concepts that underpin the HRE

Curriculum.

Section 2.D presents the core competencies that frame the HRE

Curriculum.


19

part of implementing HRE in the classroom is presented in Part 3: Practical Approaches to Human Rights Education.

A. What Is Human Rights Education? ―Human rights education,‖ or HRE, is more than simply learning about human rights documents like the Universal Declaration of Human Rights. There exist a number of different definitions of human rights education, but for the purposes of this Toolkit, a user-friendly definition of HRE is the following:

For students, HRE is learning about human rights, but also how human rights relate to children and more broadly to communities and societies. HRE is about learning to respect each other, learning about our rights as well as our responsibilities, and having the skills to claim and defend our rights and to advocate for the rights of others. Beyond that, HRE also helps foster a learning environment in schools that is respectful and conducive to learning. This HRE definition above is based on the definition used in the HRE Curriculum, which is taken from the United Nations Declaration on the Right to Education and Training. The UN adopted this Declaration in December 2011 after a process of consolidating ideas, practices, and lessons learned related to the UN World Programme for Human Rights Education (WPHRE). The full definition of HRE adopted by the HRE Curriculum is presented in Appendix 6.

B. What are the Goal and Aims of the HRE Curriculum?

Learning about human rights equips children with the knowledge, skills, and development of attitudes that enable them to positively contribute to society as active, thoughtful citizens. As such, the overall goal of the HRE Curriculum reinforces the existing curriculum goals and learning objectives at the primary and secondary school levels in Mauritius. The overarching goal of the HRE Curriculum is to enable students, through the full development of their capacities, to positively contribute towards a global culture of human rights. In order to make this a reality in schools, the HRE Curriculum has several aims:

Definition of Human Rights Education: Human rights education is any form of education, training, or awareness raising that equips people with knowledge, skills, and attitudes and values that are aimed at building a culture of human rights.


20

The aims of the HRE curriculum are:

1. To ensure that students fully enjoy their human rights and actively

commit themselves to respecting the human rights of others.

2. To empower students to be thoughtful and active citizens who are

aware of social justice issues and the role they can play to address

these issues.

3. To promote participation among students in democratic processes

and structures.

4. To ensure that students practice gender equality in all spheres.

5. For students to respect the diversity of all people through human

rights principles of equality and non-discrimination.

C. What Are the Key Concepts? The HRE Curriculum focuses on six key concepts. These concepts broadly support the range of core competencies and specific learning objectives for different grade levels. Since this initial curriculum is focused on children aged 11 to 13, the grade levels addressed in this curriculum are Form I and Form II. The concepts are meant to holistically represent the scope of human rights education topics that can be addressed in schools. They are also meant to be guiding principles that underscore the teaching and learning methodologies used to achieve the core competencies. With the continued growth of the HRE Curriculum for a wider range of age groups over time, these concepts may be revised and expanded upon. The key concepts are presented in the figure below.


21

Key Concepts

Participation: Participation ensures that every child takes part in decisions and

actions that affect them.

Diversity: Diversity is accepting and

appreciating the range of differences that make

us unique.

Equality: Equality is a right that ensures

everyone is treated equally without

distinction of any kind.

Gender: Gender as a concept implies

examining gender roles in Mauritius and

elsewhere and critically reflecting on gender's

role in the fulfilment of human rights.

Inclusion: Inclusion recognises the importance of "oneness" and

interdependence among everyone, and the need to include all children in

particiapting in their education.

Responsibility: Responsibility is the

awareness that human rights impliy duties towards others to

ensure their rights are respected.


22

D. What Are the Core Competencies? The HRE Curriculum aims are achieved through the achievement of HRE core competencies as identified in the 2011 report on HRE in Schools in Mauritius. In particular, these core competencies are divided into three categories:

Knowledge and understanding about human rights, for example knowing about the Universal Declaration of Human Rights, or the Convention on the Rights of the Child. This knowledge and understanding is directly related to the lives and experiences of the students in order to make it meaningful to them.

Attitudes and values: These are everyday attitudes and values that are reinforced by our knowledge of human rights and every person‘s inherent dignity. The attitudes and values focus on empathy for others, respect, and appreciation of our responsibilities towards others.

Skills: The skills focus on a student‘s ability to describe situations, contexts and issues using a human rights-friendly language, and being able to relate personal issues using a human rights language.

For a complete list of the HRE Core Competencies, see Appendix 8.


23

3. A Practical Approach to Teaching Human Rights Education

Part 2 of the Toolkit presented the theoretical underpinnings of integrating human rights education in schools: a working definition of HRE, the goal and aims of the HRE Curriculum, key concepts, and core learner competencies focusing on knowledge, skills, and attitudes. Based on these elements, the integration of HRE in the classroom must be practical, easy to implement, participatory, and enable students to critically think and act in ways that promote and protect human rights. The role of the teacher in the integration of HRE in the classroom cannot be overstated. Without the full engagement of teachers, students will not sufficiently appreciate the importance of learning about human rights and the role human rights plays in their lives. Because the teacher‘s role is so important in this process, the following sections focus on what the teacher can do to make HRE in the classroom a positive and engaging learning experience for students. Apart from that, the teacher needs to recognise the value of teaching human rights as a way to further strengthen their abilities as teachers. As such, the sections examine what the teacher can do to make the integration of HRE in the classroom a positive experience for everyone!

A. A Four-Step Approach The successful integration of HRE in the classroom relies on a four-step approach for teachers to follow.

Overview of Part 3 Part 3: Practical Approaches to Human Rights Education provides teachers with basic information about the HRE Curriculum in Mauritius. There are four sections:

Section 3.A presents a range of participatory teaching

methodologies that support human rights.

Section 3.B offers a number of tips for teachers on integrating HRE

in the classroom.

Section 3.C provides a step-by-step process for integrating HRE in

the classroom

Section 3.D provides subject-specific examples of integrating HRE

in the classroom.


24

Whether a teacher is enhancing the subject they teach, such as English or Social Sciences, or if they are interested in doing some of the standalone activities presented in the Annex, the following four steps should be considered:

Plan In this step, planning takes place that involves the rector, heads of department, and teachers.

Because HRE is integrated across subjects, it is important for all Form I and II teachers to have a shared understanding of how each teacher will integrate HRE in his or her classroom. To do this, there are aspects to consider during the planning step:

During a staff meeting (preferably at the start of the

school year), the rector should plan with heads of

departments and other teachers to decide how they

will integrate HRE in different school subjects. The

“Planning for HRE in Our School” template in the

Planning Templates section after the Annex provides

questions to facilitate this process.

Rectors, heads of department, and other teachers should decide which teachers would undertake some of the standalone activities (presented in the Annex). For example, will they be shared among Social Science teachers, Language Arts teachers, and Physical Education teachers? Will the standalone activities be undertaken during students‘ Activity Period? If yes, which teachers will facilitate these activities?

Link In this step, the teacher establishes the links between HRE and the subject they teach.

Individual teachers need to establish the links between the HRE curriculum and their subject-specific curriculum.

A teacher examines the suggestions for integrating

HRE in their subject as described in the HRE

Curriculum Content in Secondary School Subjects

table in Section 3.D.

A teacher completes the “Integrating HRE into

Lesson Plans” template found after the Annex to

integrate HRE into their subjects.

A teacher plans to undertake some of the standalone

HRE activities presented in the Annex. However,

before doing this, they should consult with other

teachers to make sure there is no repetition of

activities among different subjects.

Enhance In this step,

Once the links between HRE and a teacher‘s curriculum have been identified, the teacher puts into practice the


25

the teacher puts into practice the links they established in the previous step, as well as try out participatory training methodologies in the classroom.

suggestions to enhance their existing curriculum and to carry out, when feasible, some of the HRE activities in the Annex. Also, the teacher can take strengthen their participatory teaching methodologies (see Section 3.B) to reflect human rights values in their teaching practice.

Evaluate In this step, the teacher evaluates the value of integrating HRE in their curriculum. They do this with their students, they make their own assessment, and also share their results and experiences with other teachers.

It is important to evaluate the results of integrating human rights education into the curriculum. The HRE activities in the Annex have evaluation questions. Also, the “Integrating HRE into Lesson Plans” template in the Planning Templates section offers suggestions for evaluating lessons. Teachers should take every opportunity they have to learn from each other. Before trying out a new lesson or adapting an activity, a teacher should get feedback from colleagues. Furthermore, a teacher should share their experiences with other teachers, which includes successes and challenges faced in teaching human rights education.

Underlying this process are some fundamental elements to keep in mind: The Importance of Participation The overall approach to teaching and learning presented in this Toolkit is participatory. In other words, students are active subjects in what they are learning. The teacher is less of an ―expert‖ in human rights and more a ―facilitator‖ helping students explore human rights issues and to draw their own conclusions. Sections 3.A and 3.B present a range of ideas for teachers to help them create meaningful participation among students. The Importance of Being Practical In order to make students‘ learning meaningful, it must be practical; as the old saying goes, we learn best when we ―learn by doing.‖ The examples in


26

this Toolkit for enhancing existing curricula of different subjects (see the table in Section 3.D) as well as the separate standalone activities (see the Annex) all share this point in common: students are learning by doing or experiencing. They discuss, present, role play, draw, act out, create, investigate, and so on. At the same time, it is important for the teacher to tap into his or her creativity!! This Toolkit is only a starting point to help integrate HRE into the curriculum. The Importance of Analysis and Reflection Learning by doing is essential to the learning process but insufficient on its own. Experiential learning becomes more significant for students if they have the opportunity to relate what they are doing to their own lives, knowledge, and experiences. This requires them to analyse and reflect on what they are learning. This is where they ask critical questions about human rights as they relate to their lives, and may even reflect and have an impact on their own attitudes and values. The Importance of Action Finally, learning about human rights is strengthened is students can apply for themselves what they have learned about human rights. What are some practical ways in which they can participate more in decisions that affect them, or contribute to a healthier environment, or a school that is inclusive and treats everyone with equality and without discrimination?

B. Teaching and Learning Methodologies There are many teaching and learning methodologies that are particularly effective for human rights education. For the most part, these methodologies are not new to the experienced teacher. However it is useful to be reminded of these methodologies and to explore further the value they bring to the classroom in creating a climate that respects human rights. Human rights friendly teaching and learning methodologies of the HRE should:

Reflect styles that are coherent with human rights values of respect, equality and human dignity.

Create a classroom learning environment that is child-friendly, trustful, and enables critical reflection.

Enable child participation, cooperative learning, promoting self-esteem, and respect and responsibility.

Be appropriate to the age of the children and consider their developmental capacities.

Be experiential and relevant to the lives of children, and include concrete actions to promote human rights in communities.

Engage the support of governmental and non-government organisations that promote and protect human rights.


27

A number of teaching methods enable this to happen and are explained in the table below6. Table 1 Teaching and Learning Methods

Method Description

Relevance in a Human Rights Education Environment

Group work Group work enables students to share their experiences and opinions, work together, increase participation, and help develop their communication skills. Group work is successful when it is task-oriented. In other words, teachers give students one or more concrete tasks to accomplish in a limited time frame. Within small groups, there may also be certain roles assigned, such as a recorder, a leader, or a timekeeper.

Learning together in groups helps students express their opinions as well as learn from others, and in the process they can further reflect and question their attitudes and values that help strengthen their understanding of human rights issues.

Brainstorming Brainstorming is a way to quickly solicit ideas. When a teacher facilitates a brainstorming session, a question or topic is presented to which students provide answers. It is a process by which all ideas and opinions are noted, without prioritising any or without judging any responses.

There can be issues related to human rights that are sensitive in nature. For example, it may be difficult for students to talk about times when they were cyberbullied. However, having a brainstorm on examples of cyberbullying gives students the chance to express themselves without fear that they are being judged (for example, if they were a victim). Brainstorming provides a safe environment in which students can express themselves.

Debate Children take up different or opposing sides on a problem and argue for a response or remedy different from that on the other side.

Human rights issues are rarely clear-cut. Giving students to explore different sides of a human rights issue can help them


28

Method Description


understand perspectives they may not have considered.

Art Children use a range of media (drawing, painting, sculpture, etc.) to represent human rights issues.

Art provides students with a means of expressing themselves in ways that written or verbal means cannot.

Role play/drama

Role-play: children become "part of the action" by pretending to act a particular role, for example that of a parent preventing their child from attending school, but the role is not practiced beforehand (as in drama).

Drama: a prepared play in which those involved have practiced their parts in advance.

In role-plays and drama, students express themselves through characters they portray. This can offer a sense of comfort for students who may be shy or uncomfortable talking about issues that may have affected them.

New technologies and social media

Children use different technologies such as videos, photography, and the Internet to create projects about human rights.

The use of new technologies and social media is an essential part of human rights education. There exists many resources online for students to learn about human rights. At the same time, students need to know how to critically filter information they see online, how to verify such information, and also how to protect themselves from forms of cyberbullying and protection of personal information online.

Case study A brief input on a scenario or description of how a problem, for example, one that has arisen in the past, was dealt with and responded to by

A case study can help students explore human rights issues and develop their problem-solving skills. A case study also helps


29

Method Description


people. It can be historical or hypothetical, but should be related to the actual experiences of children.

students reflect on different aspects of an issue.

Research project

Children make use of different sources to research information on a human rights issue. Can be done either as individual research or in small groups.

There are many examples of human rights related research projects students can undertake that relate to their school or community. For example, they can research the quality of drinking water in their homes, the cleanliness of their school environment, how accessible their school is for persons with disabilities, etc.

Field trip/work with local organisations and government

Field trip: children go on a trip somewhere in their community (either a place, an organisation, or a group of persons such as community elders) to learn more about human rights in a practical sense. They make the linkages between what they are learning in school and real lives in their communities.

Cooperation with local organisations: children learn from organisations that offer expertise in a range of human rights issues. This helps children see the practical benefit of learning about human rights.

Engagement with local officials: children are proactive in seeking support from local

Field trips and work with local organisations or officials is key element of human rights education because it establishes the validity of learning about human rights issues and taking actions that will lead to concrete changes in the school or the community.


30

Method Description


officials to address human rights issues. For example, they can lobby local officials to ensure clean drinking water for all children and their families.

Physical education activities and games

Most of the methods described in this table are classroom-based. However, education is not only classroom-based but also broadly encompasses sports and physical activities: physical education classes, inter-school sports activities, field trips, and extracurricular sports activities. All of these dimensions of outdoor activities offer the opportunity to practice teaching methods through sport that favour the development of HRE competencies.

The Toolkit presents a range of standalone HRE activities, many of which have teaching methods that encourage physical activity. As such, these activities are also supportive of Sport Development and Peace.

C. Tips on Teaching Human Rights Education This section presents specific tips on addressing a range of human rights topics in the classroom.

Teaching about human rights standards Teaching about human rights needs to be dynamic, relevant, and interesting for students. This can be problematic if a teacher relies only on documents like the Universal Declaration of Human Rights (UDHR) or the Convention on the Rights of the Child (CRC), because they are written in a language that is not very reader-friendly for children. Even though the language is relatively accessible, there are simple language versions of these standards that are included in the Appendix. Whenever possible, these simple language versions should be used by the teacher and students in class. There are many examples of lessons that enable children to learn more about human rights instruments like the UDHR and the CRC. In this Toolkit,


31

there are examples of participatory ways of engaging students to link documents like the UDHR to their lives. In other words, make it interesting! Some tips when teaching about international or regional instruments:

Giving a brief historical background is important. The UDHR was

drafted shortly after the end of the Second World War, at a time

when the representatives of the United Nations vowed that the

atrocities of the war would never again be repeated. The UDHR was

written as a common standard for all people to achieve the full

realisation of their human rights.

At the time of adopting the UDHR in December 10 1948, there were

only 56 member states of the United Nations (today there are nearly

200), and of those 48 voted in favour of it, none opposed it, and

there were eight abstentions.

Even though there were only 56 member states at the United Nations

in 1948, international human rights standards like the UDHR have

become universally accepted as a common standard for the nations of

the world to achieve. For example, in 1993, the Vienna Conference

on Human Rights assembled representatives from 192 nations. At the

end of the conference the ―Vienna Declaration‖ upheld the

acceptance of human rights as universal.

A common reaction for teachers trying to teach the UDHR is to say,

―How do I teach this?‖ The answer is in part to help students identify

what human rights mean to them and how they experience rights in

their lives. Once that is done, students are in a position to frame

their experiences with a set of human rights like those inscribed in

the UDHR.

Learning about the UDHR in class lends itself to different methods of

learning, for example: writing about personal experiences or

understandings of certain rights, or expressing through art what

different human rights mean, or acting out through a role play how

specific human rights are experienced by youth.

Regional human rights mechanisms like the African Charter on Human

and People‘s Rights, the Protocol on the rights of women, and the

African Charter on the Rights and Welfare of the Child all provide

similar protections for human rights that are defined in international

instruments.


32

Teaching about children’s rights The Convention on the Rights of the Child (CRC) is the primary international human rights instrument that specifically relates to children‘s rights. At the regional level, the African Charter on the Rights and Welfare of the Child contains many of the same rights as defined in the CRC.

When teaching about the Convention on the Rights of the Child, the same tips apply as for those relating to the UDHR. What is unique about the CRC is that it highlights the importance of children as rights-holders and that there exist mechanisms to protect children. Furthermore, the CRC stresses that there should be no discrimination of any kind with respect to realising children‘s rights, and that all decisions related to children must be in their best interests. Of particular relevance for children is that the CRC has one guiding principle on respecting the views of children. In other words, their opinions must be heard and taken into consideration in matters relating to their well-being. Broadly speaking, this stresses the importance of children‘s participation in decisions that affect them.

The African Charter on the Rights and Welfare of the Child has protection for many of the same rights included in the CRC, including the best interests of the child and the importance of respecting children‘s opinions.

As is the case with standards like the UDHR, it is more appropriate to share with students a simple language version of the CRC or the African Charter on the Rights and Welfare of the Child.

A teacher should focus on the rights that students can relate to in their own lives. Between the ages of 11 and 13, children are developing a stronger sense of self as well as identifying with the importance of privacy. Human rights such as the right to privacy, the

Related activities in the Annex:

Human Rights Calendar

Learning about the UDHR

Rights All around Me

United NationsSimulation

If the World Were 100 People

Front Page

Resources:

Universal Declaration of Human Rights. In the Appendix there is

the simple language version of the UDHR. For the full version, see

http://www.un.org/en/documents/udhr/.

African Charter on Human and People‘s Rights, see

http://www.achpr.org/instruments/achpr/.

http://www.un.org/en/documents/udhr/

http://www.achpr.org/instruments/achpr/


33

right to participate in decisions that affect them, and the freedom of expression are good starting points to discuss with students.

Students in this age group are also developing a greater sense of the world around them and the importance of global issues that can affect their own lives in Mauritius. Issues such as child labour, sexual exploitation of children, global warming, the spread of diseases, religious tolerance (and intolerance), and racism are a few topical issues that students could find important to address.

Facilitating participation The Convention on the Rights of the Child identifies many different ways in which children can participate in the enjoyment of their rights (Compasito, p. 254):

The right for children to express their views on matters that affect them (Article 12).

Freedom of expression, including the right to seek and receive information (Article 13).

Freedom of thought, conscience and religion (Article 14).

Freedom of association, for example forming groups or clubs (Article 15).

The right of access to information from national and international sources (Article 17).

The right to participate in the cultural life of the community (Article 31).

Participation is both a guiding principle of the Convention on the Rights of the Child and a key concept of the HRE Curriculum for schools in Mauritius. The overall pedagogical approach to teaching and learning about human rights education is founded on participation. However, it is important to realise that there are different levels of participation. For students to achieve their full potential, the rights from the CRC listed above require a high level of participation in school. This means rethinking more ―traditional‖ levels of participation in which the teacher, as the adult, has a level of power over students. In this respect, the level of participation (such

Related activities in the Annex:

Human rights calendar

Resources:

Convention on the Rights of the Child. In the Appendix there is the

simple language version of the CRC. For the full version, see

http://www.ohchr.org/en/professionalinterest/pages/crc.aspx.

African Charter on the Rights and Welfare of the Child, see

http://www.achpr.org/instruments/child/.

http://www.ohchr.org/en/professionalinterest/pages/crc.aspx

http://www.achpr.org/instruments/child/


34

as students answering questions when asked by the teacher) are usually at the level of tokenism. A higher level of participation on the part of students is needed to realise the rights listed above. With a higher level of participation, the role of the teacher is one of facilitator who helps students understand and reflect on their experiences and their learning. Apart from the suggested teaching and learning methods listed in Section 3.A to encourage participation, here are some tips for teachers on increasing the level of participation of students:

Arrange the classroom in a way that encourages participation. This can mean, for example, arranging the students‘ desks in small groups.

Be clear from the start that participation is encouraged.

During group work, assign responsibilities to students. For example, there can be a timekeeper, note-taker, a facilitator or leader. Try mixing up the groups to have students interact with different students.

Give students time to think before answering questions. After asking students a question, wait a few moments before choosing a student to say something, instead of asking the first student to respond (sometimes the same students are the ones to raise their hands first).

Redirect questions to other students. Instead of being the one answering questions from students, give the opportunity for other students to answer a student‘s question.

In several of the human rights education activities listed in the Annex, art, role-play, and writing are the means by which students express themselves. In these instances, it is more important to focus on the ideas or thoughts they are expressing through different media rather than the quality of what they produce. Not everyone is an artist or actor!

Teaching about equality and non-discrimination The Universal Declaration of Human Rights states in Article 2 that all humans are equal in dignity and rights. But equality does not mean that everyone is identical! Equality ensures that there are equal opportunities available to everyone without discrimination, and that everyone is equal in rights. Discrimination in its many forms prevents true equality. Discrimination is a human rights violation that prevents the full enjoyment of a person‘s rights. In the Convention on the Rights of the Child, Article 2(1) mentions the different grounds for discrimination that the state must guard against:

States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without


35

discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.

The African Charter on the Rights and Welfare of the Child specify many of the same grounds, with ―fortune‖ as an additional ground. In both documents, ―other status‖ is also identified as grounds for discrimination, and can means discrimination in other ways such as on the basis of sexual orientation. Discrimination based on gender, race, and colour are some of the main types of discrimination. Achieving equality in a school or more broadly in a community or society has to be taught. As such, the teacher plays an essential role in addressing discrimination and enabling students to question stereotypes and prejudices. Doing this is a never-ending process, which includes the teacher‘s perceptions and beliefs as well. Human rights education is about questioning our own values and being able to put into practice human rights values. Keeping this in mind, there are several tips that can be helpful for teachers in addressing discrimination and promoting equality:

Be fair in the classroom by encouraging boys and girls to answer questions and participate equally. Discourage attempts to separate boys and girls too often during activities.

Examine the curriculum for evidence of stereotypes or prejudices. Ask how girls, boys, men and women are portrayed in textbooks; or how persons with disabilities are represented.

Accept differences based on religious beliefs, cultural or social norms and traditions within the classroom, and be tactful in teaching students that the differences that define all of them are to be respected.

Avoid traditional gender roles whenever possible. For example, in a role-play with students, encourage girls and boys to play non-traditional roles.

For sport and other physical activities, be considerate of persons with disabilities; try not to have activities that would exclude anyone; rather, try to consider how everyone can be included, even if it means modifying the activity.

If thereare ground rules or a classroom agreement (see the Annex for a sample activity), make sure to have a statement about being treated equally and without discrimination.

Teaching about protecting oneself and others from harm The Mauritius Child Protection Act from 1994 (and amended in 1998) is legislation that helps protect children who may have harm caused to them


36

for a range of reasons. In particular, the Children Protection Act protects children from trafficking, abandonment, abduction, sexual offences, and protection from taking and distributing indecent photographs among other offences. The Children Protection Act defines conditions for the state to intervene if there are offences and to ensure the protection of children by mentors. Teachers have the responsibility to report any instance in which a child may be at risk, as defined by Article 11 of the Act:

Notwithstanding any other enactment where a medical practitioner, a dental surgeon or a teacher has reasonable ground to suspect that a child he is examining, treating or teaching, as the case may be, has been ill-treated, neglected, abandoned or otherwise exposed to harm, he shall immediately notify the Permanent Secretary of the Ministry of Gender Equality, Child Development and Family Welfare.

For students aged 11 to 13, the Children Protection Act is not a user-friendly document to read. As such, a more participatory approach to teaching about the Act is appropriate. Students can explore issues that are identified in the Act as offences. In particular, they can:

Understand what are defined as offences.

Understand what to do when they are the subject of an offence, or if

they know of other children who are subject to an offence.

Know what steps to take, as well as the steps the parents, the school,

the state, and mentors should take.

Know what to do to remain safe and feel secure.

Teaching HRE through Sports Sport for Development and Peace (SDP) and human rights education share a number of commonalities, including:

SDP and HRE foster the development of positive attitudes, empowerment, respect, inclusion, equality, and contribute towards the elimination of discrimination and racism.

SDP and HRE help promote gender equality.

SDP and HRE improve social cohesion and prevent and reduce violence and conflict.

Resource:

Appendix 9: Child Development Unit and Child Protection Act

(Mauritius)


37

SDP and HRE encourage critical thinking, cooperation, and experiential learning.

D. Integrating Human Rights Education in Specific Subjects

Within a school environment, fostering the active role children takes place across all subjects taught. As such, the content presented in this section identifies a range of school subjects from the Secondary Curriculum Framework in which teachers facilitate the integration of HRE core competencies related to knowledge, skills, and attitudes. The integration of human rights education in these subjects along with the teaching methodologies that reflect human rights values offer a holistic approach to human rights education in schools that facilitates the achievement of the HRE Curriculum framework‘s aims. Table 2 presents an overview of the HRE curriculum content in relation to the existing Secondary Curriculum Framework. The table lists subjects from the Secondary Curriculum Framework from Forms I to III. As previously mentioned, the age range for the HRE Curriculum is 11 to 13 year-olds. While this encompasses most students in Forms I and II, Table 2 also takes into consideration subjects taught in Form III, with the understanding that learning about human rights is a continuous process, and as the HRE Curriculum expands to other grade levels, the addition of Form III in this table will provide a solid underpinning for HRE in higher grades. How to read the table:

The first column lists the subjects in the Secondary Curriculum Framework from Forms I to III. The subjects are grouped together for all Forms; for example, Social Sciences are listed sequentially for Forms I to III. In the case of languages, English is presented, but the examples for integrating human rights education apply to all languages taught (English, French, and other languages).

The second column lists the level descriptors by subject, as described in the Secondary Curriculum Framework.

The third column lists examples of integrating human rights within existing lessons as well as additional lessons or projects about human rights that are linked to the level descriptors in the second column. These examples enable students to critically reflect on their learning through a human rights lens. Some of the examples require an additional investment in time, such as one classroom period or the time to create a project. The teacher, with the support of the Rector and Heads of Department, ultimately decides on the most effective way to use these examples within their curriculum.

The fourth column lists the HRE core competencies (for a brief description see Section 2.D; for the full list of competencies see Appendix 8) as they link to the level descriptors. A number of core competencies are repeated throughout the table to reflect the


38

holistic approach to achieving all competencies across different subjects.

How a teacher can use this table in their curriculum: In the four-step approach presented in Section 3.A (Plan, Link, Enhance, Evaluate), the Link and Enhance steps are of particular importance in using this table:

LINK: A teacher examines the suggestions for integrating HRE in their

subject as described in the HRE Curriculum Content in Secondary

School Subjects table in Section 3.D.

LINK: A teacher completes the “Integrating HRE into Lesson Plans” template found after the Annex to integrate HRE into their subjects.

ENHANCE: Once the links between HRE and a teacher‘s curriculum have been identified, the teacher puts into practice the suggestions to enhance their existing curriculum and to carry out, when feasible, some of the HRE activities in the Annex.


39

Table 2 HRE Curriculum Content in Secondary School Subjects

Subject Level Descriptors in the Sec. Curriculum Framework

Examples of integrating human rights or inclusion of additional lessons

HRE Core Competencies

Social Sciences Form I

Map Skills

Use an atlas to locate specific places and features (e.g. continents, oceans, countries, major cities, rivers, mountain ranges, etc.)

Social Studies Unit 1 Section 1.2 Reading Maps A supplementary activity to Activity 1.1 can be used to have students create their own maps and identify the enjoyment of human rights around them. For example: a school represents education, hospital represents the right to health, etc. Critical questions can be asked on how these rights are enjoyed by all in the community. Using mapping skills to create a map of their community strengthens knowledge of human rights in their surroundings and their ability to describe their environment from a human rights perspective. Beyond mapping their community, students can develop an understanding of human rights issues through the examination of national, regional or global maps, locating human rights issues in other countries as well. For example, world maps illustrating income levels or access to education.

Knowledge and understanding

Human rights and their enjoyment by children; human rights principles and children‘s rights principles of universality, equality and non-discrimination, gender equality, and participation.

Skills

Identify important human rights issues in relation to key areas of life for self and others (e.g., schools, family, community, professional, personal).

Ancient Civilisation Social Studies Unit 1 Section 1.3 The First Knowledge and understanding


40




Name and locate ancient civilizations on a modern world map.

Situate on a time line when ancient civilizations flourished.

Compare and contrast the organisation of society of any two ancient civilizations

Farmers Additional questions can be added to Activity 1.2 relating to the roles that men and women played in early nomadic life. A supplementary activity to Activity 1.2 can enable students to ask a parent or older relative to create a timeline of their lives and for students to draw comparisons with respect to the rights they enjoyed. Social Studies Unit 1 Section 1.7 Mesopotamia This section refers to the Sumerians‘ beliefs in many gods. Students can explore this more using ICTs and also compare with religious beliefs today, both in Mauritius and throughout the world. Critical questions can be around the importance of practising one‘s religion and respect for other religions and belief systems. Additional questions in Activity 1.7 on the use of irrigation and food production can link with human rights issues, in particular economic, social and cultural rights (such as the right to an adequate standard of living) and other rights specific to children (such as the right to the highest attainable standard of health as stated

The history and philosophy of human rights, including the origins of contemporary human rights with the creation of the United Nations as well as values and principles enshrined in the Commonwealth Charter.

Current and historical events in Mauritius and in the world that illustrate major human rights issues and movements.

Individuals and groups – past and present – who contributed to the upholding of human rights, in Mauritius and the world (famous as well as lesser known).

Attitudes and values

An active interest in human rights and justice-related themes.

Skills

Describe historical and contemporary political, legal,


41




in the Convention on the Rights of the Child). For example, the right to water was recently defined as a human right by the United Nations in 2011. What implications does this have for people without access to clean water? Further exploration can be done here on global and national access to water. Social Studies Unit 1 Section 1.8 Egyptian Civilisation Activity 1.9 on Egyptian society explores different groups in society, including labourers and slaves. Additional questions can be asked exploring who the slaves were, how they became slaves, what conditions they lived in, the type of work they did, and how Egyptian society changed over time. Comparisons can be made with historical events in Mauritian history, the history of the slave trade in Africa, as well as global examples of slavery, including modern-day slavery and its impact on civil and political rights. Activity 1.10 has a question on families in ancient Egypt; this can be explored further by asking the roles that different family members played at home. Also in this activity is a question

economic, cultural and social processes from a human rights perspective and using human rights language.

Distinguish between duty bearers and rights holders, and how they may overlap.

Identify human rights violations, including their root causes and consequences.


42




relating to women‘s rights. This can be explored further by asking more generally the rights of men, women, boys and girls. In relation to women‘s rights: apart from rights women enjoyed, what were some rights they were denied, and what other aspects of life, such as access to resources, were different between men and women, and what were the implications? Social Studies Unit 1 Section 1.9 The Indus Valley Civilisation Activity 1.15 has a question on comparisons between ancient town planning and planning in today‘s cities. This can be an opportunity to explore the importance of participation in today‘s societies to plan and how human rights, such as economic, social, and cultural rights are taken into consideration: access without discrimination to an adequate standard of living, access to water and electricity, green spaces, prevention of pollution, collection of waste disposal, etc. Social Studies Unit 1 Section 1.10 The Chinese Civilisation In this section as in others, some of the


43




statements can be explored further by students. For example, on page 23, it states that ―The rich people loved fighting enemies and hunting animals such as wolves, deer, tigers and elephants. At home they played music and told stories often in the form of short poems.‖ A statement such as this can raise questions about who the ―rich people‖ were and how they became that way, who their enemies were, if in fact they had a class of labourers or slaves as in other ancient civilisations, etc. On page 24, this can be addressed further by doing research on who ―rich‖ and ―poor‖ people were, and what were the differences in the enjoyment of certain rights, such as the right to rest and leisure, the right to work, the right to take part in cultural life, and freedom of expression. Activity 1.21 asks students to compare the belief systems of Taoism and Confucianism. Further exploration can be done to examine these religions and how they are represented in the world today. Social Studies Unit 1 Section 1.11 The


44




Americas In this section as in others, some of the statements can be explored further by students. For example, on page 28, it states that ―The Aztec society was divided into three groups: nobility, commoners, and slaves.‖ As is the case with previous sections, questions can be raised concerning the division of these groups, how they were formed, what life was like for each group, and what parallels can be made with Mauritian history.


Renaissance & Voyages/Discovery

List major developments during the Renaissance period.

Consider the importance of the maritime routes to the east.

Appreciate the contribution of the main explorers.

Pre-colonial Indian

Social Studies Unit 2 Section 2.1 The World Today In Activity 2.1, students are asked to make a list of ―developed, developing, and under-developed countries of the world.‖ This provides an opportunity for students to undertake research on the Internet to determine how different organisations adopt this type of wording. Also, this activity is an opportunity to ask where Mauritius situates itself among this classification, and what are the major conditions that lead to one country being less developed than another. How are the rights of citizens more or less respected in under-developed countries? What are some of the reasons why

See previous row.


45




Ocean

Discuss the Arab activities on the east coast of Africa.

Explain migration in Indian Ocean from South East Asia to Madagascar.

Identify cultural aspects of migration.

citizens migrate to another country (trafficking, seeking asylum or refugee status, conflict or war, etc.)? Social Studies Unit 2 in general Section 2 addresses key historical events that helped shape Mauritius and neighbouring regions. Within a human rights perspective, the establishment of the Silk Road, trade routes, and voyages of exploration had significant impacts on peoples‘ lives. For example, in Section 2.3.3 on page 40, a statement is made to the effect that ancient civilisations like the Maya, Aztecs, and Incas were destroyed with the arrival of Spaniards. Students can explore this further by examining how these civilisations were ultimately destroyed. Additionally, the impact of trade routes and exploration further contributed to changing economies, knowledge of new religions and beliefs, and practise of slavery, among other aspects.


Environmental Concerns

Show awareness that our natural environment is fragile and under threat.

Identify major global

Social Studies Unit 3

Many of the questions in this Unit directly link to human rights issues. For example, Activity 3.1 on page 54 asks questions on the importance of the four spheres to humans (lithosphere, hydrosphere, atmosphere, and biosphere). The


The belief that one person can make a difference in the world in promoting and protecting human rights and that an individual can work


46




and local environmental issues.

Identify and discuss some measures to deal with environmental issues.

rights to water and food, for example, can be explored further by examining the access, availability, and quality of water and food that people in Mauritius and around the world have. Other issues such as the impact of global weather patterns on agriculture or fishing in Mauritius can be explored, as can increasing pollution, measures to ―green‖ our lives, and the impact on the environment of different industries such as the tourist industry. Growing issues of concern related to environmental rights and access to food such as ―land grabbing‖ in Africa by corporate organisations and other countries purchasing land can be explored further. What are the responsibilities of corporations in respecting human rights? What responsibilities does a state have to protect citizens and ensure corporations respect human rights? When addressing environmental rights, an exploration of the ―three generations‖ of rights can take place: civil and political rights; economic, social and cultural rights; and collective rights, including the right to a healthy environment. These issues can be explored further in Social Sciences Form II, Environmental

collaboratively with others to make positive change over time.


Interest to work collaboratively with others to promote human rights locally and globally.


47




Concerns Unit 3.


Social Change

Define and explain change.

Identify ways in which change has occurred in society over the ages.

Identify factors that lead to change.

Identify positive and negative aspects of change.

Recognise that change is a normal process.

Provide different ways ofdealing and adjusting to change.

Unit 4 Section 4.1 Social Change Apart from listing social change as changes in ways people live, family, housing, and the type of work people do, social change can also be explored in relation to beliefs, religions, culture and traditions, gender roles between men, women, boys and girls, and many other factors. Furthermore, social change also results from people claiming their rights, such as the right to work (for example, equality between men and women in the workplace or the formation of unions), the right to adequate housing and health care, access to employment, and freedom of expression. Unit 4 Section 4.4 Factors Leading to Social Change Education, scientific advancement, and culture are listed as factors responsible for changes in society. With respect to culture, the driving force explained is through technological advancement. Apart from this, examples of multicultural and diverse societies, such as Mauritius, can be highlighted as examples where social change takes place.


The belief that one person can make a difference in the world in promoting and protecting human rights and that an individual can work collaboratively with others to make positive change over time.




48




Also, increasing gaps between rich and poor has widened other gaps, including access to technology and access to education. When examining the factors contributing to social change, students can use a human rights perspective to examine how social change can take on different meanings. Unit 4 Section 4.5 Aspects of Social Change Positive aspects are illustrated on page 77 as being the family and the use of technology, but other factors can be explored at this point that lead to social change, such as the role that governments play in providing services for its citizens by improving their lives, and the role non-governmental organisations provide in helping people enjoy and claim their rights. Negative aspects are listed as climate change, pollution, bad habits, deforestation and misuse of technology. Students can explore these issues further by, for example, examining the role of businesses in respecting human rights (say by not polluting the environment with chemicals, or not taking over a community‘s traditional land).


49




Social Sciences Form II

The Europeans in the Indian Ocean

Explain the discovery of the maritime route and its impact on Indian Ocean Trade.

Discuss the slavery system in Ile de France.

Explain the development of trade.

Social Studies Unit 1 As was the case with the Form I Social Studies textbook, examining historical events using a human rights perspective can be adopted in this unit. For example, on page 20 it is written that slaves were brought to the island to work. Students can reflect on the conditions the slaves lived in at the time, the reasons for slavery, the origins of those enslaved, and ultimately how things changed over time (including the anti-slavery movement and its impact on abolishing the slave trade). Modern day links can be made with the Universal Declaration of Human Rights, different international conventions that ban slavery (such as the Convention on the Rights of the Child and the African Charter on Human and Peoples‘ Rights), and examples of modern-day slavery. Slavery is further addressed in different parts of the textbook with a particular emphasis on pages 30 – 32. As an alternative way of presenting Activity 1.7 on page 31, students can either create artwork, a role-play or drama, or even a multi-media project such as a web page to illustrate the realities of the slave trade.


The history and philosophy of human rights, including the origins of contemporary human rights with the creation of the United Nations as well as Commonwealth values and principles enshrined in the Commonwealth Charter.


Individuals and groups – past and present – who contributed to the upholding and defense of human rights, in Mauritius, the region and the world (famous as well as lesser known).


50





Environmental Concerns

Show awareness of the impact of deforestation (including Madagascar).

Describe the impact of global warming.

Social Studies Unit 3 Unit 3 presents the environmental challenges that affect Mauritius and the world in general. This Unit is a good opportunity for students to examine the impact that humans have on their environment and what can be done to protect it. Many issues related to environmental degradation are human rights issues, such as:

Deforestation, which destroys ecosystems and affects the level of greenhouse gases in the atmosphere. Deforestation has also uprooted communities living in the same area for hundreds of years.

Access to water, which has recently been identified as a human right.

A changing climate contributes to erosion and other factors that affect agriculture and therefore affect the right to food.

An increase in natural disasters such as floods has also increased the number of climate refugees worldwide.

Large organisations such as transnational corporations are under increased pressure to respect human rights and the environment.

Skills





Interest to work collaboratively with others to promote human rights locally, regionally and globally.


51




These issues can be examined through existing international advocacy initiatives such as efforts by the Commonwealth to address the impact of climate change on small states.


Industrialisation While there are no specific level descriptors to highlight here, the Social Studies textbook does examine the issue of urbanisation and housing problems (pages 106-107). Links can be made here with modern issues of urbanisation and the rights of those living in slums. Life expectancy (addressed in Section 4.7) can be explored further by students researching facts available from the Commonwealth and the United Nations. In particular, information related to life expectancy is presented in the UN‘s Human Development Report. More broadly, the Commonwealth Youth Development Index has information related to health and wellbeing (among other indicators) for 170 countries around the world. Additional issues in Unit 4 can be explored further to address human rights perspectives. For example, in Activity 4.16 on page 124, part of an activity is to ―Write a small paragraph to explain the change in the role of women,‖ which

See previous row.


52




is something that can and should be more fully addressed.


Role of Media in Contemporary Society

Identify the different types of media through the ages.

Identify the functions of media.

Identify the impact of media on the individual and society.

Develop awareness of the ethical issues in the use of media.

Identify the legal implications of misuse of the media.

Social Studies Unit 5 Unit 5 provides the opportunity for students to examine how they identify, assess, and use mass media such as new technologies. In particular, students can explore:

How they find information on the Internet and how they critically examine it.

How they can use new technologies to learn more about human rights.

How new technologies are being used to inform and enable users to help protect and respect human rights (such as campaigns to raise awareness of children‘s rights, relating to education, health, clean water, ending violence against children from organisations like UNICEF or Save the Children).

What rights children have on the Internet (such as the freedom of expression or the right to privacy), how to ensure safety online and protection from cyber bullying on social media sites like Facebook and Twitter.

Skills

Locate information and sources on human rights relevant to one‘s personal and academic needs and interests, including use of information and communication technologies (ICTs).

Social Sciences Form III

There are presently no level descriptors on the United Nations, however

Unit 4.10 The United Nations Organisation This unit examines the historical perspective of the formation of the United Nations, and makes

Knowledge and Understanding

The history and philosophy of human rights, including the


53




it is addressed in Form III Unit 4.

little reference to rights. Additional activities to support this relate to:

Knowledge of and ability to describe the Universal Declaration of Human Rights, with questions relating to basic rights, how they are or not enjoyed in Mauritius and elsewhere, the responsibility of states to uphold rights, and the means for rights-holders to claim and defend rights.

Knowledge of the Convention on the Rights of the Child (activity in the Toolkit).

Activities using different learning approaches to children‘s rights (such as use of art and theatre).

Mock United Nations assembly activity in which students represent different countries and discuss human rights issues commensurate to the 11-13 age group (see the Toolkit).

―Human rights calendar‖ activity that labels different days throughout the year symbolising human rights-related days.

origins of contemporary human rights with the creation of the United Nations as well values and principles enshrined in the Commonwealth Charter.

International and regional human rights instruments. Basic instruments include the Universal Declaration of Human Rights, the Convention on the Rights of the Child, the African Charter on Human and Peoples‘ Rights (including the Protocol on Women‘s Rights), and the African Charter on the Rights of the Child.

National protection mechanisms, in particular the Child Protection Act and the National Human Rights Institution.

The evolving nature of the international human rights system and the on-going development of human rights in all parts of the world linked


54




with progress and challenges in advancing freedom, equality, justice and dignity.

The relationship between human rights and other social and development issues such as democracy, peace and security, economic and human development and globalisation.

English* – Listening * The level descriptors are for English Language. However the examples of integration apply equally to all languages taught in school.

Form I Students listen to short and simple texts on familiar topics or topics of interest with literal understanding. Form II Students listen with comprehension and recall the gist as well as important details with more confidence. Form III Students can listen more

In general, the texts chosen to read to develop listening skills can either have a specific human rights focus or include elements that enable students to raise human rights-related questions. For example, there can be texts to read on the following topics:

Historical texts that explore issues such as slavery.

Texts referring to current issues such as land and water conservation, refugees, education, health, and other human rights issues.

Stories that explore children rights issues relevant to Mauritius and the region.

Texts that explore different gender roles in society in Mauritius and how they have

Skills

Describe historical and contemporary political, legal, economic, cultural and social processes from a human rights perspective and using human rights language.


55




extensively to a wider range of speakers and different topics. […] They are able to relate and compare information from different sources on the same issue.

changed over time.

Stories that explore interactions of people from different cultural backgrounds that foster respect and understanding.

Stories that explore inclusion, for example the inclusion of children with disabilities in school activities.

With respect to existing texts or stories that teachers use, students can raise issues related to human rights, for example:

Stories that portray men, women, boys and girls in stereotypical gender roles. What would happen if the roles were reversed?

News reports (such as radio and television) and social media (such as YouTube) that provide students with information. Is the information at times biased, and if so, how do students critically reflect on what they are listening to? What responsibilities do media organisations have in presenting human rights issues?

English – Speaking

Form I Students express themselves on topics of interest in simple terms and structures.

In general, the level descriptors for speaking relate to human rights competencies in which students can verbally express themselves using human rights language. Examples of this include:

Identifying basic rights such as education,

Skills

Describe historical and contemporary political, legal, economic, cultural and social processes from a human rights


56




Form II Students speak with more ease and on a wider range of topics. Form III They can elaborate and express their views on a variety of topics. They can also justify their stand with relevant arguments.

access to health, freedom of expression, or freedom to practice one‘s religion as human rights instead of needs.

Expressing rights that are particularly relevant to children, such as the right to participate and express one‘s opinion.

Expressing responsibilities related to rights, such as the responsibility to respect the enjoyment of another person‘s rights.

Using language that reflects respect for others, that is inclusive, and non-discriminatory.

Using language that fosters respect and understanding

Students should also be able to:

Express themselves on a range of human rights-related issues.

Express their opinions and respect others in cases of conflicts at school, and use respectful language in resolving such conflicts when they arise.

perspective and using human rights language.

English – Reading

Form I They develop growing familiarity with […] newspaper articles and

As is the case with level descriptors related to listening, reading skills as they relate to human rights can be strengthened by making use of texts that are about human rights issues.

Skills

Describe historical and contemporary political, legal, economic, cultural and social


57




diary entries, and grasp the gist of these texts. Form II […] They link ideas in the text with prior knowledge and personal experience more extensively. Form III Students demonstrate increased literal and critical understanding. […] They understand that writings reflect certain ideologies and cultural constructs.

However, teachers should ensure that the language of texts used is appropriate to their reading level. For example, the complete text of the Convention of the Rights of the Child is not a simple text for 11 year-old children to read. There exists ―child-friendly‖ or simple language version of human rights standards like the CRC and the Universal Declaration of Human Rights.

processes from a human rights perspective and using human rights language.

English - Writing

Form I […] They write for different purposes and audiences in situations directly related to personal experience [...]. Their writing is generally coherent and includes adequate and relevant

The development of writing skills in relation to human rights focuses on the use of human rights language, as is the case with reading and speaking skills. In other words, students:

Write about human rights issues citing international standards.

Write using language that is non-discriminatory, inclusive, and respectful of others.

Skills



58




information obtained from different sources, e.g., Internet, encyclopaedia. Form II […] The genres they produce vary from diary entries to simple summaries, brief reports, etc. […] Relevant information is selected from different sources e.g., magazines, the internet and the news. It is paraphrased, summarised or synthesised as required. Form III […] Students display critical thinking skills by presenting arguments with adequate support or justification when required.

Describe in writing how rights can be more fully enjoyed, claimed, respected and protected. For example, writing letters or developing campaigns to claim rights.


59




Mathematics – Algebra

Form I

Formulate simple equations and word problems involving simple equations.

Form III

Translate word problems into algebraic expressions and equations.

Recognise and represent number patterns.

With respect to algebra, and more generally with word problems in mathematics, teachers can create problems that have human rights-related content. For example, word problems on:

Consumption of food and water per capita in Mauritius and different parts of the world.

Literacy rates, school enrolment rates or other statistics in Mauritius, regionally and globally.

Knowledge and Understanding

Current and historical events in Mauritius, in the region and in the world that illustrate major human rights issues and movements.

Skills



Mathematics – Statistics and Probability

Form III

Construct ungrouped frequency table.

Construct charts and pictograms.

There is a large amount of quantitative data available related to human rights indicators, such as a database from the United Nations on the progress of the Millennium Development Goals (MDGs) and targets from the new


Human rights and their enjoyment by children; human rights principles and children‘s rights principles of


60




Find mode, median and mean.

Record outcomes.

Draw possibility graphs.

Interpret charts and graphs.

Sustainable Development Goals (SDGs). Older children in the 11-13 age group can make use of such statistics to explore human rights issues such as poverty, maternal health, or access to primary education. Younger children in this age group can construct frequency tables and charts by creating surveys on human rights-themed topics, such as the amount of play spaces in their community (right to rest and leisure) or cleanliness of their environment. Examples of violations in other countries, and of student-initiated projects around the world to address violations and improve access to rights can help reinforce students‘ knowledge through their own research, as well as their sense of responsibility, participation, and positive attitudes and values.

universality, equality and non-discrimination, gender equality, and participation.

Skills

Identify steps required to communicate concerns and identify remedies related to child protection issues.

Science – The Environment

Form I

Develop an understanding of how humans depend on others.

Form II

State the importance of food chain and food web.

The intersection of human rights and the environment offer a number of opportunities for students to explore (see also the Social Sciences section earlier in this table). In particular, the effect that humans have on the environment such as the use of land and water to meet our needs, the impact of human-made constructions such as hydro-electric dams that can impact communities and their rights to live in a healthy and safe environment, the impact of pollution

Attitudes


An active interest in human


61




Explain the effects of human activities on the environment.

Show understanding of the impacts of human activity on the environment.

Demonstrate knowledge of different types of pollution, their effects and prevention.

Form III (biology)

Formulate alternative ways of using ecological systems.

and urbanisation on our health, etc. When exploring solutions to environmental problems and alternate ways of using ecological systems, students can link environmental issues with human rights issues.

rights and justice-related themes.


Science – Sustainable Living, Use of Resources

Form I

Develop an understanding of the need for protection of the environment and the conservation of nature and its resources.

Form II

Explain how the choice

See the previous section on the environment. See previous row.


62




and use of renewable energy sources protects our environment.

Science – Health and Safety

Form I

Compare some communicable (e.g. HIV/AIDS) and non-communicable diseases.

Form II

State that the quality of the environment has an effect on health.

Show an awareness of the importance of a clean environment for healthy living.

Form III (biology)

Assess the impact of communicable/non-communicable diseases on the socio-economic development of the

Examining communicable and non-communicable diseases with a human rights perspective gives students (particularly older ones) the chance to more profoundly look at issues of discrimination and access to health services for persons diagnosed with diseases, such as HIV/AIDS or Ebola. Related to this are examples of human rights activism that demonstrate how campaigns can help reduce stigma and discrimination and provide greater access to health care for those with diseases. The impact of the environment on non-communicable diseases (such as respiratory diseases) can also be explored in relation to health rights and an adequate standard of living.

Attitudes

Attitudes of empathy towards others.

Appreciation of students‘ roles and responsibilities in relation to the enjoyment of human rights and respect for human dignity.

Acceptance and respect for persons of different race, colour, language, age, disability, sex, sexual orientation, religion or belief, political or other opinion, national, ethnic or social origin, property, birth or other status, with implied awareness of one‘s own inherent prejudices and biases and endeavouring to overcome these.


63




country.

Science – Science and Technology

Form I

Assess the impact of science and technology on our everyday life.

Form II

Explain ethical problems associated with the applications of science and technology in our everyday life.

A number of questions related to scientific and technological discoveries can be asked with a human rights perspective, including7:

Overall, has [a specific] technology had a positive or negative effect on human rights? How?

In what ways does [a specific] technology strengthen human rights? For whom?

In what ways does [a specific] technology weaken human rights? For whom?

Does the effect of this technology differ for different groups of people, based on their class, gender, race, disability, age, or geographic location?

Does access to technology differ for different groups of people, based on their class, gender, race, disability, age, or geographic location?

Does this technology create any human rights conflicts (e.g., one person‘s right to privacy vs. another‘s right to information)?

Which article(s) in the Universal Declaration of Human Rights (UDHR) guarantees members of society the right to benefit from scientific knowledge and discoveries? What is the role

Attitudes


Openness to reflecting and learning so as to improve personal behaviours in ways reflective of human rights principles.

Interest to work collaboratively with others to promote human rights locally, nationally, regionally and globally.


64




of UNESCO in guaranteeing the right to benefit from scientific knowledge and discoveries?

How does the Commonwealth help promote scientific knowledge and discoveries?

As far as activities related to human rights, students can research historical events in which scientists were victims of human rights abuses, or research examples of scientific discoveries and technological innovations that helped or hindered the enjoyment of human rights.

Technology ICT Design and Technology Home Economics

Technology Form II

Show understanding of ethical and social issues related to the use of ICT.

Home Economics Form I (Family)

Identify roles of families in society.

Practise skills by which students can contribute to their

For Technology: The use of ICT (such as Facebook and Twitter and other social media children have access to in Mauritius) raises human rights issues that can be discussed with the 11-13 year-old age group, such as:

Understanding online privacy.

Identifying cyber bullying, cyber-stalking, and cybercrimes.

Identifying ways to remain safe and secure online.

Being able to critically analyse information, facts, and opinions online.

Many of the Home Economics level descriptors

Skills

Identify important human rights issues in relation to key areas of life for self and others (e.g., schools, family, community, professional, sports field, and personal).

Evaluate information sources and recognise points of view, prejudice and reliability.

Identify and use strategies for opposing all forms of discrimination, including bullying.


65




own family activities.

Demonstrate behaviours that build positive relationships at home, in theclassroom and society.

Form II (Family)

Demonstrate an understanding of the roles of the family within various societies.

Gain an understanding of the importance of the family unit to the wellbeing of individuals and the global society.

Form III (Growing up)

Describe types of conflict, conflict response styles, conflict resolution and mediation.

directly support human concepts of the HRE Curriculum, such as inclusion, diversity, and equality, particularly gender equality. Many of the level descriptors support the attitudinal changes described in the HRE core competencies.


Attitudes



Acceptance and respect for persons of different race, colour, language, age, disability, sex, sexual orientation, religion or belief, political or other opinion, national, ethnic or social origin, property, birth or other status, with implied awareness of one‘s own inherent prejudices and biases and endeavouring to overcome these.

Openness to reflecting and


66




Form II (First aid/hygiene)

Demonstrate the ability to advocate personal and family health.

Describe ways to keep your home environment clean.

Explain how to dispose of waste properly.

Form III (First aid/hygiene)

Demonstrate the ability to advocate personal, family health and community health.

Form III (Clothes and style)

Discuss the different ethnic styles of clothing representing the different communities in Mauritius.

learning so as to improve personal behaviours in ways reflective of human rights principles.


67




Health (Home Economics) Physical Education

Form I

Act responsibly to protect their own rights and feelings and those of other people, in relation to bullying, gender stereotyping, cultural differences and fair play, during play and games.

Form II

Demonstrate an understanding of the rules of games and their application during play.

Form III

Actively participate in community activities to inform people about their rights and responsibilities as citizens.

Additionally, there are level descriptors focused

As is the case with the level descriptors for Home Economics, the level descriptors for Physical Education strongly support the human rights concepts and competencies reflected in the HRE Curriculum. Furthermore, these descriptors also support any activities from the Sports for Development and Peace programme. Examples of such activities are:

Sports or physical activities to help raise awareness in the community around a cause, such as a walk to help raise awareness about women‘s rights.

Boys and girls participating in sports that help break down gender stereotypes.

Participation in sports and physical activities that are inclusive of students with disabilities.

See previous row.


68




on:

Positive personal and societal attitudes and values.

Interpersonal skills and conflict resolution.

These level descriptors support not only the concepts that frame the HRE Curriculum but also any Sports for Development and Peace activities.


69




The Arts Visual Arts Music Drama Dance

Generally speaking, a number of level descriptors refer to students‘ ability to understand and appreciate different forms of visual arts, music, drama and dance from a range of societies and cultures in various historical contexts.

Various forms of art are an instrumental way for students to express their knowledge, attitudes and values with respect to human rights issues, and as such should be encouraged by teachers. Opportunities for this can be:

Students expressing their understanding of different rights using illustrations.

Students writing and/or acting in a role-play or drama set around a human rights issue.

Students singing or dancing to songs that represent different cultural and societal origins. These can take place, for example, during National Day (March 12) or other days with human rights themes, such as Universal Children‘s Day (November 20).

A day of cultures where students can bring items of food relevant to their cultures to schools for sharing and learning with others.



Human rights as a values framework and its relationship with other ethical, religious and moral value frameworks.




Acceptance and respect for persons of different race, colour, language, age, disability, sex, sexual orientation, religion or belief, political or other opinion,


70




national, ethnic or social origin, property, birth or other status, with implied awareness of one‘s own inherent prejudices and biases and endeavouring to overcome these.

Skills



HRE in Schools in Mauritius Teacher’s Toolkit DRAFTNovember 2015

71

Annex: Human Rights Education Activities This section contains a number of standalone, classroom-based human rights activities for students in Forms I to III.

For the most part, the activities take between one and two class periods (assuming a class period time of about 35 minutes).

The activities are suitable for students from Form I to III, but are sometimes adaptable for younger or older students.

The activities are well suited for Social Sciences classes, but can also be used in other subjects taught, such as English or other languages, or Sciences.

The activities work well for class sizes between 20 and 30 students. If there are more students than this, then the teacher needs to be creative to ensure that everyone benefits. Some activities include tips for working with large groups creatively.

Each activity is structured in the following way: Title: This is the title of the activity. Learning outcomes: Each activity has one or more student-centered objectives. Keeping in mind the HRE core competencies of knowledge and understanding, attitudes and values, and skills, the activities typically emphasise one or more of these types of competencies. Summary: A brief description of the activity. Level: The activities are not divided according to Grade level (Form I to II), because they can be readily adapted to be appropriate for the age range of children in those grades. Rather, the activities are classified according to level of complexity. There are three levels:

Level 1: This is the simplest level. The activity is straightforward, participatory, usually asks students to accomplish one task and reflect on it.

Level 2: This is an intermediate level activity. The activity can have multiple steps for students to go through, with a range of discussion questions that enable them reflect deeply on the human rights issues identified through the activity.

Level 3: This is the most complex type of activity. This activity has multiple steps, may require a fair amount of preparation on the part of the teacher, can raise issues that can at times be quite sensitive and controversial, may extend for more than one period and could be followed up with additional actions at a later date.

Concepts: A list of one or more main concepts illustrated by the activity.


72

Time: The average time for the activity. Resources: The material needed for the activity. Steps: The steps to undertake the activity. Reflection: A discussion period after the activity to enable students to express what they felt about the activity, whether or not they liked it, what they learned from it and how they will apply their learning in practice. Tips: Suggestions for adapting the activity and how to follow up with the activity. Before you start:

Read through all the activities and select the ones you think would be most appropriate for your students.

Identify when you could add these activities to your curriculum, and what impact adding them will have on the rest of your scheduled lessons.

Cooperate with other teachers to get their feedback on the activities.

Coordinate with other teachers and the school principal to make sure the activities you have chosen are/are not repeated in different classes by other teachers. Coordination is key!

Make sure you create a safe learning environment. Talking about human rights issues can at times raise sensitive or uncomfortable questions and a teacher should be prepared. Make sure the students know what each activity is about, and use your judgement to gauge the appropriateness of each activity.


73

Activity Title Description Key concepts Page

1 Classroom

Agreement

Students create a

classroom agreement of

rights and responsibilities.

Participation

Responsibility

2 Rights in Our

Community

Students explore human

rights in their community

through maps they draw.

Participation

Responsibility

3 Human Rights

Calendar

Students create a calendar

of human rights related

events.

Participation

4 Learning about the

UDHR

Students draw their interpretation of one article from the UDHR.

5 Human Rights

Heroines and Heroes

Students explore the

accomplishments of

national, regional and

international human rights

heroines and heroes.

Gender

Diversity

Equality

6 Getting to Know the

Community

Students interview

someone in the

community.

Inclusion

Diversity

Gender

7 Draw It Right Students draw pictures

depicting human rights.

Participation

8 The World I Want Students explore what an

ideal environment would

look like where all rights

are enjoyed.

Diversity

Inclusion

Equality

9 Bullying Scenes Students examine

different solutions to

bullying scenarios.

Responsibility

Diversity

Inclusion

10 Front Page Students create the front

page of a newspaper

profiling human rights

issues.

Diversity

Equality

11 If the World Were

100 People

Students explore global

human rights issues.

Equality

Gender

Diversity

12 United Nations

Simulation

Students simulate a United

Nations meeting.

Participation

13 Human Rights Mime Students use mime in small groups to explore

Participation


74

different ideas about human rights.

Inclusion

14 Our Beliefs Students compare

different beliefs and

religions.

Diversity

15 Sports and

Everything

Students respond to

statements about sports

and human rights.

Equality

Gender

Inclusion

16 Human Rights

Squares

Students play a variation

of the game bingo.

Participation

17 Human Rights

Temperature of Our

School

Students evaluate how

human rights friendly their

school is through a

questionnaire.

Participation

Responsibility

18 Where Do You Stand? Students stand up for their opinions on different rights.

Participation

19 Making Our Way to

New Mauritius

Students develop a set of

rights that apply to a new

planet.

Participation

Inclusion

Responsibility

The activities presented in this section are largely adapted from existing sources of human rights education guides or toolkits. For the most part, these guides or toolkits are focused on non-formal learning environments, so the activities have been adapted to be suitable for classroom use. For additional ideas for activities, please consult the following documents:

Organisation

Resource Where to find it

Commonwealth Secretariat and Equitas – International Centre for Human Rights Education

Human Rights Training for Youth Trainers

To be published.

Council of Europe

Compasito: Manual on Human Rights Education for Children

http://www.eycb.coe.int/compasito/

Council of Europe

Compass: Manual for Human Rights Education for Young People

http://eycb.coe.int/compass/

Equitas – International Centre for

Play It Fair! And Speaking Rights

www.equitas.org



http://eycb.coe.int/compass/

http://www.equitas.org/


75

Human Rights Education

UNESCO Teaching Respect for All http://unesdoc.unesco.org/images/0022/002279/227983E.pdf

UNESCO Global Citizenship Education: Preparing learners for the challenges of the 21st century

http://unesdoc.unesco.org/images/0022/002277/227729E.pdf

United Nations, Office of the High Commissioner for Human Rights

ABC - Teaching Human Rights: Practical Activities for Primary and secondary Schools

http://www.ohchr.org/EN/PublicationsResources/Pages/TrainingEducation.aspx

United Nations Relief and Works Agency (UNRWA)

HRCRT Teacher Toolkit http://www.unrwa.org/sites/default/files/full_toolkit_english.pdf






http://www.unrwa.org/sites/default/files/full_toolkit_english.pdf

http://www.unrwa.org/sites/default/files/full_toolkit_english.pdf


76

Activity 1: Classroom Agreement Concepts:

o Participation o Responsibility

Summary: Students create a classroom agreement of rights and responsibilities that all should respect for a positive learning environment.

Learning Outcomes:

o To identify rights and responsibilities contributing to a healthy classroom environment.

o To participate in the creation of a set of rules and responsibilities for the classroom.

Level: 2

Time: One class period

Resources: Chalk and board, flipchart and markers, pencils and paper.

Steps:

1. Explain to the students that they will create a ―classroom agreement‖ that lists the way they should behave in class. Begin by exploring their understanding of rules and responsibilities in the classroom. Ask them to name rules they are familiar with and to express them in a positive way using ―I have the right to…‖ at the start of each rule. For example, ―I have the right to be treated fairly,‖ or I have the right to express my opinion.‖

2. Once children are familiar with creating positive statements, divide them into small groups of four or five. Ask each group to:

a. Write on a piece of paper three or four rules they all agree on. All group members must agree on every rule.

b. Begin each rule with ―Everyone has a right to…‖ For example, ―Everyone has a right to participate.‖

3. Bring the whole group together and ask each group to present their rules. Record them in the RIGHTS column in a table such as the one below.

4. Ask the children to group similar rights together and agree on a final list of rights.


77

5. Ask the group to identify responsibilities to make sure everyone enjoys these rights. Complete the RESPONSIBILITIES column in the table using language such as ―I have the responsibility to…‖ or ―I should…‖

6. Once the agreement is complete, ask children if they agree on the list.

a. Are they willing to respect the rules they made themselves?

b. Who is responsible for making sure the rules are respected?

c. What happens when someone does not respect a rule?

Our Classroom Agreement

RIGHTS RESPONSIBILITIES

Everyone has the right to express their opinion. Everyone has the right to feel safe in class. …

I have the responsibility to let others express their opinions. I have the responsibility to keep others from harm. …

Reflection: Have a large group discussion with the students on their impressions of this activity. Use the following questions as guidelines:

o How did you like this activity? Did you enjoy making the rules yourselves?

o Was it easy to come up with the rules?

o Did you learn anything from this activity?

o What rules do you have in your life?

o What responsibilities do you have? Who gave you these responsibilities?

Tips:

o This activity is best done at the start of the school year in order to establish a healthy classroom environment.

o When there are conflicts in the class, try to refer to the agreement to resolve them.

o If possible, try to provide students with their own copy of the agreement.

o Try to coordinate with other teachers who teach the same students and make sure the activity is not repeated with the same students.

o To go further: If there is additional time available, have students read through simple language versions of the Universal Declaration of Human


78

Rights or the Convention on the Rights of the Child. Have students identify rights in either of these texts that reflect some of the same rights and responsibilities in their agreement. For example: The right to express an opinion: UDHR Article 19, CRC Article 12.

Sources: Compasito – Manual on Human Rights Education for Children, ―A Constitution for Our Group,‖ p.56-59. ABC of Teaching Human Rights: Practical Activities for Primary and Secondary Schools, ―Classroom Needs,‖ p.42. UNRWA, HRCRT Teacher Toolkit, Our Classroom Agreement, p. 75.


79

Activity 2: Rights in Our Community Concepts:

o Participation o Responsibility

Summary: Students draw a map of their neighbourhood and explore how human rights issues are within the community.

Learning Outcomes:

o To link children‘s environments with human rights.

o To practise mapping skills.

Level: 2

Time: Two class periods

Resources: Sheets of paper, markers or colouring pencils, list of rights.

Steps:

1. Divide the children into four or five small groups. Provide each group with drawing paper and coloured pencils.

2. Ask children to describe their community (the area surrounding the school). Ask them to describe the buildings, the places where people shop, where people go to rest, play or spend time with the family.

3. Ask the children in each group to draw together a map of their community. They should include places that are important to them, such as their home, play areas, the school, the market, etc.

4. Once all the groups have completed their maps, ask the children to analyse their maps from a human rights perspective. What human rights do they associate with different places on the map? For example, if one group drew a place of worship, then that corresponds to the right to practise a religion; the school would be the right to education. Ask the children to identify places on their maps that correspond to the rights they know.

5. Each group presents their map to the entire class. Reflection: Have a large group discussion with the students on their impressions of this activity. Use the following questions as guidelines:

o How did you like this activity?

o Did everyone in your group agree on the things to draw on your map?

o Did you know about all the rights that were mentioned in this activity?


80

o How are the maps the same? How are they different?

o What can we do to make sure that everyone‘s rights are respected in our community?

o Are there people in our community whose rights are not fully respected?

o What happens in our community when someone‘s rights are not respected?

o Are there places or organisations in our community where people take action to protect human rights?

Tips: o Be prepared for the human rights students will link with the community.

Here are some basic ones:

Right to education: school

Right to rest and leisure: playground/sports-field

Right to practise a religion: mosque, church, temple, etc.

Bus station: freedom of movement

Radio station: freedom of expression

Homes: right to a family, right to privacy, right to an adequate standard of living, right to marry, etc.

o This activity assumes that students are somewhat familiar with human rights. However, they may still need some assistance in connecting everyday places with rights, for example the grocery store with an adequate standard of living.

o This activity has a very positive message: we enjoy rights everyday in our own neighbourhood. You may want to discuss the presence of violations (or rights not being respected) on a different day.

o Be sensitive to children who may have been victims of human rights violations, or whose parents, other relatives or friends may have been victims.

o Some young children may have little experience either drawing or reading a map, so you may want to draw an example on the board beforehand. For example, you could draw a map of the school grounds.

Sources: UNRWA, HRCRT Teacher Toolkit, Rights All around Me, p. 110. Compasito – Manual on Human Rights Education for Children,―Putting Rights on the Map,‖ Activity 22. Play It Fair! Human Rights Education Toolkit for Children, ―Where I Live.‖


81

Activity 3: Human Rights Calendar Concept:

o Participation

Summary: Students create a calendar of human rights-related days.

Learning Outcomes:

o To raise general awareness about different rights.

o To develop planning skills. o To identify human rights-related days

throughout the year and the individuals, groups, and rights these days recognise.

Level: 1


Resources: Chalk and board, flipchart and markers, coloured pencils and paper. Simple language version of the UDHR (see Appendix 1). One copy for each child of the handout: Special Days to Remember and 12 copies of the handout: Monthly Calendar Sheet.

Steps:

1. Explain to the children that they are going to make a calendar showing special days throughout the year to celebrate human rights.

2. Discuss with the children what human rights are and that there are also special rights for children. Ask the children to name the rights they know and add some more of your own to help them.

3. Ask the children if they know of any special days to celebrate human rights or children‘s rights. Ask for other holidays or special days and ask them to relate these days to human rights (for example, Ramadan can be linked to Art. 18 of the UDHR on freedom of religion). List all the days on the board.

4. Distribute the handout: Human Rights Days to Remember to each child. Tell them that they will place these days in a monthly calendar and display the calendar in class. If you are teaching younger children, consider simplifying the handout to make it more appropriate for their grade level.

5. Divide them into small groups and distribute a total of 12 copies of the handout: Monthly Calendar Sheet. The number of small groups depends on the size of the class. For example, you can divide them into four small groups and each group is assigned three months. Be careful on how you divide the groups, because not all months have the same number of human rights days.

6. Explain the instructions:


82

a. Put in the dates for each month. b. Write the names of the important dates in each month and decorate the

square(s) to make the date stand out. The decoration should be linked to the date celebrated.

7. When the children have completed all the months, display the entire calendar on the classroom wall.

Reflection:


o What did you learn about the calendar? What did you learn about human rights?

o How will you celebrate the days in your classroom? Within the school, and with your family and friends?

o Do you have a favourite human rights day? If yes, which one?

o Discuss to what extent the rights are realised in their school or community.

Tips:

o Plan activities to celebrate the days in the calendar. The United Nations usually releases press releases for many of the days in the calendar. You can also find suggestions for activities on the Internet by typing the name of the day in a search engine along with the words ―lesson plans‖ or ―activities.‖

o Children can add additional days on the calendar, such as each child‘s birthday. Other days such as the school parliament elections can be highlighted.

o There may be local organisations that focus on some of the rights in the calendar, for example environmental organisations or organisations promoting women‘s rights. Invite staff members from these organisations to your class to explain the work they do to realise human rights.

o For younger children, you may decide that not all days in the handout are necessary; for older children you may want to include additional days. Identify the ones you find most appropriate for your age group.

o For older children, consult the second edition of Compass: Manual for Human Rights Education with Young People (2012) for additional days to celebrate.

Sources: Compasito – Manual on Human Rights Education for Children, ―A Human Rights Calendar,‖ p.60-63. UNRWA, HRCRT Teacher Toolkit, Human Rights Calendar, p. 79.


83

Handout: Human Rights Days to Remember

Date Commemoration Reason to celebrate

January 27 Holocaust Memorial Day

Established in 2005 by the United Nations to honour the victims of the Nazi era.

February 1 Abolition of Slavery Day recognised by Mauritius for the abolition of slavery. There is an international day to recognise the abolition of slavery (December 2).

March 8 International Women‘s Day

This is a global day celebrating the achievements of women past, present, and future. The first International Women‘s Day was celebrated in 1911.

Second Monday in March

Commonwealth Day

Commonwealth Day is an opportunity to promote understanding on global issues, international co-operation and the work of Commonwealth organisations, which aim to improve the lives of citizens.

March 12 National Day This is the day to celebrate independence in Mauritius.

March 21 International Day for the Elimination of Racial Discrimination

This day has been recognised by the UN since 1966 as a way to raise awareness about racial discrimination.

March 21 World Poverty Day Declared by UNESCO in 1960, this day is to raise awareness on poverty issues around the world.

March 22 World Water Day This day began in 1993 as a way to recognise the importance water plays in development and the well-being of people everywhere.

April 6 International Day of Sport for the Development of Peace

Proclaimed in 2013 by the UN. This date also marks the opening of the first modern Olympic Games in Athens in 1896.

April 7 World Health Day First declared by the World Health Organisation in 1950, this day is to raise awareness of needless suffering and the importance of promoting good health.

April 22 Earth Day The first Earth Day was celebrated in 1970 and aims to promote awareness of climate issues and ways to protect our planet.


84

May 1 International Worker‘s Day

This is a celebration of workers.

May 8 World Red Cross and Red Crescent Day

This day recognises the work of the Red Cross and Red Crescent Societies.

May 15 International Day of Families

Declared in 1993 by the UN to raise awareness of family issues.

May 17 World Information Society Day

Proclaimed by the UN in 2005 to highlight the impact of new technologies.

June 5 World Environment Day

Established in 1972 by the UN to raise awareness of the environment.

June 12 World Day against Child Labour

Declared by the International Labour Organisation in 2002 to raise awareness against child labour.

June 16 International Day of the African Child

Declared in 2000 by the Organisation for African Unity (renamed the African Union) as a means to recognise the importance of educating African children.

June 20 World Refugee Day Declared in 2000 by the UN to recognise the plight of refugees around the world.

June 21 World Peace and Prayer Day

First organised in 1986, this day recognises the importance of peace and prayer among many religions of the world.

July 11 World Population Day

Begun in 1989 by the United Nations Development Programme (UNDP) to raise awareness about population issues.

July 18 Nelson Mandela International Day

The UN declared this day in 2009 in recognition of the former South African president‘s commitment to peace and freedom.

August 12 International Youth Day

Declared in 1999 by the UN to raise awareness of youth issues.

August 19 World Humanitarian Day

Declared by the UN in 2008, this day recognises the importance of humanitarian aid workers.

August 23 International Day for the Remembrance of the Slave Trade and its Abolition

Day designated by UNESCO to recognise the transatlantic slave trade.

September 8

International Literacy Day

UNESCO declared this day in 1966 to raise awareness of literacy.

September 15

International Day of Democracy

Proclaimed by the UN in 2007.

First Monday in

World Habitat Day First observed by the UN in 1986, this day is to raise awareness of issues


85

October related to the state of our cities and towns.

October 1 International Music Day

Initiated in 1975 by the International Music Council to appreciate music.

October 1 International Day of Older Persons

Declared by the UN in 1990 to raise awareness about issues affecting the elderly.

October 2 International Day of Non-Violence

Declared in 2007 by the UN to recognise the importance of non-violence in our societies. It also marks the birthday of Mahatma Gandhi, leader of Indian independence.

October 5 World Teachers‘ Day

Established in 1994 to recognise the important role teachers play in our societies.

October 16 World Food Day Declared in 1979 by the UN to raise awareness of global food problems.

October 21 African Human Rights Day

Recognised as the day the African Charter was adopted in 1986.

October 24 United Nations Day Declared in 1947 to recognise the signing of the Charter of the UN.

November 2 Arrival of Indentured Labourers

Day celebrated in Mauritius for indentured labourers.

November 10

World Science Day for Peace and Development

First observed by UNESCO in 2002, this day celebrates the role science plays in improving our lives.

November 16

International Day for Tolerance

Recognised by UNESCO as a day to celebrate tolerance as a means to promote peace and understanding among cultures.

November 20

Universal Children‘s Day

Established in 1954 as a day to recognise activities to promote the welfare of children.

December 2 International Day for the Abolition of Slavery

Recognised by the United Nations to highlight the abolition of the slave trade. February 1 is the Abolition of Slavery Day in Mauritius.

December 3 International Day of Disabled Persons

Established in 1992 by the UN to raise awareness of the rights of disabled persons.

December 10

Human Rights Day Internationally recognised as a day to celebrate human rights. First celebrated in 1950, the day marks the anniversary of the UN‘s adoption of the Universal Declaration of Human Rights.


86

Handout: Monthly Calendar Sheet

Sunday Monday Tuesday Wednesday Thursday Friday Saturday


87

Activity 4: Learning about the UDHR Concepts:

o Participation

Summary: Students draw their interpretation of one article from the UDHR.

Learning Outcomes:

o Learn about the Universal Declaration of Human Rights.

o Create an original interpretation of one article of the UDHR.

Level: 1

Time: One – two class periods

Resources: Copies of the Universal Declaration of Human Rights in Simple Language (Appendix 1). Large sheets of paper for drawing.

Steps:

1. Ask students what they know about the Universal Declaration of Human Rights (UDHR)? When was it written? What rights are included in the UDHR? What does the UDHR mean to us?

2. Distribute copies of the UDHR in simple language (Appendix 1) to each student. Take a few minutes to read through the document with the class and see if they have any questions.

3. Pair students and assign them one article to draw together as a pair. The drawing has to illustrate what the right within the article means to them.

4. Once students have completed their drawings, have them display them on a classroom wall.

Reflection: o How did you like this activity?

o Working in pairs, was it easy to have a common understanding of what the right means?

o How are the rights respected in our schools and our communities?

o What can we do to make more people aware of their rights?


88

Tips: o If the class size is large, consider grouping students in groups of three.

o Depending on the amount of time available, it may be easier to focus on a small number of articles instead of the entire text of the UDHR. Consider splitting the activity over more than one class period and addressing a few articles each time.

Source: Rock Your World, What Are Human Rights? (2015). http://rock-your-world.org/wp-content/uploads/2015/10/03-Creating-your-own-original-interpretation.pdf.


89

Activity 5: Human Rights Heroines and Heroes Concepts:

o Participation

Summary: Students identifyand reflect on perceptions of heroines and heroes in Mauritius.

Learning Outcomes:

o To reflect on different perspectives of different historical figures.

o To develop critical thinking skills. o To explore gender stereotypes.

Level: 2


Resources: Paper and pens. Steps:

1. Ask students to think about national heroines and heroes they admire. 2. Group children into small groups of four or five. Distribute the sheets. Of

paper and ask them to divide their sheet into two columns. The left column is ―Heroines‖ and the right column is ―Heroes‖.

3. Ask each group to write down three or four heroines in the left column. Ask students to briefly describe each one and to write a few words to describe each heroine.

4. Repeat the process for three or four heroes in the right column.

5. Once all groups have finished, ask them in plenary to share some of their heroines and heroes along with their descriptions.

6. Discuss the characteristics for each and ask to what extent they reflect gender stereotypes (for example, a heroine is ―beautiful and powerful‖ whereas a hero is ―courageous and a fighter‖).


o What values do the heroines and heroes stand for?

o Were you surprised at the ways in which heroines and heroes are described? What does this say about the expectations we have of what it means to be a girl/woman, or a boy/man?

o What happens when these stereotypes are challenged?

o How do we overcome these stereotypes?


90

Tips: o Depending on the age of the students, younger students may find it easier to

identify other types of heroines and heroes, such as those from comics or cartoons.

o The activity asks for heroines and heroes from Mauritius, but this can be expanded to heroines or heroes from the region or the world.

Source: Compass – Manual on Human Rights Education With Young People. ―Heroines and Heroes,‖ p. 186.


91

Activity 6: Getting to Know the Community Concepts:

o Participation o Diversity o Inclusion

Summary: Students interview someone in the community.

Learning Outcomes:

o To raise awareness of the diversity of people in the community.

o To learn about others and their interests.

Level: 2

Time: One class period to prepare for the interview, about 30 minutes for an interview in the community, and an additional one-two periods in class to compile the interview answers.

Resources: Copies of the handout: Interviewing Someone from Our Community.

Steps:

1. Ask the children what they know about the people in their community. Who are they? What do they do? What do they like? Ask them to describe people such as neighbours, shopkeepers, friends and their parents, etc.

2. Tell the children that they will be try to learn more about one particular person in their community. It could be someone they already know but have not had the chance to speak to very often. They will each conduct an ―interview‖ with a different person and share the results with the whole class.

3. To help each child with their interview, ask them to think of someone they would like to interview. Guide them through the questions in the handout: My Interview. Tell them that they will decide which questions to ask.

4. Give the children a few minutes to choose the questions they want to ask during their interview. Once their interview sheet is ready, they will interview the person they want. The interview should take place after school and it should be done with their parents‘ permission and the permission of the person being interviewed.


92

5. After each child finished their interview, ask them to copy the same questionnaire form to carefully write about what the person said in response to each question. This will form one page in the class book.

6. When everyone in the class has finished, collect the pages and create a book about people in your community. If possible, try to make enough copies for all the children.

Reflection:


o Did you learn something new about the person you interviewed?

o How do you think the person you interviewed felt at being interviewed?

o Why is it important to learn about others in our community?

Sources: Difference Differently – Together for Humanity. Getting to Know Others: People in Our Community. http://www.differencedifferently.edu.au/getting_to_know_others/. UNRWA, HRCRT Teacher Toolkit, Getting to Know the Community, p. 155.

http://www.differencedifferently.edu.au/getting_to_know_others/


93

Handout: Interviewing Someone from Our Community Instructions: Choose the questions you would like to ask from the list below. Name of person interviewed: _________ Date of interview: _________

Question 1: Choose one from the list Can you tell me about your family? How would you describe the people who live in this community? What things do you and your friends like to do most?

Question 2: Choose one from the list What is the place around here where you most like to go? Why? What is your favourite place to go on a holiday? Why? If you could visit any place in the world, where would you go? Why?

Question 3: Choose one from the list What type of music do you like best? Why? What is your favourite food? Which do you like best: books or movies? Why?

Question 4: Choose one from the list What is your favourite time of year? Why? What is your favourite colour? Why? What time of day do you enjoy the most? Why?

Question 5: Choose one from the list What is your favourite memory of something that happened in the past? What is something funny that has happened to you? Do you have a dream of something you want to do in the future?

Question 6: What lesson from life would you like to tell the children in my class?


94

Activity 7: Draw It Right Concept:

o Participation

Summary: Students in teams draw pictures depicting different rights.

Learning Outcomes:

o To understand the concept of cooperation. o To raise awareness about the rights in the

CRC. o To practise drawing skills. o To collaborate together.

Level: 1


Resources: Pencils or markers and paper (preferably flipchart paper).

Steps:

1. Prepare a list of 10 children‘s rights (see the Teacher’s Notes). Tape four large sheets of paper in different corners of the room.

2. Brainstorm with the children the human rights they know. If they have trouble remembering some, remind them of a few rights.

3. Divide the children into four small groups. Have each group stand next to a large sheet of paper. Make sure there is space in the room for children from each team to walk quickly to you.

4. Explain to the children that this is a race. The members of each team must identify the right drawn by their teammates. The first team to identify all rights drawn wins the race.

5. Ask one member of each team to walk quickly towards you. Show them a human right that they must draw.

6. Each player returns to their respective team and draws the right on the paper. The player drawing is not allowed to speak or write the name of the right. The other team members must guess the right. Once the right has been correctly identified, another member of the team walks to you for the next right. (Some children will draw more than once.)

7. The game ends when one of the teams has identified all the rights.

Reflection:


o Did you know all the rights in the game?

o Were some rights harder to draw than others? Why?


95

o What other rights do you know?

o Does everybody have the same rights?

o Can you think of some rights that are not always respected?

o All of us have the right to express ourselves. We also have a responsibility to make sure that everyone in our class has the freedom to express what they want. How can we cooperate to make sure this right is respected?

Tips:

o Because this activity is set up as a race, it is important for the children to have enough space to walk back and forth between you and their teams. If it is too difficult to find space in the classroom, consider doing the activity in an open space if possible.

o If you do not have large sheets of paper, use ten sheets of A4 paper per group. If paper is not available, have the teams use the chalkboard.

o The rights listed in the Teacher Notes are a suggested list; you can choose other rights you feel would be more relevant.

Sources: Equitas – International Centre for Human Rights Education. Play It Fair! Human Rights Education Toolkit for Children. ―Draw It Right.‖ UNRWA Teacher Toolkit (2013).


96

Teacher Notes: Suggested Rights for “Draw It Right”

1. The right to go to school

2. The right to practice a religion

3. The right to a house

4. The right to eat

5. The right to water

6. The right to medical care

7. The right to play

8. The right to express oneself

9. The right to a clean environment

10. The right to be with your parents


97

Activity 8: The World I Want Concepts:

o Responsibility o Inclusion

Summary: Children draw contrasting pictures of environments where they would or would not want to live. They discuss what factors make up the differences and how to influence their own environment.

Learning Outcomes:

o To discuss the factors that affect the environment.

o To evaluate our own and others‘ environments.

o To discuss ways to protect and/or change their own environment and that of others.

Level: 1


Resources: Drawing materials.

Steps:

1. Group the children into small groups of four or five. Ask the children to think about an environment they would like to have – real or imaginary – and to draw it together as a group.

2. Then ask the children to think about an environment they would not like to have, and to draw it together as a group.

3. When the drawings are finished, hang them and invite the children to view the mini-exhibition.


o Was it easy to think of the two different environments?

o Which drawing and environment do you like the most? Why?

o Which drawing and environment do you like the least? Why?

o If there were people living in the environments you have drawn, how do they feel?

o Which picture matches your real environment?


98

o The environment is more than just the physical space. What other factors make up a positive or negative environment? Think of factors such as work opportunities, non-violence, non-discrimination, freedom and human rights.

o How does our physical environment affect us?

o What would you like to change about your physical environment?

o Do all the children in the world have an environment they like?

o What can we do to promote a good environment at home with our family or in school with our classmates? What can the school do in the community?

Tips: o Take a walk through your community and discuss with children the physical

environment and what they like and don‘t like about it. Help the children to develop concrete proposals for changes. Invite municipal officials to discuss the proposals with them and initiate changes.

o To communicate children‘s ideas about their environment to adults in the community, make an exhibition of their drawings and ideas.

o Build on the children‘s ideas for changing their environment. What can they do to improve their environment?

o Try to find ongoing projects in which children participate to support other children in more disadvantaged areas than their own. Older children might initiate new projects.

o Help children understand that ―environment‖ is created by both concrete, physical factors as well as abstract ones, such as the degree of rights and freedoms. Emphasise that we need both factors for a good environment. Younger children may have difficulty grasping the abstract concept of environment.

o Before doing the exercise, be clear on which aspects of environment you want to focus. Addressing the entire ―environment‖ without a clear focus will be too large and abstract.

Sources: Compasito – Manual on Human Rights Education for Children.―What a Wonderful World,‖ p. 174. UNRWA Teacher Toolkit (2013).


99

Activity 9: Bullying Scenes Competencies:

o Inclusion o Equality

Summary: Children discuss different scenarios about bullying and explore solutions.

Learning Outcomes:

o To deepen understanding of different kinds of bullying.

o To analyse and practise different responses to bullying.

Level: 2


Resources: You will need to use the bullying scenes (see the

handout). Pencils and paper.

Steps:

Preparation

Place signs numbered 1 to 4 in the four corners of the room. Allow for enough space for children to move freely between the corners.

1. Introduce the topic by asking the children what they think about bullying: what is bullying, what do bullies do, what can be done if you are bullied.

2. Ask each child to trace his or her hand on a piece of paper and cut it out. They should think of one person on each finger whom they can turn to for support if they are being bullied (for example, friend, teacher, parent, member of school parliament, brother or sister). Ask the children to explain the supporters they have named.

3. Explain that you will now look at different ways people can respond to bullying situations. Demonstrate how it will work:

a. Read a description of a bullying scene (see the handout: Bullying Scenes). For each situation there are three possible responses. A fourth response is always given if you think of a different response (the "open corner").

b. Ask the children to choose one of the four responses and to walk to the corresponding corner that has the number associated with their choice.

4. Read out the bullying situations and give the children the time to choose a response and go to the corresponding corner. Once the children have taken position, ask a few in each position why they chose the response. Allow those children who chose the open corner to explain how they would respond.


100


o Were some of the situations difficult to respond to? Which ones and why?

o Can you relate to any of the bullying scenes?

o Do people who are bullied need help? Why?

o Where can people go to find help?

o What are some of the reasons people bully others?

o What happens if no one stops people who bully?

o Does anyone have the right to bully anyone else?

o How does ending bullying help improve the human rights environment in our school?

o What can we do to end bullying?

Tips:

o The issue of bullying has to be addressed in a sensitive way by the teacher. There may be some children in the class who were or currently are victims of bullying. This activity is not meant to make them feel worse, but is meant to show that there are non-violent strategies to help those who are bullied.

o The bullying scenes in the handout can be adapted according to your context. For example, you may notice that some children in the schoolyard are being bullied, so you may want to add a situation describing this.

o The school parliament plays a role in resolving disputes in schools. If the members of the school parliament are properly taught on ways to address bullying, it is important to include them in activities about prevention of bullying.

o This type of activity can be done repeatedly during the school year; this should not be considered as a ―one-time‖ activity. Consider having this type of activity on a regular basis or whenever a specific bullying situation arises.

Source: Compasito – Manual on Human Rights Education for Children.―Bullying Scenes,‖ p. 85. UNRWA Teacher Toolkit (2013).


101

Handout: Bullying Scenes Your friends start calling you names and forcing you to give them things. You do not feel good when these things happen. What should you do?

1. Nothing. You must have done something wrong to make your friends act like that.

2. Start calling them names in return and threaten them.

3. Speak to your parents or teacher and tell them what is happening.

4. Something else (Open corner).

A group of children in your class are spreading hurtful rumours about you by saying unkind things to other children. Many children will not speak to you or play with you. Even your friends are starting to think they may be true. What should you do?

1. Nothing. No one will believe you if everyone thinks the rumours are true.

2. Start spreading bad rumours about other children.

3. Tell everyone the rumours are untrue.


Your older sister or brother keeps hitting and kicking you when nobody is looking and tells you that if you tell anyone she/he will just hurt you more. What should you do?

1. Tell your parents or teachers about what is happening.

2. Ask your friends at school to help you in fighting her/him.

3. Tell her/him that it hurts and to stop doing it.


Your teacher keeps calling you “stupid” every time you get an answer wrong in class and says that there’s no point in even trying to teach you because you can’t learn. Other children have started calling you names too. What should you do?

1. Go straight to the Head Teacher and tell them what is happening.

2. Start missing class because you don‘t like going to school.

3. Ask your parents if you can change class.


You notice one of your friends is teasing and making fun of the younger children in the summer camp. Your friend has started taking things from them


102

as well. What should you do? 1. Tell the camp leaders what is happening without letting your friend

know.

2. Help your friend in taking things from the younger children in case he/she starts to take things from you.

3. Tell your friend that you think that what he/she‘s doing is wrong and that they should leave the younger children alone.


A group of older children from another school like to pick on younger children from your primary school. They wait to catch a child walking home or waiting for the bus alone, surround him or her, and take money, food, or toys. They also throw rocks and threaten to do worse. What should you do?

1. Be very careful to go to and from school in groups.

2. Tell adults in your school what is happening and ask for help.

3. Carry rocks or a knife to protect yourself.


You’ve been teasing one of your friends because he or she is really bad at reading and writing and you noticed that recently he/she has started to sit alone. Once you noticed tears in the child’s eyes. What should you do?

1. Nothing, he / she was probably just having a bad day and it has nothing to do with you.

2. Stop teasing your friend and ask him / her about why he / she was crying.

3. Tell you friend that you won‘t tease him / her in front of anyone anymore but that he / she really is stupid and he / she should get some extra lessons.



103

Activity 10: Front Page Concepts:

o Diversity o Inclusion

Summary: This is a simulation of a group of journalists working to prepare the front page of their newspaper before it goes to press.

Learning Outcomes:

o To widen awareness about the media and their approach to human rights issues.

o To develop skills to communicate and cooperate effectively.

o To cultivate a sense of responsibility to social change.

Level: 2

Time: Two – three class periods

Resources: Large sheets of paper (flipchart), coloured pencils and paper, several photographs from newspapers, glue and scissors. Tables for children to work in small groups.

Steps:

Preparation:

Cut out approximately 40 images from newspapers; do not include any text or any captions.

1. Introduce the activity by saying it is a simulation of a newspaper office that is preparing the front page of their newspaper for the next day. The newspaper covers both local and international issues, including issues related to human rights.

2. Show some examples of front pages of newspapers.

3. Display the photographs on a table and have the children observe them without talking. Explain to them that these are the images they will work with.

4. Divide the children into small groups of six to eight. Each group is to imagine that it is an editorial group that must design the front page of its newspaper.

5. Ask each group to create a name for their newspaper.

6. Tell each group to begin their work and distribute the paper, glue, scissors, and the photographs (about 5 to 7 photographs per group).


104

7. Go over the instructions: they have to design the layout. The have the rest of the class period to select the news items they want on their front page. Their news items should only serve to grab the attention of the reader; they do not need to be full articles.

8. Let the groups complete their front page using the flipchart paper provided.

9. Once all the groups have completed their work, have them display their front pages for everyone to see and lead a discussion using the questions below.

Reflection: Tips:


o How did the groups organise their work? Did they work together or split into smaller groups to work on individual stories? Did everyone feel they participated in the process?

o How did you choose the stories to write about?

o How do the issues on the front page relate to human rights? Which human rights are addressed? Are they about local issues or global ones?

o How do the different front pages compare? Did some groups use the same images but in different ways than other groups?

o Where do we get our news from? How reliable are the sources of information? Are any news sources biased? If yes, in what way?

o What sort of events or issues dominate the news in real life?

o Which human rights issues or violations are presented in the media?

Tips:

o When choosing the photographs, make sure you have a good variety of images and avoid stereotypes. Try as much as possible to have a balanced amount of ―positive‖ and ―negative‖ images that reflect human rights. Consider current news items that cover a range of human rights issues, including political, civil, economic, social and cultural.

o When explaining the layout of a front page of a newspaper, explain the main components of a headline, a short summary of a story, and the use of images and captions to draw the reader‘s attention.

Sources: Compass – Manual on Human Rights Education With Young People. ―Front Page,‖ p. 181.

UNRWA Teacher Toolkit (2013).


105

Activity 11: If the World Were 100 People Concepts:

o Diversity o Inclusion

Summary: Children work in small groups to answer questions about the way the world is divided.

Learning Outcomes:

o To raise awareness of diversity in the world. o To critically reflect on human rights issues on a

global scale.

Level: 2


Resources: Pencils and paper. Each child needs one copy of these handouts: World map and How is the world divided?

Steps:

1. Divide the children into small groups of four or five. Distribute copies of the handout: World map.

2. Ask the children to colour the different regions of the map. They should colour the regions of the Middle East and North Africa, the Americas, Asia, Africa and Europe.

3. Distribute copies of the handout: How is the world divided? Ask the children to complete the quiz. The children should discuss each question together before agreeing on the answers.

4. Once all groups have answered the questions, read through the answers as a large group (see the Teacher’s Notes for the answers. Remember, the Teacher‘s Notes are only for you!).

Reflection:


o Was it easy to find the answers to the questions? Were some questions harder than others?

o Did some of the answers surprise you? Which ones?

o What did you learn about the world in which we live?


106

o The answers show inequalities around the world in terms of literacy (reading

and writing), shelter (places to live), and access to drinking water. What are some of the inequalities where you live?

o What could be done to help reduce or eliminate these inequalities (for example, a class project)?

Tips:

o This activity ties in well with a geography or social studies class exploring differences around the world.

o The activity is less about finding the correct answers than raising awareness about the diverse world we live in. The last statistics in the table give a global portrait of access to housing, water, literacy, and technology. The suggested websites have additional statistics on global poverty, diseases, gender equality and other statistics.

o These statistics are based on several different sources from dates ranging between 2008 and 2012. You should regularly visit websites that provide more up to date information. Some of the statistics are interpreted in different ways, in particular the statistics for the world‘s population.

Sources: Equitas – International Centre for Human Rights Education. Play It Fair! Human Rights Education Toolkit for Children, ―How Is the World Divided?‖ http://www.100people.org/statistics_100stats.php UNRWA Teacher Toolkit (2013).

http://www.100people.org/statistics_100stats.php


107

Handout: World Map


108

Handout: How is the world divided? The current population of the world is over 7 billion people. Imagine if there were only 100 people who represented everyone on the planet, who would these 100 people be? There would be 50 females and 50 males, but what about other characteristics? Choose the correct answers.

If the world were 100 people:

Choose from the following:

There would be ______ children. There would be ______ adults.

74 26

There would be: ______ from Asia ______ from Africa ______ from the Americas ______ from Europe ______ from the Middle East and North Africa ______ from Commonwealth nations

14 11 13 56 33 6

There would be: ______ Muslims ______ Christians ______ Hindus ______ Buddhists ______ People who practice other religions ______ People who are not aligned with any religion

22 14 7 12 12 33

Different languages spoken would be: ______ Arabic ______ Chinese (Mandarin) ______ Spanish ______ English ______ Other languages

5 12 5 73 3

______ would be able to read and write. ______ would NOT be able to read and write.

83 17

______ would have access to the Internet. ______ would NOT have access to the Internet.

34 66

______would have a place to live. ______would NOT have a place to live.

77 23

______ would have access to clean drinking water. ______ would NOT have access to clean drinking water.

13 87


109

Teacher’s Notes: Answers to “How is the world divided?” (For the teacher only)

If the world were 100 people:

Choose from the following:

There would be 26 children. There would be 74 adults.

74 26

There would be: 56 from Asia 14 from Africa 13 from the Americas 11 from Europe 6 from the Middle East and North Africa 33 from Commonwealth nations

14 11 13 56 6

There would be: 22 Muslims 33 Christians 14 Hindus 7 Buddhists 12 People who practice other religions 12 People who are not aligned with any religion

22 14 7 12 12 33

Different languages spoken would be: 3 Arabic 12 Chinese (Mandarin) 5 Spanish 5 English 73 Other languages

5 12 5 73 3

83 would be able to read and write. 17 would NOT be able to read and write.

83 17

22 would have access to the Internet. 78 would NOT have access to the Internet.

34 66

77 would have a place to live. 23 would NOT have a place to live.

77 23

87 would have access to clean drinking water. 13 would NOT have access to clean drinking water.

13 87


110

Activity 12: United Nations Simulation Concepts:

Participation, Responsibility

Summary: Children take part in a United Nations simulation activity where they role play representatives from different countries.

Learning Outcomes:

o To explore the role the United Nations plays in promoting peace and human rights.

o To conduct research on a particular country‘s human rights record.

o To practise communication skills through a simulation activity.

Level: 3

Time: Up to three class periods

Resources: Pencils and paper, access to the Internet for

research (either at home or in school if available).

Steps:

1. Select one current issue of global importance for children to focus on. For example, climate change, refugees displaced by war, poverty, etc.

2. Assign individuals or groups of children to represent and research a variety of United Nations Member States.

3. Explain that the goals of their research are to learn more about the assigned country and how it would regard the key issue.

4. Each group conducts research using the Internet on their country and its position related to the key issue. For example, if their country is Mauritius and the key issue is women‘s rights, they would research information on women‘s rights in Mauritius and how well their rights are enjoyed.

5. When children have had the time to complete their research, ask each group to assign an ―ambassador‖ to present a ―resolution‖ to the United Nations ―General Assembly‖ on the key issue in their country. The resolution should include a detailed description of the problem and a plan to improve the situation, including what role the United Nations should play.

6. The ambassador representing each country must convince the members of the other countries that their resolution deserves to be considered.


111

7. Explain that each group should be prepared to amend their resolutions and build consensus to get them passed.

8. Hold a mock United Nations forum. Seat children in a circle with the names of their countries in front of them. The teacher or one child can play the role of ―Secretary General.‖ Establish some rules for the forum, such as: everyone shall be addressed as ―Ambassador‖ and someone may speak only when recognised by the ―Secretary General.‖

9. The ―Secretary General‖ calls for the resolutions to be presented, debated, questioned and voted upon. After discussion, anyone may move that the resolution be put to the vote. A two-thirds majority is needed to pass a resolution.

10. Conclude the simulation once every country has presented their resolutions.


o Was it easy to research the information on your country? Were you surprised at the results of your research?

o Were the other resolutions convincing in expressing the actions each country would take to improve human rights?

o Why is it important for us to learn about the United Nations?

o Now that we know more about other countries and how they respect human rights, what could we say about ourselves in relation to this key issue? What could we do to improve this issue here in our community?

Tips:

o The United Nations website www.un.org has information on all Member States and can be consulted for more information. The Office of the High Commissioner for Human Rights (www.ohchr.org) also contains information related to human rights, including information by country.

o When choosing the key issue, try to select an issue that can be researched easily by the children on the Internet. Current topics, such as climate change, women‘s rights, or children‘s rights, are possible ideas.

o When choosing the list of countries for the children to research, choose a range of countries from around the world, in terms of geography, development, and the positions they have on the issue.

o An alternative to focusing on one issue to present as a resolution to the UN General Assembly is to have groups present country reports to other countries part of the UN Human Rights Council. In this type of

http://www.un.org/

http://www.ohchr.org/


112

role play, each group represents a country and reports on the state of human rights in their respective country to the other members of the Council.

Sources: ABC of Teaching Human Rights: Practical Activities for Primary and Secondary Schools. ―Model United Nations Simulation,‖ p. 95. UNRWA Teacher Toolkit (2013).


113

Activity 13: Human Rights Mime Concepts:

Participation, Equality

Summary: Students use mime in small groups to explore different ideas about human rights.

Learning Outcomes:

o To explore general ideas about human rights.

o To foster cooperation.

o To strengthen communication in non-verbal ways.

Level: 2


Resources: Flipchart paper and markers

Steps:

1. Explain to students that the objective of this activity is to explore

different ideas about what human rights mean. They will do this

through mime, which is a useful way to try to communicate in non-

verbal ways.

2. Divide students into small groups of about 6 to 8 and provide each

group with a flipchart sheet and some markers.

3. Give each group five minutes to brainstorm general ideas about

human rights and to write these ideas on the flipchart sheet. Each

group will use their ideas to develop a short mime that conveys

those ideas.

4. Give each group 10 minutes to prepare and rehearse their mime.

The mime should convey the ideas without anyone speaking. Each

mime should be up to three minutes long.

5. Ask each group to present their mime and allow time afterwards

for spectators to ask questions and the group that mimed to discuss

their mime.

Reflection: o How did you like this activity? Was it difficult to act out different

human rights without speaking?

o Did you learn anything new about human rights?

o Based on the presentations, what are the most important shared


114

characteristics about human rights?

o How can we use mime to teach others in the school or community about human rights?

Tips: o Instead of focusing on human rights in general, students can focus on

specific rights, such as the right to freedom or the right to equality; they may also focus on different human rights concepts, such as inclusion or diversity.

o As an alternative to miming, students could instead form group ―statues‖ of human rights actions.

Source: Compass – Manual on Human Rights Education With Young People. ―Act It Out,‖ p. 94.


115

Activity 14: Our Beliefs Concepts:

Diversity

Summary: Students compare and contrast different beliefs and religions by examining statements.

Learning Outcomes:

o To learn about different belief systems and religions

o To strengthen acceptance and understating of other cultures and religions

Level: 3


Resources: Statement cards on beliefs.

Steps:

1. Explain to students that they will be discussing their beliefs in this

activity, and that some people may be deeply religious, others

less so, and some may not have any religion. The goal of this

activity is to discuss students‘ beliefs and to compare these

beliefs among religions.

2. It is important for students in this activity to express what their

beliefs are. Freedom to practise a religion is a basic human right.

This is also an activity in which students can critically examine

what these beliefs are: in other words, there can be honest

opinions on these beliefs, but sharing honest opinion is not the

same as saying hurtful or discriminatory things about the beliefs of

others!

3. Divide students into small groups of 6 to 8 and ask them to sit in a

circle. Ask each student to reflect individually for 2-3 minutes on

their own beliefs.

4. Distribute one set of belief cards to each group (see the handout)

and place the cards face down in the middle of each group.

5. Tell students that they have half an hour to discuss some of the

statements. Students take turns at picking one statement at a

time and sharing their beliefs related to that statement. Each

student has a turn to share their beliefs on that statement.


116

6. After every student has expressed himself/herself on a statement,

another student chooses a different statement and the process

continues until the half hour has passed. It does not matter if

there are still statements left; the important part is to discuss the

ones they chose.

Reflection:

o Did you feel any of the statements were difficult to discuss?

o What were the facts, attitudes, or beliefs that helped shape your opinion of each statement?

o Did you agree within your group on what each statement meant?

o Why is it important to know about other people‘s opinions or stances on different belief systems?

Tips:

o This is a sensitive topic; it is important for the teacher to create an environment where students feel free to express their opinions. This includes the importance of respecting students who may not be able to clearly articulate their viewpoints.

o Be aware of peer pressure, and make sure students do not respond in a defensive way when speaking about their beliefs.

Source: Compass – Manual on Human Rights Education With Young People. ―Believers,‖ p. 105.


117

Handout: Belief Cards

Men and women have distinct roles and functions in our daily lives.

We wear symbols or special clothing.

We have specific times in the calendar for fasting.

We have specific rituals or ceremonies for weddings and funerals.

We have certain views on who should and who should not marry.

We have important holidays and ceremonies that are celebrated nationally in Mauritius.

We are expected to pray several times a day.

Love is an essential teaching to our beliefs.

Our beliefs teach us tolerance of other religions.

We are sometimes misunderstood or discriminated against because of our beliefs.

We are taught to help the needy and the poor.

We believe we have a special relationship with a creator.

We believe that the meaning of life is an ongoing quest.


118

Activity 15: Sports and Everything Concepts:

Participation, Gender Equality, Inclusion

Summary: Students respond to statements about sports and many aspects of human rights

Learning Outcomes:

o To appreciate how sports are linked with human rights values and principles.

o To strengthen critical thinking.

o To develop self-confidence in speaking.

Level: 2


Resources: Statements from the Handout: Sports and Human

Rights Discussion Points cut into strips and placed in a hat.

Steps:

1. Divide the students into small groups of four.

2. Inform students that this is a game where each group picks a

statement from the hat and every member of the group has to talk

non-stop about it for one minute.

3. Pass the hat to the first group and have them pick one statement and

each talk in turn without stopping.

4. After everyone from the first group has spoken, spend a few minutes

discussing the statement with the whole class.

5. Repeat the process with other groups until every group has spoken.

Reflection:


o Were some statements easier to respond to than others?

o Were you surprised at the links between sports and so many other issues?

Source: Compass – Manual on Human Rights Education With Young People. ―Just a Minute,‖ p. 105.


119

Handout: Sports and Human Rights Discussion Points

Sport and general human rights Athletes playing at the international level agree to a code of conduct. Those who then breach the code, for example, by making a political statement at a sporting event are penalized. Is this a denial of freedom of expression?

Sports and general human rights Do you think countries should be chosen to host the Olympics, the Commonwealth Games or other major sporting events based on their human rights record?

Sports and children Do you think ambitious parents and trainers/coaches should force children to train for several hours a week? Who should make the decision about a young person‘s health and how they spend their free time?

Sport and culture A culture can be described as a set of shared values, goals and practices that define an institution or a group. Using this definition, is ―football culture‖ a culture?

Sport and disabled persons To what extent do sporting events for disabled athletes help break down prejudice against disabled persons?

Sport and environment Golf courses are frequently criticized for being people and environmentally unfriendly because they take up land that can be used for housing, farming, and forestry. Chemicals such as herbicides are also used that pollute the environment. Does this make golf a human rights issue?

Sport and gender Some people say that there are few women among the top sport coaches and administrators because of discrimination against women? Do you agree? If you do, what can be done about it?

Sport and peace To what extent do competitive sports promote cooperation and peace between people? To what extent do they aggravate nationalism?

Sport and poverty Many professional athletes, like football players, get high salaries for their work. Do you think this is fair?

Sport and gender Are there some sports that are dominated by either women or men? Do you think this should be the case?


120

Activity 16: Human Rights Squares Concepts:

Participation, Diversity

Summary: This is a simple quiz and variation of the game, Bingo!, in which children share their knowledge and experiences of human rights.

Learning Outcomes:

o To know that human rights are relevant for everyone.

o To develop listening skills.

o To encourage respect for other people and their opinions.

Level: 1


Resources: Pencils, each child needs one copy of handout: Bingo! quiz sheet.

Steps:

1. Hand out the quiz sheets (handout: Bingo!). 2. Explain that children should find a partner and ask them one of the

questions on the sheet. Each answer should be noted down in the relevant box.

3. The pairs then split and find others to pair up with. 4. The aim of the game is to get an answer in each box and to get a

different person to answer each question. 5. Whoever gets an answer in every box first shouts out "Bingo!" They

win. 6. Move on to the discussion. Take the question in the first box and ask

children to share the answers they received. List the key words on the board in a larger version of the Bingo chart.

7. When the chart is complete, go back and discuss the answers in each box more fully.

Reflection:


o Were all the questions related to human rights? Which rights?

o Which questions were the hardest to answer? Why?

o Which questions were the most controversial? Why are some rights controversial?


121

o How did people know about human rights and human rights violations? Do they trust the sources of the information? [These questions relate to the bottom boxes of the Bingo chart for older children.]

o What can we do to learn more about human rights around us?

Tips: o Feel free to change any of the statements to tailor the activity to the

interests and level of your group.

o When recording children‘s answers to each question, only put down key words. The point of the chart is to help with the discussion later. After each round, deal briefly with any questions of clarification or differences in interpretation. Highlight any points that require more in-depth discussion and agree to return to these at the end.

o It is likely that children will give examples that you may not know about, either because they are obscure or because they are personal. This should not matter. No one can be expected to know everything! You can ask children how they know their information and discuss its authenticity and reliability. Indeed, it is a good opportunity to encourage children to think critically about information as a matter of principle.

o By their very nature, human rights can be controversial, particularly in contexts where they are violated. How they should be interpreted and applied is not clear-cut or fixed; they need to be reassessed and developed continually. It is therefore everyone's responsibility to be part of the process of promoting and protecting human rights.

Sources: Compass – Manual on Human Rights Education With Young People. ―Rights Bingo!‖ p. 260. UNRWA Teacher Toolkit (2013).


122

Handout: Bingo! Ask someone to name…

A song that mentions human rights

The name of a document that proclaims human rights

An example of discrimination

An example of how someone's right to privacy may be violated

A special right all children should have

A right sometimes denied to women

A human right that is often denied to young people

An example of the violation of the right to a safe environment in Mauritius

Someone in Mauritius who defends human rights

A responsibility we all have in relation to our human rights

An organisation that promotes human rights

A violation of the right to life

A profession that relates to human rights

A historical figure from Africa who defended human rights

A right sometimes denied people living in rural areas (compared to urban areas)


123

Activity 17: Human Rights Temperature of Our School Concepts:

Participation, Inclusion, Responsibility

Summary: Children complete a questionnaire assessing the human rights temperature of the school.

Learning Outcomes:

o To determine the degree to which the school respects human rights principles.

o To participate in evaluating the school‘s human rights temperature.

Level: 2

Time: One class period Resources: Copies of the handout: Human Rights

Temperature Steps:

1. Distribute the questionnaires (handout) to the children and tell them they will find out the ―human rights temperature‖ of the school. Choose either the questionnaire for younger or older children. The ―hotter‖ the temperature, the more respectful the school is about human rights.

2. For younger children, read through each statement and give the children time to ask clarifying questions.

3. Once everyone has completed the questionnaire, collect them and tabulate the results (if there are many copies to compile, consider tabulating the results later and continuing the discussion after the totals are calculated).

Reflection: Once the results are tabulated, share them with the children. You can write the statements on the board with the results.


o Was it easy to answer all the questions? Were some questions difficult to answer? If yes, why?

o Based on our temperature, how well do you think we respect human rights in our school?

o What are some of the things we can to do make our temperature ―hotter‖? Where did we have a low score, and how can we improve


124

it?

Tips:

o The results of this activity can be used as a ―baseline‖ or starting point for measuring how much the school reflects characteristics of a rights-based environment. The results of this activity can be shared with the school parliament and the parliament can help to take action on some of the aspects that require improvement.

o When discrimination is mentioned, it refers to a wide range of conditions: age, culture, disability, friendship associations, physical or intellectual capacities, sex, financial status, etc.

o This quiz is only a preliminary list that matches conditions in school with some articles of the Universal Declaration of Human Rights.

o The statements should be revised and modified as required.

o The highest score that can be obtained in the quiz is 100. If the class average is well below this, consider addressing some of the statements that received low scores (0 or 1) and ask the children what can be done to improve the conditions at school.

Sources: University of Minnesota Human Rights Resource Center. ―Taking the Human Rights Temperature of Your School,‖ http://www.hrusa.org/hrmaterials/temperature/default.shtm. UNRWA Teacher Toolkit (2013).

http://www.hrusa.org/hrmaterials/temperature/default.shtm


125

Handout: Human Rights Temperature of Our School Older children Instructions: answer the statements below using the following scale. Calculate the total rating at the end.

Rating scale: 1: No/Never 2: Rarely 3: Often 4: Yes/Always

No. Statement Rating

1 My school is a place where students feel safe and secure.

2 All students receive equal information and encouragement about academic and career opportunities.

3 Students in my school are not discriminated against because of their lifestyle choices, such as the friends they choose or the things they like.

4 My school provides equal access, resources, and activities for all individuals.

5 Students at my school do not allow mean actions, materials, or bad words in the school.

6 When someone is mean to another person or violates their rights, the person who is mean is helped to learn how to change his or her behaviour.

7 Students, teachers and other staff at my school help me learn new skills and ways to get along with others.

8 When conflicts arise, my school‘s teachers and students try to resolve them through non-violent ways.

9 School policies and procedures are implemented when complaints of harassment or discrimination are submitted.


126

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.

11 No one in our school is subjected to degrading treatment or punishment.

12 Anyone at our school accused of wrongdoing is presumed innocent until proven guilty.

13 My personal space and possessions are respected.

14 I have the liberty to express my beliefs and ideas (political, cultural, or other) without fear of discrimination.

15 Members of my school can produce and disseminate publications without fear of censorship or punishment.

16 Diverse voices and perspectives (e.g. ethnicity, gender, ideology, race) are represented in courses, textbooks, libraries, and classroom instruction.

17 I have the opportunity to express my culture through music, art, dance, and spoken word.

18 Members of my school community have the opportunity to participate (individually and through groups like school councils) in democratic decision-making processes to develop school policies and rules.

19 Members of my school have the right to form associations within the school to advocate for their rights or the rights of others.

20 Members of my school encourage each other to learn about societal and global problems related to justice, the environment, poverty, and peace.

21 Members of my school encourage each other to organise and take action to address societal and global problems related to justice, the environment, poverty, and peace.

22 Students at my school are able to take adequate rest/recess time during the school day.

23 Teachers and other staff members at school are able to


127

take adequate rest time during the school day and work reasonable hours under fair work conditions.

24 Students have opportunities to interact with community groups working to raise awareness about human rights.

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.

TOTAL (out of 100)


128

Activity 18: Where Do You Stand? Concepts:

Participation

Summary: Students stand up for their opinions on different rights.

Learning Outcomes:

o To understand differences between civil, political, economic, social and cultural rights.

o To develop the ability to express one‘s opinion and to respect those of others.

Level: 2


Resources: Two large sheets of paper, one saying ―I agree‖ and the other with ―I disagree‖ displayed at opposite ends of the room. If possible, trace a line on the floor between the two sheets.

Steps:

1. Brainstorm different categories of rights with the students. Ask them to name civil rights (such as the freedom of expression or the freedom of movement), political rights (such as the right to a fair trial), economic rights (such as the right to work), social rights (such as the right to adequate health or the right to education), and cultural rights (such as the right to participate in cultural life).

2. Explain that you are now going to read out a series of statements (see the list of statements below). Students should consider whether or not they agree or not with each statement.

3. After you read each statement, ask students to position themselves on the line according to their point of view.

4. Lead a discussion once students have positioned themselves, asking those at the extremes why they moved there, and why anyone towards the middle is undecided.

5. Once students have expressed their views, ask them if anyone wants to change position based on what they heard.

6. Repeat the process for the other statements. Statements

It‘s more important to have a home, food and basic necessities than to be able to say what you like.


129

People have a duty to work, but it is not a right.

The most basic responsibility of any government is to make sure that all citizens have enough to eat.

The ―right to rest and leisure‖ is a luxury that only rich people can have.

If rights cannot be guaranteed, there is no point in having them.

The right to adequate food is more important than the right to education.

It is impossible to completely eradicate poverty in Mauritius.

Some people have more rights than others.

The right to practise a person‘s religion is more important than the right to participate in cultural life.

Reflection:


o Were there any statements that were too difficult to answer?

o Does it matter if we disagree about human rights?

o Are there any ―right‖ or ―wrong‖ answers to the statements, or are they all a matter of opinion?

Tip: o To put students at ease with this activity, make the first statement a

fun one to get them moving, such as ―The food in the cafeteria is delicious‖ or ―I have too much homework in all my subjects!‖

Source: Compass – Manual on Human Rights Education With Young People. ―Where Do You Stand?‖ p. 329.


130

Activity 19: Making Our Way to New Mauritius

Concepts:

Participation, Inclusion, Responsibility

Summary: Students imagine what rights exist on a new planet.

Learning Outcomes:

Learn about the importance of different rights. Develop negotiation skills.

Level: 1


Resources: Pen and paper.

Steps:

1. Ask students to imagine what it would be like to journey to another planet in a spaceship and live on a planet called ―New Mauritius.‖ On the journey to the planet, each student is in a state of isolationon the spaceship. Ask each student to draw up a list of essential rights that are necessary to live there.

2. Next ask students to imagine the spaceship is entering orbit and they meet another traveller. Have students pair up and compare their list. Each pair should come up with a new list of ten essential rights.

3. Different pairs meet each other upon landing on the planet. Have two pairs compare their lists and come up with a new list of ten essential rights.

4. Finally, as everyone on the planet gathers for a meeting to form the new country, all students must agree to a list of ten essential rights that will help govern New Mauritius. Lead a discussion on what these rights are and write them on the board.

Reflection:


o Was it easy to agree on a list of rights in pairs? In groups of four? With the whole class?

o Are there any other rights that should be included that were not mentioned?

o Looking at the final list of rights, how many of them are similar to rights found in the Universal Declaration of Human Rights?


131

Tip:

o If more time is available in a subsequent period, ask students to add to the final list of rights by referencing the UDHR or other human rights instruments, such as the Convention on the Rights of the Child and the African Charter on Human and Peoples‘ Rights.

Source: Oxfam, Lesson Plan 1: Planet X. www.oxfam.org.uk/education.

http://www.oxfam.org.uk/education


132

Additional Outdoor Activities Below is a list of activities that are suitable for outdoors.

Adapted Activities from the Annex Activity 2: Rights in Our Community This activity is about drawing a map of students‘ communities and identifying how human rights are represented throughout the community. How to adapt it for the outdoors: Instead of drawing maps using flipchart paper, conduct the activity outside and have students create maps using everyday objects. For example, a stack of textbooks can represent a school; rocks can represent houses; sticks in the form of a cross can represent a place of worship, etc. Activity 13: Human Rights Mime This activity is about miming different human rights in small groups. How to adapt it for the outdoors: This activity is suitable for the outdoors because the miming from each group can potentially take a lot of space, which may not be feasible in a crowded classroom. Activity 19: Where Do You Stand? This activity is about students expressing their opinions using an imaginary line. How to adapt it for the outdoors: This activity can take place as described outside with no changes. Because it requires all students moving on a single imaginary line, it might be too difficult to do this activity in a crowded classroom, and therefore doing it outside is a better option.

Additional Activities

Bully Escape Ask the students to stand in a line at one end of the field. Select twostudents to play the role of the ―bullies‖ and have them stand facing the group a few metres in front of the line. Students try to get across the field and the bullies state a condition that will determine who is allowed to go across freely. Examples of conditions could be: ―only if you are wearing black shoes,‖ or ―only if you are give me your glasses,‖ or ―only if you can play a musical instrument.‖ The students who meet these conditions can calmly cross the field without being intimidated and without being chased by the bullies. Then the rest of the group must try to run across the field without being tagged by the bullies. If a student is tagged by one of the bullies then he/she becomes a bully, replacing one of the two bullies. If no one gets tagged, the bullies stay the same.


133

Reflections: Ask students to reflect on bullying and how it can be prevented and stopped Source: Commonwealth Secretariat and Equitas – International Centre for Human Rights Education (2015). Human Rights Training for Youth Trainers.

Shrinking Space The teacher prepares equal sized sheets ofnewspaper or cloth and sets them out in an open area. The teacher asks students to dance and move around while the teacher plays music or claps. When themusic or clapping stops, each student muststand on a sheet of newspaper or cloth. Anyone who is not standing on a sheet of newspaper or cloth is ―out‖ of the game and becomes an observer on the side. The teacher removes a few of the sheets of newspaper or cloth and repeats the process for another round. After each round, the teacher removes more sheets of newspaper or cloth; it becomes increasingly difficult for students to stand. The gamecontinues until there is a winning student. Reflections: Ask students to reflect on the activity and the relationship between competing and sharing.

Find Someone with... Ask students to walk around loosely,shaking their limbs and generally relaxing.After a short while, the teacher shoutsout ―Find someone...‖ and names something that characterises a student. For example:

- Find someone with white shoes

- Find someone with green eyes

- Find someone with three sisters

Then students must stand close to the person described. Repeatthis exercise several times using different characteristics. Reflections: Ask students to reflect on the activity: What does it mean to be different? Why it is important to accept and value different people equally?

Robots Divide the students into groups of three.One student in each group is the robotcontroller and the other two are the robots.Each controller must manage themovements of their two robots. Thecontroller touches a robot on the rightshoulder to move them to the right, andtouches them on the left shoulder to movethem to the left. The teacher begins thegame by telling the robots to walk in aspecific direction. The controller must try tostop the robots from crashing into obstaclessuch as trees or benches or rocks.Ask students to swap roles so that everyonehas a chance to be the controller and a robot.


134

Reflections: Ask students to reflect on the activity: what does it mean to be empowered? How does it feel to be a robot, controlled by others?

Knots Divide students into groups of 10-12. Have each group standin a circle and joinhands. Keeping theirhands joined, theymove in any way thatthey want, twisting andturning and creating a ―human knot‖. They must then unravel this knot,without letting go of one another‘s hands. Reflections: Ask students to reflect on the activity: What are ―human knots?‖ why are they important? The following activities are adapted from: International HIV/AIDS Alliance. 100 ways to energise groups: Games to use in workshops, meetings and the community. (2003) http://www.icaso.org/vaccines_toolkit/subpages/files/English/energiser_guide_eng.pdf Other icebreaker activities:

As and Bs In an open field, ask students to choose silently someone who is their ―A‖ person and another person who is their ―B‖ person. There are no particular criteria on which to base their choices – selections are entirely up to each student. Once everyone has made their choices, tell them to get as close to their respective ―A‖ person as possible, while getting as far away from their ―B‖ person. People can move quickly but should not grab or hold anyone. After a few minutes, participants stop and reverse the process, getting close to their ―B‖ persons and avoiding their ―A‖ persons.

Move to the Spot Ask everyone to choose a particular spot in an open area (a goalpost, a tree, a rock, etc.). They start the game by standing on their ―spot‖. Instruct students to walk around the area and carry out a particular action, for example, hopping, saying hello to everyone wearing blue or walking backwards, etc. When the teacher says ―Stop‖, everyone must run to his or her original spots. The person who reaches their place first is the next leader and can instruct the group to do what they wish.


135

Appendices


136

Appendix 1: Universal Declaration of Human Rights in simple language Source: UN, Cyberschoolbus, http://www.un.org/cyberschoolbus/humanrights/resources/plain.asp. Article 1. When children are born, they are free and each should be treated in the same way. They have reason and conscience and should act towards one another in a friendly manner.

Article 2. Everyone can claim the following rights, despite

- a different sex

- a different skin colour

- speaking a different language

- thinking different things

- believing in another religion

- owning more or less

- being born in another social group

- coming from another country

It also makes no difference whether the country you live in is independent or not.

Article 3. You have the right to live, and to live in freedom and safety.

Article 4. Nobody has the right to treat you as his or her slave and you should not make anyone your slave.

Article 5. Nobody has the right to torture you.

Article 6. You should be legally protected in the same way everywhere, and like everyone else.

Article 7. The law is the same for everyone; it should be applied in the same way to all.

Article 8. You should be able to ask for legal help when the rights your country grants you are not respected.

http://www.un.org/cyberschoolbus/humanrights/resources/plain.asp


137

Article 9. Nobody has the right to put you in prison, to keep you there, or to send you away from your country unjustly, or without good reason.

Article 10. If you go on trial this should be done in public. The people who try you should not let themselves be influenced by others.

Article 11. You should be considered innocent until it can be proved that you are guilty. If you are accused of a crime, you should always have the right to defend yourself. Nobody has the right to condemn you and punish you for something you have not done.

Article 12. You have the right to ask to be protected 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. 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. If someone hurts you, you have the right to go to another country and ask it to protect you. You lose this right if you have killed someone and if you, yourself, do not respect what is written here.

Article 15. You have the right to belong to a country and nobody can prevent you, without a good reason, from belonging to a country if you wish.

Article 16. As soon as a person is legally entitled, he or she has the right to marry and have a family. In doing this, neither the colour of your skin, the country you come from nor your religion should be impediments. Men and women have the same rights when they are married and also when they are separated.

Nobody should force a person to marry.

The government of your country should protect you and the members of your family.

Article 17. You have the right to own things and nobody has the right to take these from you without a good reason.

Article 18. You have the right to profess your religion freely, to change it, and to practise it either on your own or with other people.


138

Article 19. You have the right to think what you want, to say what you like, and nobody should forbid you from doing so. You should be able to share your ideas also—with people from any other country.

Article 20. You have the right to organize peaceful meetings or to take part in meetings in a peaceful way. It is wrong to force someone to belong to a group.

Article 21. You have the right to take part in your country's political affairs either by belonging to the government yourself or by choosing politicians who have the same ideas as you. Governments should be voted for regularly and voting should be secret. You should get a vote and all votes should be equal. You also have the same right to join the public service as anyone else.

Article 22. The society in which you live should help you to develop and to make the most of all the advantages (culture, work, social welfare) which are offered to you and to all the men and women in your country.

Article 23. You have the right to work, to be free to choose your work, to get a salary which allows you to support your family. If a man and a woman do the same work, they should get the same pay. All people who work have the right to join together to defend their interests.

Article 24. Each work day should not be too long, since everyone has the right to rest and should be able to take regular paid holidays.

Article 25. You have the right to have whatever you need so that you and your family: do not fall ill or go hungry; have clothes and a house; and are helped if you are out of work, if you are ill, if you are old, if your wife or husband is dead, or if you do not earn a living for any other reason you cannot help. Mothers and their children are entitled to special care. All children have the same rights to be protected, whether or not their mother was married when they were born.

Article 26. You have the right to go to school and everyone should go to school. Primary schooling should be free. You should be able to learn a profession or continue your studies as far as wish. At school, you should be able to develop all your talents and you should be taught to get on with others, whatever their race, religion or the country they come from. Your parents have the right to choose how and what you will be taught at school.


139

Article 27. You have the right to share in your community's arts and sciences, and any good they do. Your works as an artist, writer, or a scientist should be protected, and you should be able to benefit from them.

Article 28. So that your rights will be respected, there must be an 'order' which can protect them. This ‗order‘ should be local and worldwide.

Article 29. You have duties towards the community within which your personality can only fully develop. The law should guarantee human rights. It should allow everyone to respect others and to be respected.

Article 30. In all parts of the world, no society, no human being, should take it upon her or himself to act in such a way as to destroy the rights which you have just been reading about.


140

Appendix 2: Convention on the Rights of the Child in simple language Source: Human Rights Education Associates, http://www.hrea.org/feature-events/simplified-crc.html Article 1: Definition of the child. Every human being below 18 years unless majority is attained earlier according to the law applicable to the child.

Article 2: Non-discrimination. All rights must be granted to each child without exception. The State must protect the child without exception. The State must protect the child against all forms of discriminations.

Article 3: Best interests of the child. In all actions concerning children, the best interest of the child shall be the major consideration.

Article 4: Implementation of rights. The obligation on the State to ensure that the rights in the Convention are implemented.

Article 5: Parents, family, community rights and responsibilities. States are to respect the parents and family in their child rearing function.

Article 6: Life, survival and development. The right of the child to life and the state's obligation to ensure the child's survival and development.

Article 7: Name and nationality. The right from birth to a name, to acquire a nationality and to know and be cared for by his or her parents.

Article 8: Preservation of identity. The obligation of the State to assist the child in reestablishing identity if this has been illegally withdrawn.

Article 9: Non-separation from parents. The right of the child to retain contact with his parents in cases of separation. If separation is the result of detention, imprisonment or death the State shall provide the information to the child or parents about the whereabouts of the missing family member.

Article 10: Family reunification. Requests to leave or enter country for family reunification shall be dealt with in a human manner. A child has the right to maintain regular contacts with both parents when these live in different States.

Article 11: Illicit transfer and non-return of children. The State shall combat child kidnapping by a partner or third party.

Article 12: Expression of opinion. The right of the child to express his or her opinion and to have this taken into consideration.

Article 13: Freedom of expression and information. The right to seek, receive and impart information in various forms, including art, print,

http://www.hrea.org/feature-events/simplified-crc.html

http://www.hrea.org/feature-events/simplified-crc.html


141

writing.

Article 14: Freedom of thought, conscience and religion. States are to be respect the rights and duties of parents to provide direction to the child in the exercise of this right in accordance with the child's evolving capacities.

Article 15: Freedom of association. The child's right to freedom of association and peaceful assembly.

Article 16: Privacy, honour, reputation. No child shall be subjected to interference with privacy, family, home or correspondence.

Article 17: Access to information and media. The child shall have access to information from a diversity of sources; due attention shall be paid to minorities and guidelines to protect children from harmful material shall be encouraged.

Article 18: Parental responsibility. Both parents have common responsibilities for the upbringing of the child and assistance shall be given to them in the performance of the parental responsibilities.

Article 19: Abuse and neglect (while in family or care). States have the obligation to protect children from all forms of abuse. Social programmes and support services shall be made available.

Article 20: Alternative care for children in the absence of parents. The entitlement of the child to alternative care with national laws and the obligation on the State to pay due regard to continuity in the child's religious, cultural, linguistic or ethnic background in the provision of alternative care.

Article 21: Adoption. States are to ensure that only authorised bodies carry out adoption. Inter-country adoption may be considered if national solutions have been exhausted.

Article 22: Refugee children. Special protection is to be given to refugee children.States shall cooperate with international agencies to this end and also to reunite children separated from the families.

Article 23: Disabled children. The right to benefit from special care and education for a fuller life in society.

Article 24: Health care. Access to preventive and curative health care services as well as the gradual abolition of traditional practices harmful to the child.

Article 25: Periodic review. The child who is placed for care, protection or treatment has the right to have the placement reviewed on a regular basis.

Article 26: Social security. The child's right to social security.


142

Article 27: Standard of living. Parental responsibility to provide adequate living conditions for the child's development even when one of the parents is living in a country other than the child's place of residence.

Article 28: Education. The right to free primary education, the availability of vocational educating, and the need for measures to reduce the drop-out rates.

Article 29: Aims of education. Education should foster the development of the child's personality and talents, preparation for a responsible adult life, respect for human rights as well as the cultural and national values of the child's country and that of others.

Article 30: Children of minorities and indigenous children. The right of the child belonging to a minority or indigenous group to enjoy his or her culture, to practise his or her own language.

Article 31: Play and recreation. The right of the child to play, recreational activities and to participate in cultural and artistic life.

Article 32: Economic exploitation. The right of the child to protection against harmful forms of work and against exploitation.

Article 33: Narcotic and psychotic substances. Protection of the child from their illicit use and the utilisation of the child in their production and distribution.

Article 34: Sexual exploitation. Protection of the child from sexual exploitation including prostitution and the use of children in pornographic materials.

Article 35: Abduction, sale and traffic. State obligation to prevent the abduction, sale of or traffic in children.

Article 36: Other forms of exploitation

Article 37: Torture, capital punishment, deprivation of liberty. Obligation of the State vis-a-vis children in detention.

Article 38: Armed conflicts. Children under 15 years are not to take a direct part in hostilities. No recruitment of children under 15.

Article 39: Recovery and reintegration. State obligations for the reeducation and social reintegration of child victims of exploitation, torture or armed conflicts.

Article 40: Juvenile justice. Treatment of child accused of infringing the penal law shall promote the child's sense of dignity.

Article 41: Rights of the child in other instruments


143

Article 42: Dissemination of the Convention. The state's duty to make the convention known to adults and children.

Article 43-54: Implementation. These paragraphs provide for a Committee on the Rights of the Child to oversee implementation of the Convention.

The titles of articles are for ease of reference only. They do not form part of the adopted text.


144

Appendix 3: African Charter on Human and Peoples’ Rights (Simplified version) Summary of Preamble: African States who are members of the Organization of African Unity (OAU)recognize that freedom, equality, justice and dignity are essential objectives for theachievement of the legitimate aspirations of the African peoples; pledge toeradicate all forms of colonialism from Africa and to strive for a better life for thepeoples of Africa; emphasize the importance of their historical tradition and thevalues of African civilization and that everyone has responsibilities and duties tosociety as well as rights; underline the need to pay particular attention to the rightto development and the fact that civil and political rights cannot be dissociated fromeconomic, social and cultural rights; emphasize the rights of peoples as well as ofindividual human beings; are conscious of their duty to achieve the total liberationof Africa and to dismantle all forms of discrimination; and reaffirm their adherenceto the principles of human and peoples‘ rights and freedoms contained ininternational declarations and standards. A summary of the African Charter on Human and Peoples‘ Rights: Article 1. States which belong to the Organization of African Unity (OAU) andwhich agree to this Charter must recognise the rights, duties and freedoms in theCharter and make them effective by law. Article 2. Each person is entitled to the rights and freedoms in this Charter, nomatter what his/her race, tribe, colour, sex, language, religion, political or otheropinion, national or social origin, fortune, birth or other status. Article 3. Each person is equal before the law and must be protected equally bythe law. Article 4. Every human being is entitled to respect for his/her life and to safety. Article 5. Each person has the right to respect for his/her dignity and legal status.No form of exploitation or degradation is allowed, especially not slavery, torture,inhuman or degrading punishment and treatment.


145

Article 6. Each person has the right to liberty and to safety. No one‘s freedom maybe unlawfully taken away. In particular, no one may be arrested or detainedwithout a lawful reason. Article 7. Each person has the right to a fair hearing and a fair trial in a propercourt. No one may be punished until he/she is proved guilty of breaking the law.No one may be punished for another person‘s crime. Article 8. Everyone is free to hold his/her own beliefs, and is free to practicehis/her own religion, as long as it is with respect for others. Article 9. Each person has the right to give and receive information freely, and toexpress his/her opinion, within the law. Article 10. Each person has the right to mix freely with others, within the law. Each person is free to mix with others as long as he/she follows Article 29. Article 11. All people have the right to meet or assemble freely, as long as they donot break the law and do not disturb the rights and freedoms of others. Article 12. Each person has the right to move freely inside and outside his/hercountry as long as he/she follows the law. Any person may get lawful asylum inother countries if he/she is persecuted. Article 13. Every citizen has the right to take part in the government of his/hercountry. Each citizen must have equal use of the country‘s public service andpublic property. Article 14. Each person has the right to own property, except when it is against thelaw because of public need or the general interest of the community. Article 15. Each person has the right to work under good conditions and to equalpay for equal work. Article 16. Each person has the right to health and medical care when sick. Article 17. Each person has the right to education and cultural life. The State hasthe duty to protect and promote morals and traditional values recognised by the community. Article 18. The family is the natural unit and basis of society. The State has the duty to protect and assist the family, especially women, children, the aged and thedisabled. Article 19. All groups of people must be equal and have the same respect


146

and thesame rights. Nothing can justify the domination of one group by another. Article 20. All peoples have the right to exist and to determine their own future. Allpeople have the right to political, economic and social development. Any peoplestruggling to free themselves from any kind of foreign domination have the right tohelp from member States. Article 21. All peoples have the right to their country‘s natural resources andwealth without foreign exploitation. Article 22. All peoples have the right to their economic, social and culturaldevelopment. States have the duty to ensure these rights. Article 23. All peoples have the right to national and international peace andsecurity. The principles of the Charter of the United Nations and the OAU mustgovern relations between States. Article 24. All people have the right to a satisfactory environment in which they candevelop. Article 25. States have the duty to promote and teach respect for the rights andfreedoms in this Charter. States must make sure their citizens understand therights and freedoms as well as the obligations and duties of the Charter. Article 26. States must make sure that the law Courts are independent. Statesmust protect the rights and freedoms of this Charter. Article 27. Each person has duties towards his/her family and society, the State,other communities and the international community. Each person must exercisehis/her rights and freedoms without disturbing the rights of others. Article 28. Each person has the duty to respect others, no matter who they are. Article 29. Each person has the duty to preserve and respect his/her family,parents and nation. Each person must protect the security of his/her State andwork for national solidarity and independence. Each person must work and paylawful taxes, and promote positive African values and African unity. The remainder of the Charter (there are 68 Articles in all) deals primarily with theestablishment of the African Commission on Human and Peoples‘ Rights and themanner in which it will operate. Source: Siniko.


147

Appendix 4: The African Charter on the Rights and Welfare of the Child Source: http://www.unicef.org/esaro/children_youth_5930.html

While many children in Africa are able to grow, learn and thrive as part of loving families and communities, others suffer due to issues like poverty, conflict, natural disasters, and harmful practices suchas early marriage. Many children in Africa are affected by different types of abuse, including economic and sexual exploitation, gender discrimination in education, and their involvement in armed conflict. Worldwide, UNICEF estimates that 150 million children aged 5-14 years work. The problem is most common in sub-Saharan Africa, where more than a third of children are engaged in child labour.

Like the Convention on the Rights of the Child (CRC), the African Charter on the Rights and Welfare of the Child (ACRWC) was created to protect children. The Charter spells out the rights that African countries must ensure for their children, and it is the main instrument of the African human rights system for promoting and protecting child rights.

The Charter, which was adopted by the Organisation of African Unity (now the African Union) in July 1990, was entered into force in November 1999. It was the first regional treaty to address child rights, and was created partly to complement the CRC, but also because African countries were under-represented in the drafting process of the CRC, and many felt another treaty was needed to address the specific realities of children in Africa.

The ACRWC and the CRC are the only international and regional human rights treaties that cover the whole spectrum of civil, political, economic, social and cultural rights. Like the CRC, the ACRWC talks about the same principles of non-discrimination and participation. Some of the other issues that African States wanted the Charter to address were: children living under apartheid, harmful practices against the girl child, such as female genital mutilation (FGM), internal conflicts and displacement, the definition of a child, the rights of children of imprisoned mothers, poor and unsanitary living conditions, the African conception of communities‘ responsibilities and duties, weak enforcement and monitoring mechanisms, role of the family in adoption and fostering, and the duties and responsibilities of the child towards the family and community.

In the Eastern and Southern Africa region, almost all countries have ratified the African Charter, with the exception of Somalia and Zambia, both have signed but not yet ratified it.

http://www.unicef.org/esaro/children_youth_5930.html


148

The ACRWC is divided into two parts. Part one deals with the rights, freedoms and duties of the child and has 31 articles. Part two deals with States‘ obligations to adopt laws to enforce the provisions of the Charter, and has 18 articles.

Appendix 5: Charter of the Commonwealth

We the people of the Commonwealth:

Recognising that in an era of changing economic circumstances and uncertainty, new trade and economic patterns, unprecedented threats to peace and security, and a surge in popular demands for democracy, human rights and broadened economic opportunities, the potential of and need for the Commonwealth – as a compelling force for good and as an effective network for co-operation and for promoting development – has never been greater,

Recalling that the Commonwealth is a voluntary association of independent and equal sovereign states, each responsible for its own policies, consulting and co-operating in the common interests of our peoples and in the promotion of international understanding and world peace, and influencing international society to the benefit of all through the pursuit of common principles and values,

Affirming that the special strength of the Commonwealth lies in the combination of our diversity and our shared inheritance in language, culture and the rule of law; and bound together by shared history and tradition; by respect for all states and peoples; by shared values and principles and by concern for the vulnerable,

Affirming that the Commonwealth way is to seek consensus through consultation and the sharing of experience, especially through practical co-operation, and further affirming that the Commonwealth is uniquely placed to serve as a model and as a catalyst for new forms of friendship and co-operation in the spirit of the Charter of the United Nations,

Affirming the role of the Commonwealth as a recognised intergovernmental champion of small states, advocating for their special needs; providing policy advice on political, economic and social development issues; and delivering technical assistance,

Welcoming the valuable contribution of the network of the many intergovernmental, parliamentary, professional and civil society bodies which support the Commonwealth and which subscribe and adhere to its values and principles,

Affirming the validity of and our commitment to the values and principles of the Commonwealth as defined and strengthened over the years including: the Singapore Declaration of Commonwealth Principles, the Harare Commonwealth Declaration, the Langkawi Declaration on the Environment, the Millbrook Action Programme, the Latimer House Principles, the Aberdeen Agenda, the Trinidad and Tobago Affirmation of Commonwealth


149

Values and Principles, the Munyonyo Statement on Respect and Understanding, the Lake Victoria Commonwealth Climate Change Action Plan, the Perth Declaration on Food Security Principles, and the Commonwealth Declaration on Investing in Young People,

Affirming our core Commonwealth principles of consensus and common action, mutual respect, inclusiveness, transparency, accountability, legitimacy, and responsiveness,

Reaffirming the core values and principles of the Commonwealth as declared by this Charter:

I. DEMOCRACY

We recognise the inalienable right of individuals to participate in democratic processes, in particular through free and fair elections in shaping the society in which they live. Governments, political parties and civil society are responsible for upholding and promoting democratic culture and practices and are accountable to the public in this regard. Parliaments and representative local governments and other forms of local governance are essential elements in the exercise of democratic governance.

We support the role of the Commonwealth Ministerial Action Group to address promptly and effectively all instances of serious or persistent violations of Commonwealth values without any fear or favour.

II. HUMAN RIGHTS

We are committed to the Universal Declaration of Human Rights and other relevant human rights covenants and international instruments. We are committed to equality and respect for the protection and promotion of civil, political, economic, social and cultural rights, including the right to development, for all without discrimination on any grounds as the foundations of peaceful, just and stable societies. We note that these rights are universal, indivisible, interdependent and interrelated and cannot be implemented selectively.

We are implacably opposed to all forms of discrimination, whether rooted in gender, race, colour, creed, political belief or other grounds.

III. INTERNATIONAL PEACE AND SECURITY

We firmly believe that international peace and security, sustainable economic growth and development and the rule of law are essential to the progress and prosperity of all. We are committed to an effective multilateral system based on inclusiveness, equity, justice and international law as the best foundation for achieving consensus and progress on major global challenges including piracy and terrorism.

We support international efforts for peace and disarmament at the United Nations and other multilateral institutions. We will contribute to the promotion of international consensus on major global political, economic and social issues. We will be guided by our commitment to the security,


150

development and prosperity of every member state.

We reiterate our absolute condemnation of all acts of terrorism in whatever form or wherever they occur or by whomsoever perpetrated, with the consequent tragic loss of human life and severe damage to political, economic and social stability. We reaffirm our commitment to work together as a diverse community of nations, individually, and collectively under the auspices and authority of the United Nations, to take concerted and resolute action to eradicate terrorism.

IV. TOLERANCE, RESPECT AND UNDERSTANDING

We emphasise the need to promote tolerance, respect, understanding, moderation and religious freedom which are essential to the development of free and democratic societies, and recall that respect for the dignity of all human beings is critical to promoting peace and prosperity.

We accept that diversity and understanding the richness of our multiple identities are fundamental to the Commonwealth‘s principles and approach.

V. FREEDOM OF EXPRESSION

We are committed to peaceful, open dialogue and the free flow of information, including through a free and responsible media, and to enhancing democratic traditions and strengthening democratic processes.

VI. SEPARATION OF POWERS

We recognise the importance of maintaining the integrity of the roles of the Legislature, Executive and Judiciary. These are the guarantors in their respective spheres of the rule of law, the promotion and protection of fundamental human rights and adherence to good governance.

VII. RULE OF LAW

We believe in the rule of law as an essential protection for the people of the Commonwealth and as an assurance of limited and accountable government. In particular we support an independent, impartial, honest and competent judiciary and recognise that an independent, effective and competent legal system is integral to upholding the rule of law, engendering public confidence and dispensing justice.

VIII. GOOD GOVERNANCE

We reiterate our commitment to promote good governance through the rule of law, to ensure transparency and accountability and to root out, both at national and international levels, systemic and systematic corruption.

IX. SUSTAINABLE DEVELOPMENT

We recognise that sustainable development can help to eradicate poverty by pursuing inclusive growth whilst preserving and conserving natural ecosystems and promoting social equity.

We stress the importance of sustainable economic and social transformation to eliminate poverty and meet the basic needs of the vast majority of the


151

people of the world and reiterate that economic and social progress enhances the sustainability of democracy.

We are committed to removing wide disparities and unequal living standards as guided by internationally agreed development goals. We are also committed to building economic resilience and promoting social equity, and we reiterate the value in technical assistance, capacity building and practical cooperation in promoting development.

We are committed to an effective, equitable, rules-based multilateral trading system, the freest possible flow of multilateral trade on terms fair and equitable to all, while taking into account the special requirements of small states and developing countries.

We also recognise the importance of information and communication technologies as powerful instruments of development; delivering savings, efficiencies and growth in our economies, as well as promoting education, learning and the sharing of culture. We are committed to strengthening its use while enhancing its security, for the purpose of advancing our societies.

X. PROTECTING THE ENVIRONMENT

We recognise the importance of the protection and conservation of our natural ecosystems and affirm that sustainable management of the natural environment is the key to sustained human development. We recognise the importance of multilateral cooperation, sustained commitment and collective action, in particular by addressing the adaptation and mitigation challenges of climate change and facilitating the development, diffusion and deployment of affordable environmentally friendly technologies and renewable energy, and the prevention of illicit dumping of toxic and hazardous waste as well as the prevention and mitigation of erosion and desertification.

XI. ACCESS TO HEALTH, EDUCATION, FOOD AND SHELTER

We recognise the necessity of access to affordable health care, education, clean drinking water, sanitation and housing for all citizens and emphasise the importance of promoting health and well-being in combating communicable and non-communicable diseases.

We recognise the right of everyone to have access to safe, sufficient and nutritious food, consistent with the progressive realisation of the right to adequate food in the context of national food security.

XII. GENDER EQUALITY

We recognise that gender equality and women‘s empowerment are essential components of human development and basic human rights. The advancement of women‘s rights and the education of girls are critical preconditions for effective and sustainable development.

XIII. IMPORTANCE OF YOUNG PEOPLE IN THE COMMONWEALTH

We recognise the positive and active role and contributions of young people in promoting development, peace, democracy and in protecting and


152

promoting other Commonwealth values, such as tolerance and understanding, including respect for other cultures. The future success of the Commonwealth rests with the continued commitment and contributions of young people in promoting and sustaining the Commonwealth and its values and principles, and we commit to investing in and promoting their development, particularly through the creation of opportunities for youth employment and entrepreneurship.

XIV. RECOGNITION OF THE NEEDS OF SMALL STATES

We are committed to assisting small and developing states in the Commonwealth, including the particular needs of small island developing states, in tackling their particular economic, energy, climate change and security challenges, and in building their resilience for the future.

XV. RECOGNITION OF THE NEEDS OF VULNERABLE STATES

We are committed to collaborating to find ways to provide immediate help to the poorest and most vulnerable including least developed countries, and to develop responses to protect the people most at risk.

XVI. THE ROLE OF CIVIL SOCIETY

We recognise the important role that civil society plays in our communities and countries as partners in promoting and supporting Commonwealth values and principles, including the freedom of association and peaceful assembly, and in achieving development goals.

-----------------------------------------------------------------------

We are committed to ensuring that the Commonwealth is an effective association, responsive to members‘ needs, and capable of addressing the significant global challenges of the future.

We aspire to a Commonwealth that is a strong and respected voice in the world, speaking out on major issues; that strengthens and enlarges its networks; that has a global relevance and profile; and that is devoted to improving the lives of all peoples of the Commonwealth.

Dated this 14th day of December 2012 Source Commonwealth Secretariat 2011. Charter of the Commonwealth. [online] Available at:http://www.thecommonwealth.org/files/252053/FileName/CharteroftheCommonwealth.pdf.


153

Appendix 6: Definition of Human Rights Education Mauritius is adopting the definition of human rights education as defined in the United Nations Declaration on Human Rights Education and Training (2011)8. In this declaration, human rights education is: ―education, training, awareness raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower learners to contribute to the building and defence of a universal culture of human rights in society, with a view to the promotion and protection of human rights and fundamental freedoms. ―Human rights education and training should be based on the principles of the Universal Declaration of Human Rights and relevant treaties and instruments, with a view to:

a. Raising awareness, understanding and acceptance of universal human rights standards and principles, as well as guarantees at the international, regional and national levels for the protection of human rights and fundamental freedoms;

b. Developing a universal culture of human rights, in which everyone is aware of their own rights and responsibilities in respect of the rights of others, and promoting the development of the individual as a responsible member of a free, peaceful, pluralist and inclusive society;

c. Pursuing the effective realization of all human rights and promoting tolerance, non-discrimination and equality;

d. Ensuring equal opportunities for all through access to quality human rights education and training, without any discrimination;

e. Contributing to the prevention of human rights violations and abuses and to the combating and eradication of all forms of discrimination, racism, stereotyping and incitement to hatred, and the harmful attitudes and prejudices that underlie them.‖


154

Appendix 7: HRE Key Concepts

Key Concept Description

Participation As a principle of the Convention on the Rights of the Child, participation is fundamental in ensuring students know their rights and contextualise human rights issues as they relate to their environments. Participation enables students to take part in decisions and actions to enjoy human rights within their communities. Participation can take on many facets in education, from participation in school elections, to increased participation in class, to the creation of classroom-based ―rules‖ of codes of conduct that are agreed upon by students and teachers, to participation in sports or other physical activities as highlighted in SDP initatives.

Diversity Mauritius is a country rich in diversity and culture. Diversity is the range of differences that make each person unique, from their culture, beliefs, traditions, religion, education, and many other factors. Valuing diversity means to understand the differences that make us unique while appreciating these differences. Diversity implies an understanding of tolerance and respect for others, while also having the ability to express oneself in his or her individuality and characteristics that make each person unique.

Equality Equality is a key concept that is also present as a fundamental human right. In the Universal Declaration of Human Rights, Article 2 states that ―Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.‖

Gender Identifying gender as a concept implies an examination of gender defined roles in Mauritius and elsewhere in the world. This concept looks at these roles and their implications in terms of enjoyment of human rights in general, while focusing on particular aspects to help promote equality between men and women, and boys and girls.

Inclusion Inclusion is recognising our universal "oneness" and interdependence. Inclusion is recognising that we are "one" even though we are not the "same". It emphasises the need for education to be inclusive, including for children with disabilities.

Responsibility Responsibility is the awareness that enjoyment and realisation of human rights implies duties towards others to ensure that their rights are equally respected. For example, freedom of expression is a fundamental right, but with it comes the responsibility not to harm others through hate speech.


155

Appendix 8: HRE Core Competencies in the HRE Curriculum

Category Core Competencies

1. Knowledge and

understanding.

These

competencies

focus on basic

knowledge of

human rights as

described in

international

human rights

standards such as

the Universal

Declaration of

Human Rights

(UDHR).

With these competencies, the student is aware of:


The history and philosophy of human rights, including the origins of contemporary human rights with the creation of the United Nations as well as human rights in the Commonwealth Charter.

International and regional human rights instruments. Basic instruments include the Universal Declaration of Human Rights, the Convention on the Rights of the Child, the African Charter on Human and Peoples‘ Rights (including the Protocol on Women‘s Rights), African Charter on the Rights of the Child.

National protection mechanisms, in particular the Child Protection Act.

The evolving nature of the international human rights system and the on-going development of human rights in all parts of the world linked with progress and challenges in advancing freedom, equality, justice and dignity.


Individuals and groups – past and present – who contributed to the upholding and defense of human rights, in Mauritius and the world (famous as well as lesser known).

Consolidate human rights as values framework and its relationship with other ethical, religious and moral value frameworks.


156


Consolidate the relationship between human rights and other social and development issues such as democracy, peace and security, economic and human development and globalization.

2. Attitudes and

values. These

competencies

focus on

developing

positive attitudes

and values; in so

doing, students

may also critically

reflect on their

existing attitudes

and values and

critically reflect

upon these in

relation to human

rights principles.

With these competencies, the student demonstrates:



Acceptance and respect for persons of different ―race‖, colour, language, age, disability, sex, sexual orientation, religion or belief, political or other opinion, national, ethnic or social origin, property, birth or other status, with implied awareness of one‘s own inherent prejudices and biases and endeavouring to overcome these.



Openness to reflecting and learning so as to improve personal behaviours in ways reflective of human rights principles.


3. Skills. These

competencies

focus on practical

skills students

undertake that

contribute to the

enjoyment of

human rights.

With these competencies, students are able to:




157


Distinguish between duty bearers and rights holders, and how they may overlap.


Locate information and sources on human rights relevant to one‘s personal and academic needs and interests, including use of information and communication technologies (ICTs).

Evaluate information sources and recognize points of view, prejudice and reliability.




158

Appendix 9: Child Development Unit and Child Protection Act What you need to know as a teacher: Reference: http://gender.gov.mu/English/Pages/Units/Child-Development-Unit.aspx The Child Development Unit is responsible for overseeing child protection in Mauritius. As part of the Ministry of gender Equality, Child Development and Family Welfare, the CDU has a number of objectives relating to child protection: The State has the obligation to ensure parental role wherever parents fail to do so and this role is ensured by the CDU. Any child may be a potential victim of violence, and the CDU has to intervene promptly and is expected to provide comprehensive service delivery with a view to provide immediate assistance and follow up to the child. Objectives The Child Development Unit has as main objectives:

To provide for Protection Services to victims of violence, abuse and

neglect on a 24 hr 7 days basis;

To provide for hotline service with respect to reporting of a case and

counseling as appropriate;

To provide victims with follow-up sessions to ensure recovery from

trauma and thereafter their re-insertion in society;

To prepare and support children victims of violence for legal

encounters;

To provide for Early Childhood Development services to the cohort of

0-3 years;

To provide parents with life skills through a National Parental

Empowerment Programme and Ecole des Parents;

To provide Alternative care to abused children, ranging from

temporary removal to a shelter for children in distress, to foster

caring and eventually, as a last resort, committal to a charitable

institution;

To provide victims of Commercial Sexual Exploitation with curative,

rehabilitative and reintegrative services;

To provide tardy declaration of birth services to both children and

adults who have not been declared within the prescribed time delay;

To provide periodic review of placement of children in shelters and

charitable institutions;

To act as Central Authority in International Child Abduction cases;

http://gender.gov.mu/English/Pages/Units/Child-Development-Unit.aspx

http://gender.gov.mu/English/Pages/Units/Child-Development-Unit.aspx


159

To provide trained mentors to children seen to be in distress because

of mild behavioural problems through a well spelt child Mentoring

Programme; and

To provide community safety and community actions in Child

Protection and Child Welfare in general through Community Child

Protection Programme and outreach Programmes.

The CDU offers a number of services, including:

Protection of children (through the Children Protection Act)

Rehabilitation of victims and their families (treatment and therapy,

residential care institution, and foster care)

Protection against the commercial sexual exploitation of children

Early childhood development

Ecole des Parents, which contributes towards parental

empowerment.

Prevention of child abduction

Implementation of the Community Child Protection Programme

Implementation of the Child Mentoring Programme

Sharing responsibilities with other

organisations/departments/ministries

National Children‘s Council Child Development

Capacity building programmes


160

Appendix 10: HRE Evaluation Guidelines The assessment and evaluation of the National Secondary Curriculum Framework focuses on a holistic approach to learning that integrates the knowledge, understanding, values and attitudes from all learning areas.

In line with this, the primary means of evaluating the HRE Curriculum is by the assessment of the HRE core competencies listed in Appendix 8. Teachers are responsible for assessing how well their students achieve these competencies. Methods for assessing the HRE core competencies are the following:

- Each standalone activity in the Annex has an evaluation component that is a discussion with students (the ―Reflection‖). This evaluation component is the primary way for a teacher to determine how well children have achieved the learning outcomes of each activity. There are different types of questions that frame this evaluation: questions related to the activity itself as a learning experience, and questions related to the actions children can undertake to ―put into practice‖ what they have learned.

- Assessment (by teachers and students) of the products of students‘ work (for example, a ―human rights calendar‖ celebrating human rights themed days with actions by students associated with each day).

- Teacher observation of students (see Template 1 in this Appendix). This is to be completed by teachers who undertake activities from the Annex in their classrooms.

- Teacher assessment of HRE integration in different subjects (see Template 2 in this Appendix). This is a template for assessing the integration of HRE concepts in different school subjects.


161

Template 1: Toolkit Activity Assessment This is a tool for teachers who tried an activity from the Annex.Adapted from: UNRWA HRCRT Toolkit (2013).

Teacher:

Grade Level:

Activity:

Subject:

Evaluate the activity using the following criteria: Strongly

Disagree Disagree Agree Strongly

Agree

1. The activity is clearly written with steps that are easy to follow.

☐ ☐ ☐ ☐

Additional comments:

2. The activity is suitable for this grade level.

☐ ☐ ☐ ☐


3. The amount of time to complete the activity

was sufficient. ☐ ☐ ☐ ☐


4. Students successfully followedthe steps in the activity.

☐ ☐ ☐ ☐


5. All students participated during the activity (individually, in small groups, and with the entire class).

☐ ☐ ☐ ☐


6. Students clearly identified how the activity reflected human rights concepts.

☐ ☐ ☐ ☐


7. Was the activity modified in any way? If yes, please describe how.

8. What went well during the activity?

9. What could be improved in this activity?


162

Template 2: Assessing HRE into Different Subjects This is a tool for teachers who integrated HRE into specific subjects.Adapted from: UNRWA HRCRT Toolkit (2013).

Teacher:

Grade:

Subject:

Date:

1. Briefly describe the lesson(s) in which the HRE integration took place:

2. Main human rights concepts addressed (select all that apply): Participation Diversity Equality Gender Inclusion Responsibility

3. Did you refer to the HRE learner competencies to help plan your lesson(s)? Yes☐ No☐

4. Did you formulate learning outcomes that are human rights-specific for your lesson(s)? Yes☐ No☐

5. Briefly describe the way in which you integrated HRE into the lesson(s):

Assess the following statements. After the lesson(s), students:

Strongly Disagree

Disagree Agree Strongly Agree

6. Developed a better understanding of human rights in relation to the content of the lesson(s).

☐ ☐ ☐ ☐

7. Expressed themselves using human rights-specific language.

☐ ☐ ☐ ☐


163

Endnotes

1Commonwealth Secretariat (2011), Human Rights Education in Schools in Mauritius, Commonwealth Secretariat project on human rights education insecondary schools. 2 Commonwealth Secretariat (2007). Civil Paths to Peace: Report of the Commonwealth Commission on Respect and Understanding, London. 3Commonwealth Youth Programme (CYP) (2007) The Commonwealth Plan of Action for Youth Empowerment 2007–2015, London. 4Lyras, A., and Welty Peachey, J. (2011). "Integrating Sport-for-development Theory and Praxis." Sport Management Review 14.4: 311-26. 5Kay, T. and Dudfield, O. (2013), The Commonwealth Guide to Advancing Development through Sport, Commonwealth Secretariat, London. 6Adapted from: Richard Pierre Claude and UNRWA HRCRT Toolkit (2013). 7Flowers, N. (Ed.) (1998), Human Rights Here and Now: Celebrating the Universal Declaration of Human Rights, Minneapolis. 8See http://www.ohchr.org/EN/Issues/Education/Training/Pages/UNDHREducationTraining.aspx.

http://www.ohchr.org/EN/Issues/Education/Training/Pages/UNDHREducationTraining.aspx

http://www.ohchr.org/EN/Issues/Education/Training/Pages/UNDHREducationTraining.aspx

human rights education in schools in mauritius teacher‘s

Documents