Contenidos
Learning Objectives -Know some of the statements
on the Bill of Human Rights. -Think about why the Human Rights Bill is necessary. -Listening comprehension of texts and videos related to the Human Rights. -Reading comprehension of texts related to the violation of
-Predicción del tema de la unidad mediante el título de la misma, el apoyo visual y los conocimientos previos. -Debate del tema de la unidad a partir de un cuestionario. -Escucha y comprensión de información general y específica emitida por el profesor/a relativos a situaciones de comunicación y a los temas incluidos en esta unidad.
Human rights
-Deducción del significado de ilustraciones,
-Know how to express an event
palabras y expresiones a través del contexto.
related to the topic using any of the studied tenses - Know how to describe pictures and contents in the videos related to the topic - Define what a human right means and what it doesn’t. -Identify and explain how and when the Bill of Human Rights
-Participación
espontánea en los debates
producidos por una situación respetando el turno de palabra. -Uso de las estrategias de comunicación -Uso de distintas fuentes para obtener información con el fin de realizar actividades individuales o en grupo. - Interés por la presentación cuidada de los textos escritos, en soporte papel y digital. -Tiempos verbales: aquellos integrados en los
came up.
textos.
-Know the difference between
-Voz Pasiva. Verbos Modales, Pronombres
Refugees and Asylum Seekers - Write a paragraph expressing what the Human Rights Symbols mean. - Contrast the different tenses used. Didactic unit 4º ESO -Learn the vocabulary related English Department-Bilingual projectto Maria del Mar Arboleda Caja the topic
relativos -Relación del Vocabulario con su significado. -Conocimiento de acontecimientos significativos en la Historia y en la actualidad de los derechos Humanos y la violación de los mismos.
Competencias Interacción con el profesor y
Criterios de evaluación Comprender la información general y específica contenida en la unidad.
compañero/as sobre el tema a partir de las fotos de la portada. Verbos y
Redactar de forma guiada textos y
vocabulario relacionados con los
opiniones sobre los derechos
desastres naturales..Uso de formulas para expresar de forma oral y escrita acontecimientos pasados y acontecimientos que ocurren en un
Humanos, así como la ayuda que se puede prestar para ayudar a que se cumplan. Participar en debates, conversaciones
momento del pasado. Participación en
y simulaciones breves relativas a
debates, conversaciones con los
acontecimientos ocurridos en el
compañeros/as para describir acontecimientos. Comprensión de los cambios que la actividad humana produce sobre el medio ambiente. Muestra de autonomía, eficacia, responsabilidad y reflexión al seleccionar y hacer uso de la información y sus fuentes. Actitud solidaria ante el
pasado y que ocurren en el presente. Participar en la descripción de ilustraciones y en la exposición oral sobre los derechos humanos ejemplos de violación de los mismos… Valorar el uso de las TIC como herramienta para la creación de
cumplimiento de las obligaciones cívicas
presentaciones, videos y búsqueda de
como la ayuda humanitaria ante una
información adecuada al tema de la
catástrofe natural. Uso de estrategias y recursos para aprender y ser consciente de las propias capacidades completando la hoja de autoevaluación
Unidad Didáctica
What are human rights? Human rights are fundamental rights and freedoms to which every human being is entitled. These rights include individual, political, civil, spiritual, social, economic and cultural rights that help us to develop to our fullest potential. Human rights are universal – they apply to all people, everywhere. You do not have human rights because of your citizenship, race, sex, language, or religion, but because you are a human being. They are also indivisible – no rights are more important than others. You cannot be granted only some rights, while others are denied.
How did rights come about? The concept of human rights has been around for a long time, and we can trace ideas about universal human rights back to ancient cultures, the world’s major religions, and many philosophers. But it was not until 1948 and the adoption of the Universal Declaration of Human Rights that we got an internationally recognized definition of these rights. In 1945, after the Second World War, world leaders gathered in San Francisco with the goal of creating a global organization that would work for peace and promote cooperation between countries. There, the United Nations was founded with a Charter (a guiding document) that committed all member states to promote "universal respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race, sex, language, or religion."
1
However, many people felt that a better definition of human rights was needed – something that would make it clear for governments, the United Nations and all people what having human rights actually are. In 1946, the United Nations established a committee to look into this and after two years of drafting and negotiating the Universal Declaration of Human Rights was adopted.
What rights do people have? The Declaration contains a preamble and 30 articles that spell out the rights of all people. They cover:
Individual rights – you have the right to life and liberty, to be free from slavery and torture, and equality before the law.
Civil and political rights – you have the right to a nationality, to freedom of movement, to form a family and to own property.
Spiritual and public rights – you have the right to freedom of thought and religion, to freedom of opinion and expression, and to access public services.
Economic, social and cultural rights – you have the right to an adequate standard of living, to get an education, to work and to participate in cultural activities.
The Declaration in itself is not a legally binding document, but it has become what is known as “customary international law”. That is, when enough states begin to behave as though something is law, it becomes law "by use." The Declaration is also the foundation for a number of human rights treaties that have been adopted since 1948, for example the Convention on the Rights of the Child.
2
Human Rights
‘The foundation of freedom, justice, and peace in the world’.
By the end of the lesson I should; •Know some of the statements on the Bill of Human Rights •Think about why the Human Rights Bill is necessary. 3 By: Mª del Mar Arboleda Caja. English Department – Bilingual project. Didactic Unit 4º ESO
A Refugee Camp
4
WE MUSN’T FORGET ….
5
This is part of our history‌ The Holocaust !!!
6
7
In 1945, after the horrors of World War II, an international organization was established, the United Nations. It was dedicated to maintaining peace and security and to solving humanitarian problems. So in 1948, they developed a code of conduct for the protection of basic human rights to be used across the world. This was called the Universal Declaration of
Human Rights.
It is not legally binding, but its content has been incorporated into the laws of many countries and it has become a standard measure of human rights across the world. However, there are still many countries and people who abuse these rights for example;8
UKRAIN
9
INDIA
10
The Guantanamo Bay Detention Camp 11
12
IRAN
13
14
The Articles of the Universal Declaration of Human Rights were set up to protect people . In the UK they are included as part of our laws. Not all countries do this!!! Shade the articles of the Human Rights bill using 3 different colours to show what they represent UNDER THE FOLLOWING HEADINGS. (some might come under more
than one so the box can be stripy!)
15
Right to Work and to Join Trade Unions
Freedom from State or Personal Interference in Human Rights Right to Marriage Freedom from and Family Interference with Correspondence Right to a Social Right to Own Order that allows Property this Document
Right to Participate in Free Elections
Freedom of Belief and Religion
Freedom from Torture and Degrading Treatment Freedom from Arbitrary Arrest and Exile
Right to Life, Liberty, Personal Security
Key:
Right to Rest and Leisure
Right to Social Security
Freedom from Discrimination
Right to a Nationality and the Freedom to Change It Right to Asylum in Right to Free other Countries Movement in and from Persecution out of the Country Freedom of Community Opinion and Duties Essential Information to Free and Full Development
Right to Equality
Right to Remedy by Right to Equality Competent Tribunal before the Law
Protection
Right to an Education
Freedom from Slavery
Right to be Considered Innocent until Proven Guilty Right of Peaceful Assembly and Association
Right to Participate in the Cultural Life of Community Right to Adequate Living Standard
Right to Right to Fair Public Recognition as a Hearing Person before the Law
Standard of living
Equality
16
In the following slide: Here are the 30 articles in the order they appear in the Declaration
Copy out the first five in the order you think they should be Which do you think are the most important?
17
1. 2. 3. 4. 5.
Right to Equality Freedom from Discrimination Right to Life, Liberty, Personal Security Freedom from Slavery Freedom from Torture and Degrading Treatment 6. Right to Recognition as a Person before the Law 7. Right to Equality before the Law 8. Right to Remedy by Competent Tribunal 9. Freedom from Arbitrary Arrest and Exile 10. Right to Fair Public Hearing 11. Right to be Considered Innocent until Proven Guilty 18
12. Freedom from Interference with Privacy, Family, Home and Correspondence 13. Right to Free Movement in and out of the Country 14. Right to Asylum in other Countries from Persecution 15. Right to a nationality and Freedom to Change Nationality 16. Right to Marriage and Family 17. Right to Own Property 18. Freedom of Belief and Religion 19. Freedom of Opinion and Information 20. Right of Peaceful Assembly and Association 21. Right to Participate in Government and Free Elections 19
22. Right to Social Security 23. Right to Desirable Work and Join Trade Unions 24. Right to Rest and Leisure 25. Right to Adequate Living Standard 26. Right to Education 27. Right to Participate in the Cultural Life of the Community 28. Right to a Social Order that Articulates this Document 29. Community Duties Essential to Free and Full Development 30. Freedom from State or Personal Interference in the above Rights 20
Using the information given;
Design a leaflet to illustrate the most
important articles of the Universal Declaration of Human Rights.
You will need to explain: •What the Universal Declaration of Human Rights actually is •Why it is important •Why it was set up •What the articles are.
Use pictures to help explain your ideas. 21 Finish for Homework
Shade the articles of the Human Rights bill using 3 different colours to show what they represent UNDER THE FOLLOWING HEADINGS. (Some might come under more than one so the box can be striped)
Key: PROTECTION
STANDARD OF LIVING
EQUALITY
Right to
Freedom from State
Right to Rest and
Right to an
Right to Social
Work and to
or Personal
Leisure
Education
Security
Join Trade
Interference in
Unions
Human Rights
Right to
Freedom from
Freedom from
Right to a
Right to be
Marriage and
Interference with
Discrimination
Nationality and
Considered
Family
Correspondence
the Freedom to
Innocent until
Change It
Proven Guilt
Right to a
Right to Own
Right to Asylum in
Right to Free
Right of
Social Order
Property
other Countries
Movement in and
Peaceful
from Persecution
out of the
Assembly and
Country
Association
that allows this Document Right to
Freedom of Belief and
Freedom of
Community
Right to
Participate in
Religion
Opinion and
Duties Essential
Participate in
Information
to Free and Full
the Cultural
Development
Life of
Free Elections
Community Freedom
Right to Life, Liberty,
from Torture
Personal Security
Right to Equality
Freedom from
Right to
Slavery
Adequate
and
Living
Degrading
Standard
Treatment Freedom
Right to Remedy by
Right to Equality
Right to
Right to Fair
from
Competent Tribunal
before the Law
Recognition as a
Public Hearing
Arbitrary
Person before the
Arrest and
Law
Exile
22
Some of the articles of the Human Rights Declaration are outlined in the boxes below. Cut up the impact cards on the last page of this worksheet and decide which Human Right each relates to. Then glue them or write them in the box below the Human Right that they relate to.
People should not be
Everyone has the right
Everyone has the right to
discriminated against.
to life.
be free from torture.
We’re all equal before the
Everyone has the right
law.
to privacy.
Everyone has the right to a fair trial, and to be presumed innocent until proven guilty.
23
Everyone has the right
Everyone has the right
Everyone has the right
to freedom of religion,
to freedom of speech
to marry and have a
and to have no religion if
and expression.
family.
to education and parents
Everyone has the right
Everyone has the right
can choose the type for
to own property.
to democracy.
desired.
Everyone has the right
their children.
24
Cut out and stick each card below the Human Rights Act to which it is relevant.
Forced labour is no longer
Spain passed laws to ban
Italy relaxed its laws on
phone tapping as they
the media, which had
were seen as an invasion of
previously been state
privacy.
controlled.
State education is offered
Countries that follow the
Capital punishment (Death
free of charge in countries
Declaration have laws
Penalty) is banned in the
that follow the declaration.
against discrimination.
UK.
Governments are elected
Juries in the UK are made
Women are allowed to
at regular intervals.
up of a diverse range of
purchase a home without a
society to avoid
male partner.
used as punishment.
discrimination. Suspects can be released on
Belgium changed laws
Sweden changed its laws
bail until their trial if
which discriminated
on compulsory religious
deemed safe.
against children born
education.
outside marriage.
25
NAME:
Imagine you are reporter writing a story about Human Rights for young teenagers. Why is it important that people know what their rights are? What rights do you think are important?
TASK 1 – What are ‘Human Rights’? Describe in your own words what the term means.
TASK 2 – Which of the following do you think are Human Rights? Tick the correct Rights. A. Nobody can torture or hurt you. B. You have the right to smack a child if they are annoying you. C. You have the right to go to school. D. You have the right to call people names if you want to. E. You can belong to any religion that you want. F. Everyone has human rights, whatever they look like or how old they are. G. You can take someone else’s money if they earn more than you.
TASK 3 – Why is it important that everyone knows what their Rights are? Answer in full sentences. A. Everyone should know their Rights so that...
26
B. Human Rights are important because...
TASK 4 – Look at the Human Rights that you sorted into order of importance and complete the following in full sentences. I thought that
was the most important law
I thought this Right important because
27
Click on the words in blue to go to the main page and then you can click on each icon to get information:
Watch a video about this organization and their aims Now complete the chart in the following pages according to the information you have now.
28
Symbols
After Reading about them write with
Find another word or expresion with
your own words their meaning.
similar meaning
29
30
31
32
1. In the UK, how old is a child? a. Under 1
b. Under 10
c. Under 18
2. What are children’s human rights? a. A set of rules about how wonderful children are? b. A set of rules about how children around the world should be treated? c. A set of rules about how children are always right? 3. Why do children have their own human rights treaty? a. Because we need extra care and protection. b. We don’t – what are you talking about?! c. We’re greedy! 4. When did the United Nations last check children’s rights in the UK? a. Never
b. 1902
c. 2002
5. What is the UN short for? a. Ugly Nations
b. Umbrella of Nations
c. United Nations
6. The UN is a group of nations that joined together in 1945. What is the UN’s job? a. To help countries work together to make the world a better and safer place. b. To shout at everyone very loudly c. To tell people what to do
33
7. What does the UN do for children’s rights? a. It investigates complaints from children b. It makes sure the Convention on the Rights of the Child looks nice and neat c. It makes sure that governments put rights into action 8. Where does the UN Committee on the Rights of the Child meet? a. Disneyland Paris b. At the Queen’s house in London c. Geneva, Switzerland 9. Which of these countries has not agreed to follow the UN’s children’s rights code? a. USA
b. India
c. Germany
10. Why is it important you know about children’s rights? a. So I can show off to my friends b. So I know how I should be treated c. So I get good test results 11. Can you go to court if your rights in the Convention of the Rights of the Child are broken? a. No, but some of the rights are protected by the Human Rights Act and I can go to court if these are broken. b. Yes of course I can c. I haven’t got a clue
34
12. Kate’s parents have split up. She has gone to live with her mum sees her dad once a month. Should she have had a say in this decision? a. No. Kate is too young to know what is best for her b. Yes, it’s completely up to her where she lives c. Yes, Kate has the right to say what she thinks and the adults that make decisions must listen to her. 13. Max is 10 and can’t do his schoolwork. He thinks he’s stupid. Can anyone help? a. No, Max should try harder b. Max has the right to education and his teachers should help him learn in a way that is good for him c. He should be made to stay behind after school to catch up with his work. 14. Amy is 7 and uses a wheelchair. She can’t get to the school dining room because of the steps. What should happen? a. The school should build a ramp to the dining room b. Amy could go to another school c. Amy could eat her lunch in another room 15. Michael took a game from a shop without paying for it. He was arrested and now has to go to court. What should have happened? a. Michael should have been taken to prison straightaway b. Michael should be encouraged to do something to make up for what he has done c. Michael’s parents should punish him in any way they choose
35
This is Ms. Meng Xiaosi, member of China‟s communist party, Minister and ViceChairperson of National Committee on Women and Children under the State
Council China, and vice president of the All China Women‟s Federation, a national organization that enforces China‟s notorious population control policies upon women in China. V I D E 0
Reggie Littlejohn exposes the brutal truth behind China's One Child Policy that it is enforced through forced abortion and forced sterilization. She also describes what Women's Rights Without Frontiers is doing to stop it. Join the fight to stop forced abortion in China! After the recent order (April 7-2010) to sterilize nearly 10, 000 women in China‟s Southern Guangdong Province, in which have specialist population control units been coercing, arresting, detaining thousands of women, and performing almost 24 hour „birth control surgeries‟, a report from Amnesty
International UK noted that:
36
“Local officials aim to sterilize 9, 559 people by 26 April, some against their will, in a drive to meet family planning targets in
Guangdong Province,
southern China…The local authorities claim that by the end of 11 April, the 20-day campaign had already met 50 per cent of its target. A local doctor, quoted in the Chinese media, said that his team was working from 8am until 4am the next day performing surgeries for sterilization. Local reports suggest at least some people are not freely consenting to being sterilized“ “Forced sterilization amounts to torture, and it is appalling that the authorities are subjecting people to such an invasive procedure against their will. Reports that relatives are imprisoned as a means of pressurizing couples into submitting to surgery are incredibly concerning. The authorities must condemn this practice immediately and ensure that others are not forcibly sterilized.” (Kate Allen Director of Amnesty International UK). The chilling reality is that as Ms Meng Xiaosi was deceiving the UNCSW (The United Nations Commission on the Status Of Women ) and Women‟s NGOs, her
colleagues at the All China Women‟s Federation and Ministry for Population
Control were coldly planning the mass sterilization of thousands more Chinese women in Guangdong Province! It is the duty of those committed to women‟s human rights to stand up and challenge this latest terror waged against women‟s reproductive freedoms and human rights, to join the campaign to expose the suffering of women in China and any other countries in which this is carried out. This is only one example of human rights violations but there are more as you will see. We cannot go throughout all of them; however we are going to show some other violations of the human rights which may appear absolutely incredible.
37
CLICK &
WATCH1
. CLICK & WATCH 2
Did you know? In order to ensure the reliability and effectiveness of child soldiers, they are usually forced to murder their family or neighbors.
REAL
TESTIMONIES
In Sudan we were distributed to men and I was given to a man who had just killed
his woman. I was not given a gun but I helped in the abductions and grabbing of food from the villages. Girls who refused to become prostitutes were killed in front of us. - age 15, Sudan I had to go through the training and learn to fight, otherwise the RUF people would
beat me or kill me. - age 10, Sierra Leone We were all ten, twelve, thirteen years old and older. Then we were sent to Camp
Vert in Moba and trained there. Lots were killed in the training. Lots died of sickness. The food was poorly prepared and many got dysentery. - age 13, Rwanda There are more videos if you are interested on the topic. Just click on the icon Click here
Task: After reading and watching about Child Soldiers complete the chart about this topic using your own words.
38
CLICK HERE AND WATCH
There are 27 million people in slavery today. They are forced to work without pay, under threat of violence, and they’re unable to walk away. You can find them in brothels, factories, mines, farm fields, restaurants, construction sites and
private
homes.
Many
slaves
have
been
tricked by traffickers who lure vulnerable people with false promises of good jobs or education. Some slaves are marched to work at gunpoint. Others are trapped by phony debts from unscrupulous moneylenders. Slavery is illegal everywhere, but it happens nearly everywhere. -27 million people today are slaves -Slavery: forced to work under the treat of violence without pay and no way to get out -More slaves today than at any other time in history -Slavery includes: -Trafficking: 1,200,000 children each year with 550,000 from Latin America and Caribbean -Forced and Bonded Labour: 5,700,000 children with 5,500,000 in Asia - Armed Conflict: 300,000 children with 120,000 in both Asia and Africa - Prostitution and Pornography: 1,800,000 children with 750,000 in Latin America and Caribbean - Illicit Activities: 600,000 children with 260,000 in Latin America and Caribbean -Average cost of a slave is $90 today vs. the equivalent of $40,000 during the 1850’s
39
-Slavery is estimated to be worth $13 billion each year in the global economy -8.4 million children are involved in slavery -14,500 people are trafficked to be slaves in the US each year to around 90 major cities -122 million children are working in the Asia/Pacific region -26% of children work in Sub-Saharan Africa -Around 600,000 to 800,000 people are trafficked each year around the world -80% of trafficked victims are female and 75% of those are trafficked for sexual exploitation.
Try our interactive map to find out:
Task: Make a graph (bar graph, pie chart ‌) including all the information numbers, countries, sexes, etc‌ where slavery is actually happening. ( Video web page link in case the VIDEO icon above has any difficulties)
40
Who is a refugee? A refugee is someone who has been forced to flee his or her country because of persecution, war, or violence. A refugee has a well-founded fear of persecution for reasons of race, religion, nationality, political opinion or membership in a particular social group. Most likely, they cannot return home or are afraid to do so. War and ethnic, tribal and religious violence are leading causes of refugees fleeing their countries.
41
Who is an asylum-seeker? When people flee their own country and seek protection and
safety
country,
in
they
another apply
asylum – the
right
for
to be
recognized as a refugee and receive legal protection and material assistance. An asylum seeker must demonstrate that his or her fear of persecution in his or her home country is well-founded. Nearly 36 million people around the world have left their homes and communities by persecution and armed conflict. International
migration
is
part of todayâ€&#x;s often discussed globalization.
International
movement of capital, goods,
and labor, today capital and goods
move
freely
across
borders, but people are less welcome.
All
countries
have
developed received
significant numbers of migrants. Spain has also received a high amount of migrants. Spanish people were traditionally emigrants and now they have to face this new
42
phenomenon. There is no way to escape the fact that more migrants are needed in the developed world to keep the economies going and internationally competitive. Besides the serious ethical questions this raises regarding the “purchase” of labor from the developing world, developed societies are going to have to face larger inflows of migrants. Migration has often been a source of tensions among cultures and even racist and xenophobic movements. Students must be ready for the future and they must learn more about refugees and immigrants. International law recognizes the right to seek asylum, but does not oblige states to provide it. Nations at times offer 'temporary protection' when they face a sudden mass influx of people and their regular asylum systems would be overwhelmed. In such circumstances people can be speedily admitted to safe countries, but without any guarantee of permanent asylum. Thus 'temporary protection' is helpful to both governments and asylum seekers in specific circumstances. Yet it only complements and does not substitute for the wider protection measures offered by the Refugee Convention. Some countries detain asylum seekers upon arrival, during the asylum process or while waiting for deportation. Asylum seekers may have already suffered imprisonment and Torture in the country from which they have fled. Therefore, the consequences of detention may be particularly serious, causing severe emotional and psychological stress. A prominent political problem in Spain is the situation on the Southern border, where many people try to enter the EU from Africa, risking their life and often losing it. “Civil International Service Andalucía” is going to organise the campaign "Refugees, You Need To Know Them" with round tables, an interactive exhibition, films and discussions about the problems of refugees inside and outside of Spain.
Task What can we do to help refugees and immigrants? Each group of three students will organize a campaign. There will be three roles:
43
- A journalist specialized in this field - A famous refugee - A Goodwill Ambassador
Your school has decided to carry out a campaign and a talk show for the local TV. The aim is to make people aware of this serious problem. They wish to avoid racist conflicts in the future. -A campaign with a slogan -A TALK SHOW for the local TV The Town Hall will choose the best TV program and campaign.
How to organize and links to find out information for your task HOW MUCH DO YOU KNOW ABOUT VOCABULARY? Quizzes (in case the link it doesn‟t work you have a copy in the Appendix) MIGRATION SURVEY – TO ACTIVATE YOUR KNOWLEDGE Quizzes
1. First you'll be assigned to a team of 3 students 2. You'll pick a role: journalist, famous refugee and Goodwill Ambassador. 3. The journalist will seek information about the recent situation and the history of migration. The journalist will compare the Spanish situation now and earlier. The journalist will prepare the TALK SHOW with the refugee and Goodwill Ambassador.
CLICK ON THIS LINK
IT MAY HELP YOU!!!!!
44
Facts
Feelings
Questions
What countries are they in? How
How did you feel when you were
What would you like to know? Any
many child soldiers are there?
watching those videos? What things
words you did not understand?
shocked you?
Click here to listen to the song
My name is Luka I live on the ________ floor I live _________ from you Yes I think you've seen me ___________ If you hear ___________ late at night Some kind of ___________. some kind of ___________ Just don't ask me what it was Just don't _______me what it was Just don't ask me what ________was I think it's because I'm __________ I try not to talk too _________ Maybe it's because I'm crazy I try not to act too __________ They only _________until you _________ After that you don't ask __________ You just don't argue anymore You just don't argue anymore You just don't argue anymore Yes I think I'm okay I walked into the _________again Well, if you ask that's what I'll say And it's _______ your ____________ anyway
My name is Luka
Before Upstairs second
It
proud
clumsy
Ask
loud
Something
Trouble
fight
Business
Cry
Hit
Why
Door
not
I guess I'd like to be ________With nothing broken, nothing thrown Just don't ask me how I am [X3] My name is Luka I live on the _________ floor I live upstairs from you Yes I think you _____________-me before If you _________something _______ at night Some kind of ________, some kind of __________ Just don't ask me what it was Just don't ask me what it was Just don't ask me what it was
Second
‘ve seen
Alone
Late
Hear
Fight
trouble
And they only hit until you cry After that, you don't ask why You just don't argue anymore You just don't argue anymore You just don't argue anymore
2. Now complete these sentences according to the lyrics: 1. The song is about ___________________________________________________________. 2. The song writer lives ________________________________________________________. 3. The singer may hear ________________________________________________________. 4. He blames himself for _______________________________________________________. 5. Adults only stop abusing the boy until he __________________________________. 6. If his neighbor asks him why he cries, he ____________________________________. 7. He feels ok because he is ______________________________________________________. 8. After being abused he wants to be ___________________________________________ .
For a chance at a better life, it helps to make your bad story worse. by Suketu Mehta August 1, 2011
ABSTRACT: ANNALS OF IMMIGRATION about asylum-seekers embellishing their stories. The writer met Caroline one Friday evening in the cafeteria of the upscale Manhattan supermarket where she worked. She was a twenty-something African immigrant without papers who was living three lives: as Cecile Diop, a woman with papers who had been in the country for ten years; as Caroline the African rape and torture victim; and as herself, a middle-class young woman who wanted to make a life in America. (Names and other identifying details have been changed throughout.) Diop, a fellow expat from central Africa, had lent Caroline her Social Security number so that she could get the job. Caroline was expecting her first paycheck, which she would give to Cecile to cash. “Some of them take half,” Caroline said, about such arrangements between immigrants. Caroline had come to the U.S. the previous summer for a family wedding. When her parents left, she stayed, even after her tourist visa expired. Now she was working on a story—a four-page document that she would give to the lawyer she had hired, and to immigration officials— saying that she was beaten and raped more than once by government soldiers in her country. “I have never been raped,” she admitted. It’s not
enough for asylum applicants to say that they were threatened, or even beaten. They have to furnish horror stories. Inevitably, these atrocity stories are inflated, as new applicants for asylum get more inventive about what was done to them. Caroline’s parents are supporters of a controversial opposition leader, and government soldiers ransacked their house twice. Although they didn’t rape her or her sisters, they beat her brother. To buttress her asylum claims, Caroline has to obtain a letter from a hospital stating that she had been treated for torture. Describes her therapy sessions. Caroline was getting help in crafting her narrative from a Rwandan man the writer calls Laurent, who was a sort of asylum-story shaper among Central Africans. The writer accompanied Caroline to the immigration office where she made her case for asylum. Describes her interview with the immigration official, Novick. He wanted specifics about her rape and mistreatment back home. Last year, about fifty thousand people applied for asylum here. Less than five per cent came from central Africa. In all, 21,113 applicants were given asylum. The majority of asylum seekers in America, immigration experts say, really would be at serious risk if they were returned to their countries. Caroline does indeed have a “wellfounded fear of persecution” if she returns, but she felt that she had to augment the story with a rape because the immigration system can better comprehend such a story. A couple of weeks later, Caroline returned to the asylum office and was told that her application had been approved.
A – ANSWER THESE QUESTIONS ON THE TEXT:
1. Who did the writer meet? 2. Where was the girl from? 3. How many identities did she have? 4. Who lent her a social security number? Why? 5. What was she waiting for? 6. How many people applied for asylum last year?
B – COMPLETE THESE SENTENCES ACCORDING TO THE TEXT:
1. Despite having a tourist visa, Caroline decided to ________________________________________________ 2. She is working on a written document explaining that ____________________________________________ 3. She is going to lie on her report because ______________________________________________________ 4. She needs a letter from the hospital in order to ________________________________________________ 5. According to official experts most immigrants would be in danger if _______________________________ 6. Fortunately her story was accepted and she is able _________________________________________ in America.
C- WHAT /WHO DO THE UNDERLIED WORDS REFER TO?
1. Where _____________________ 2. Which _____________________ 3. These ____________________ 4. Who _______________________ 5. Where ____________________
WARMING UP ACTIVITY “There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they can grow up in peace.“
Kofi
Annan (UN Secretary-General and Nobel Peace Prize Winner)
None of us is completely empty handed, among
not us.
even
Some
the
least
people
have
expertise, wealth, or influence. Others have time, talent, or the power to persuade. Most of us hold more modest gifts: a warm smile, a strong spirit, or simply the capacity to care. What is in YOUR hand? Do you hold that most essential quality, a willingness to help?
52
WARMING UP ACTIVITY Elected officials respond to the concerns voiced by voters. SPEAK OUT! Corporations respond to choices made by consumers. SPEND WISELY! In all cases YOU are the center, the focus, and the fundamental element. Here are some ways you can help:
Become informed. This is the critical first step. Most people do not
even know this terrible problem exists! Let this website be a jumping off point. Look at others, follow links, do more research on areas that interest you. There are many good books on the subject. Some are reviewed on our meetup site: BOOK REVIEWS
Consume ethically. Support the Fair Trade movement. Look at labels.
Learn about product categories that have issues with elements in their supply chain. Shop with a conscience seeking the highest level of assurance available that your dollars are not supporting slavery.
Join a group. There are many groups that focus on different aspects
of this issue, and some like ours that undertake a broad approach. Many are faith based while others are not. Find a group that suits you and add your voice.
Spread the word. Share your knowledge. Talk with family, friends,
and coworkers about what you have learned. Get others involved.
Learn to recognize and report possible incidents of human trafficking.
The rescue of many victims has begun with a report from an alert concerned citizen. The 24 hour hotline for the National Human Trafficking Resource Center
Volunteer/Intern. More than just a member, you can work full or part
time for some of the larger abolitionist organizations.
Start a group! If there is not a group in your area, consider starting
one. Computers and desktop publishing make this much easier today. 53
WARMING UP ACTIVITY Meetup.com is one excellent way to start a new group on a shoe string and have a lot of support for promotion and communication. Many people have started groups, clubs, or committees in their place of worship, in their school, or through their professional organization or union.
Contribute
money.
In
these
difficult
economic
times
even
well
established organizations are facing funding challenges. If you are in a position to make a charitable contribution, it would be hard to imagine a more worthy cause than this in the realm of social justice.
Fundraise/Friend-raise. Help grow the movement by reaching out to
your network of family, friends, and business associates. If they are unable at present to contribute time or money, at least get them signed up to your group’s email list so they stay in the loop and get notifications about events and future opportunities.
Become
an
activist.
Write
letters
to
editors,
to
your
elected
representatives, to companies and corporations. Sign petitions. Start petitions! Make phone calls, send emails, blog about it, twitter about it. Organize a screening. Partner with existing groups. Create an abolitionist network. Brainstorm and barnstorm. There is no end to the creative ways inspired people may find to get the message out. This movement needs all the help and all the talent it can muster. We need speakers and writers, doers and dreamers. We need wit and reason, passion and caring. People wise in the ways of politics. We need artists and singers, poets and preachers. We need everyone who cares, all the men, women, and children who are willing to work to end slavery in our generation. We need YOU! Look at the pictures in the following page and the quotations beside them. Resume in a few words or just a simple one what they mean to you.
54
WARMING UP ACTIVITY “The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing.”
“Our prime purpose in this life is to help others. And if you can't help them, at least don't hurt them.”
“In spite of everything I still believe that people are really good at heart. I simply can't build up my hopes on a foundation consisting of confusion, misery and death.”
55
Question #1 (1 Pt.) TO GO FROM COUNTRY TO ANOTHER COUNTRY [A]
RUN
[B]
MIGRATE
[C]
TRAVEL
AWAY
Question #2 (1 Pt.) UNHCR [A]
the Office of the UN High Commissioner for Refugees
[B]
the Department of the UN Human
[C]
the UN Office for the Human Rights
Rights Court
of Refugees
Question #3 (1 Pt.) Any social or political movement which promotes anti-Semitism, racism and xenophobia [A]
NEOSOCIALISM
[B]
NEONAZISM
[C]
XENOPHOBIA
56
Question #4 (1 Pt.) Treating one group of people less well than another [A]
[B]
[C]
DISCRIMINATION
RACISM
XENOPHOBIA+
Question #5 (1 Pt.) CELEBRIY WHO USES HIS/HER FAME AND TALENT TO ADVOCATE FOR REFUGEES [A]
[B]
[C]
A RACIST PERSON
NEO-NAZIST ACTOR
A GOODWILL AMBASSADOR
Question #6 (1 Pt.) Protection from arrest and extradition given to political refugees by a country [A]
[B]
[C]
TOLERANCE
ASYLUM
ANTIDISCRIMINATION
57
Question #7 (1 Pt.) A PERSON WHO HAS RUN AWAY FROM SOME DANGER OR PROBLEM, ESPECIALLY POLITICAL PERSECUTION [A]
[B]
[C]
A GOODWILL AMBASSADOR
A REFUGEE
A SKILLED WORKER
Question #8 (1 Pt.) THE BELIEF THAT THERE ARE RACES WITH AN INTRINSIC SUPERIORITY [A]
[B]
[C]
RACISM
RACIALISM
XENOPHOBIA
Question #9 (1 Pt.) FEAR OF FOREIGNERS OR STRANGERS OR OF THEIR CULTURE [A]
[B]
[C]
XENOPHOBIA
RACISM
DISCRIMINATION
58
Question #10 (1 Pt.) A PERSON FOREIGN TO THE COUNTRY WHERE HE/SHE LIVES [A]
[B]
[C]
A GOODWILL AMBASSADOR
ALIEN
REFUGEE
59
Encourage students to keep a learning diary to help them reflect on what they have learnt, what skills they have attained, and how their attitudes develop and change. Stress the need for them to be honest with themselves and to analyze critically their ideas. Each activity gives some ideas for developing the learning diary. Completing a selection of these statements will be helpful: _ I found _____________was the easiest part of this activity _ I found _____________was the hardest part of this activity _ I may need more help with ___________in the future _ I was proud of the way in which I ___________ _ One important thing I learned today was __________ _ One less important thing I learned today was __________ _ One thing I learned today about how I behave was __________ _ One thing I learned today about myself was __________ _ As a result of this activity, I feel more able to _____________ These questions provide a framework for students’ learning process: _ What did I learn from this activity? _ To what extent did I participate in the activity? _ Did this activity raise any concerns for me? _ How did this activity make me feel? _ Will I change my behavior in any way as a result of participating in this activity? _ What can I change? _ What unanswered questions do I have? Students can use the following approaches to help with their learning logs. They could: _ Write a letter about the activity they have participated in _ Adopt another person’s viewpoint and write about the activity
_ Keep a running set of comments on what they are learning _ Find a critical friend who can be used as a sounding board to test their ideas. Every two weeks or so, ask your students to review their learning diary to identify any changes in their ideas and attitudes.
key 1. The song is about domestic violence. 2. The song writer lives one floor above him. 3. The singer may hear some noise during the night. 4. He blames himself for being clumsy. 5. Adults only stop abusing the boy until he cries. 6. If his neighbor asks him why he cries, he will refuse to tell her anything. 7. He feels ok because he is he physically ok. 8. After being abused he wants to be o his own.