LEARNING ABOUT HUMAN RIGHT FOR FACILITATORS by rudi reagon

LEARNING ABOUT HUMAN RIGHTS Manual for the facilitator –

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the points listed below are for your consideration. Check them and I can make the changes if you so desire. – Time frames for each activity How long will it take to complete each activity Facilitators manual should have the memos to all the tests/quizzes etc At the end of each activity (maybe as a homework activity) learners could make a collage. This could be done using words and or pictures. These collages could be displayed in the classroom or they could be displayed around the school for everybody to see. As an introductory activity, the terminology to be used in each exercise could be explained. These words could be added to the glossary of terms. It is advisable to provide the facilitator’s manual with the explanation to the words in the glossary of terms. Learners can fill in the explanation in the spaces provided in their manuals. Providing learners with all the answers leaves them with no challenge. Also, they need to take responsibility for their learning. Learners need to be taught Presentation Skills for effectively presenting the findings of their interviews/research to the class. Areas to be covered include: • Content • Who is the audience • Aim of presentation • Verbal and non-verbal communication • Life cycle of the presentation

Learners need to be guided as to how to conduct an interview. Areas to be cover could include: • What is an interview • Who are the people involved • Terminology – Interviewer/Interviewee/Panel • What is needed to conduct an interview • Recording your findings

LEARNING ABOUT HUMAN RIGHTS Manual for the facilitator In this manual the facilitator will: Ø Examine with learners what human rights are Ø Explore with learners the different kinds of human rights Ø Get learners to understands the terminology used when talking about human rights Chapter One Lesson 1 Aim: to examine what human rights are Most people will agree that all human beings should have a full and happy life. They would say that every person should be allowed to develop and use his or her human qualities, intellect and talents to satisfy his or her spiritual, cultural, social, intellectual, sexual and other needs. In order to do so we need things like a home to live in, parents to care for us when we are young, and schools to go for a good education. We also need to eat healthy foods, clinics and hospitals for when we are sick, enjoy free time and interact with others. We need to be safe and protected from danger, have a job and work for a living. We must be able to express ourselves freely and be treated with fairness and respect. (Pic 1 – of children playing in the street) 1. Make a drawing of what you think human rights are. 2. Write down three reasons why you think it is important to learn about human rights. 3. Write down some points on how human rights can protect you, your community and your country. 4. Compare your answers with those of your classmates. Are your answers the same as theirs? If not, discuss your differences.

Note for the facilitator The exercises can be done orally or the learners could be divided into groups to make a sketch. However, it is advised to give at least one of the responses in writing. This will help the learners to focus and to think more carefully about what they are writing. Get learners to read out their responses to the group. After each exercise, summarise the groups’ responses. Record this on the chalkboard or on sheets of paper for everyone to see and give feedback. Get learners to establish their understanding of what they think Human Rights are and how it can help them. Reinforce their concept of Human Rights with visual consolidation – i.e. capture key words on paper and paste the paper against the wall. Lesson 2 Aim: to create an understanding of the concept of Human Rights So, what exactly are Human Rights? We can say that Human Rights are what we all need to protect our self-respect and dignity - no matter who we are, where we live, what colour we may be, what race we belong to, what gender we are, what sexuality we may have, what culture or religion we practice, or what disability or sickness we suffer from. Human Rights are those rules or principles that help us to treat each other with understanding, respect, fairness and equality. Human Rights can also help us to be non-violent and sort out our problems in a peaceful way. (Pic 2 – protesters in front of police with guns and tanks) 1. Write down an example of someone you know or a group of people in your community that are being treated unfairly and without respect. Explain why you think they are being treated unfairly. 2. Make a drawing of a person you know or may have heard of, who used non-violent means to fight for Human Rights. Jot down the right and give your opinion on the right that this person has fought for. 3. Emphasis to the learners that non-violent means of fighting for Human Rights is also called PASSIVE RESISTANCE. Note to the facilitator Get learners to read out their responses to the group and pin up their drawings for everyone to see. Now get learners to identify the different kinds of Human Rights problems that people experience. Learning assumed to be in place: Ø Understanding of the concept of Human Rights Ø Being able to compile a list of Human Rights Resource for the facilitator Examples of Basic Human Rights – Bill of Rights Lesson 3 Aim: to develop an understanding of rights for children Thandi’s wishes Eleven-year-old Thandi has been living on the streets for four years. She never went to school and cannot read or write. Thandi parks cars and begs for food and money at traffic lights. Sometimes she and her friends search through dirt bins

for food to eat. She can’t remember when last she had a warm plate of food to eat. Thandi does not know who her father is or where he lives. Her mother died when she was five years old. Because Thandi was the eldest of three children, she had to look after her little brother and sister. They lived with their aunt. Thandi can’t remember when or why she started to live ion the streets. She is definitely not going back to her aunt’s house. All she says is that she is scared of her uncle. He used to hurt her. Thandi would like to go to school and be able to sleep in a proper bed. She dreams of one day wearing a clean new dress and to be able to be with her brother and sister. (Pic 3 – Thandi on the streets begging at the traffic lights) 1. Make a list of all the Human Rights you think Thandi does not have. 2. Who should be held responsible for Thandi not enjoying her Human Rights? Why do you say so? 3. Debate this question with your classmates.

Note to the facilitator Encourage the learners to compare their lists with each other before summing up the main points with them. Facilitate the debate among the learners – Who is responsible for upholding Human Rights? Use Thandi’s story as an example/starting point. Resource for the facilitator List of Statutory bodies/NGO’s dealing with helping people RAPCAN Childline Safeline Etc Lesson 4 Aim: respecting your rights and the rights of others Knowing your rights and the rights of others Everyday in our communities, people stand up and fight for what they believe is right. They do this because they have been treated badly or unfairly. It takes courage and a sense of responsibility to do this. Sometimes we might no tall agree that someone or a group of people has been treated wrongly, or that their rights have been violated. This is so because we all have different ideas, values and understanding of fairness and equality. For example, many of us take it for granted that it is OK for boys to be rough, play sport and get up to mischief, while girls are always expected to be quiet and keep busy with ‘girlie’ things. Because of this attitude, the rights of girls are always restricted. Another example is workers and employers that might not always agree on the same rights. This is so because their interests differ. Help the learners to better understand the different interests of workers and employers. (Pic 4a – schoolgirls protesting against harassment from boys) (Pic 4b – workers on strike for higher wages)

Conduct an interview with a girl or a woman whose Human Rights are restricted or abused because she is female. Now create a poster to make your classmates aware of the Human Rights violations experienced by the person you interviewed. Note to the facilitator Ø This could be a homework exercise – to encourage independent research and study. Ø When the groups reconvene, allow the learners time to present their posters and interviews to the group. Ø Ask the group to elaborate why females experience these Human Rights problems. Ø List the main problems on the chalkboard on sheets of paper. Ø This lays the foundation for future discussions on issues pertinent to women. Resource for the facilitator ??? FIGHTING FOR RIGHTS AND FREEDOM First Democratic Human Rights Charter in South Africa In 1955, the Congress alliance fought against apartheid and drew up the FREEDOM CHARTER. It reflected the demands and wishes of the majority of South Africans. The Congress Alliance united the African National Congress – ANC, the Indian Congress, Coloured People’s Congress and Congress of Democrats(Whites), and the Congress of South African Trade Unions (COSATU). Over one million people, from all racial groups, sent in their demands to be included in the FREEDOM CHARTER that was adopted at the Congress of the People on June 26 1955. The ANC used this document to gain support for its fight against apartheid. The main ideals of the FREEDOM CHARTER states that: The people shall govern All national groups have equal rights The people shall share in the country’s wealth The land shall be shared among those who work it All shall be equal before the law All shall enjoy human rights There shall be work and security The doors of learning and culture shall be opened There shall be houses security and comfort There shall be peace and friendship Book Activity Language is a funny thing! Under the National Party Government’s apartheid rule, Afrikaans was promoted as the main national language. The government of the day conducted all it’s business in Afrikaans. English was the second official language.

Quiz 1. During what year did students protest against the teaching and learning in Afrikaans? 2. Name the township where the first protest took place. 3. Who was the first student to be killed by police bullets, marking the start of the protests? 4. What national holiday commemorates the student protest of that year? 5. Enrichment – ask the learners if they know what an acronym is. Explain that it is a word that is made up of the first letters of a few words. Did they know that SOWETO is and acronym? It is made up of South Western Townships. 6. Name a few other acronyms. AIDS, UNICEF etc Today we have twelve official languages (including sign language). Most government business is now done in English. The other official regional languages are also promoted. Enrichment – what is meant by a regional language? Link up the greeting with the appropriate language Dumelang isiNdebele Thobela xiTsonga Sanibonani English Ndimatsheloni SeTswana Kusile isiXhosa Goeie more Afrikaans Molweni siSwati Dumeland tshiVenda Good morning isiZulu A vuxeni sePedi Lotjhani seSotho Profiles on Human Rights Leaders Mahatma Ghandi – non-violent Indian leader Martin Luther King – American Civil Rights Leader Albert Luthuli - SA Nobel Peace Prize Winner Nelson Mandela - 1st Black President of South Africa Archbishop Desmond Tutu – SA Nobel Peace Prize Winner Chapter Two Lesson 5 Aim: Exploring different kinds of rights Different kinds of Rights……. (Pic 5 placards highlighting different kinds of rights) Human Rights are also called Natural Rights. This is so because Human Rights belong to people simply because they are human beings. We do not have to earn it, buy it or inherit it. All people are equally entitled to Human Rights. Human Rights are universal, they are for people everywhere. 1. Make a list/drawing of all the Human Rights you think people should have 2. Make a list/drawing of all the Human Rights that you do not enjoy at the moment

Note to the facilitator Encourage the learners to compare their lists with each other. Summarise the most important Human Rights that the group has decided on. List these on the chalkboard. Resource for the facilitator See resource at Lesson 2 Lesson 6 Moral Rights These are rights that are based on fairness and justice. Moral Rights are often based on religious beliefs about what is right and what is wrong. For example, some people believe that you should always tell the truth. However, people always disagree on what is moral and what is not. For example, some of us believe it is immoral to drink alcohol, smoke cigarettes or have sex before marriage, while other people do not see it as immoral. (Pic 6 â&#x20AC;&#x201C; images of religious symbols) 1. Write down three Human Rights that you would call Moral Rights. Give your reasons for calling these Human Rights, Moral Rights. Check if your classmates agree with you. 2. Write an essay on the following: Should a pregnant teenager be allowed to continue her schooling? In your essay, explain why you have this opinion. Notes for the facilitator 1. Encourage the learners to read aloud what they would call Moral Rights. List these on the chalkboard for the entire class to see. Alternately, list it on sheets of newsprint paper and paste it on the wall of the classroom. 2. After the learners have written their essays, host a debate/discussion on the topic. Resources for the facilitator List of basic Moral Rights

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Lesson 7 Legal Rights Legal rights are rights that can be defended in a court of law. If a judge finds that your legal rights have been violated, he or she can order the offender (even if the offender is the Government!) to stop violating your rights. Legal rights are always written into the laws of a country or in a ‘Bill of Rights’. In some countries, legal rights discriminate against people’s Natural Rights. (Pic 7 – Apartheid Whites only signs) 1. Discuss with your classmates, how the law was used to discriminate against people’s Natural Rights during the National Party rule in South Africa. 2. Interview a person who grew up under Apartheid rule in South Africa. Ask him/her how his/her rights were abused or denied. Note to facilitators Ø Encourage learners to present the interviews to the group. Ø Identify with the learners, specific laws that were used to restrict or limit people’s Legal Rights during Apartheid At this point – learners start to understand the relationship between Legal Rights and the general law of the land. Resources for the facilitator Most of our legal rights are listed in the Constitution and the Bill of Rights. They include Moral, Civil, Political, Social and Economic Rights. However, certain rights are easier to enforce than others……

Lesson 8 Civil Rights and Political Rights These are rights that give people freedom to think, act, speak and have access to information and choose what they would like to do. Civil and Political rights also give people freedom to form or join groups, clubs and political parties. Most people will agree that to vote for people in government is one of the most important political rights. (Pic 8 – Mandela voting in the 1994 elections) 1. Give three examples of how people’s Civil and Political rights were restricted during Apartheid. Compare your answers with those of your classmates. 2. Debate: People’s Civil and Political rights should be restricted in the New South Africa when……….. Note to the facilitator Ø Together with the learners list all the different civil and political restrictions placed on people during the apartheid rule. Ø Host a debate in your class – one group for and one group against the restriction of civil and political rights. In order for the debate to be effective, remember the learners need to be absolutely clear as to why these restrictions were placed on people in the first place. Also they need to realise how these restrictions stifled the economic and social development of a large group of people. Resource for the facilitator List some examples of basic civil and political rights…….. ????!

Lesson 9 Social and Economic Rights These rights protect people from having the basic things in life taken away from them. Some of these basic things include things like food, shelter and health care. Social and economic rights protect people’s livelihood and gives them social, economic and cultural security. Social and Economic rights are difficult to enforce and people always disagree on how to enforce these rights when a government cannot afford to do so. 1. Who should be responsible for children that are homeless and living on the street? In order for the learners to adequately answer this question first let them brainstorm: Ø What children need to be happy and healthy Ø The dangers of living on the street 2. Discussion: What can happen when parents become unemployed? Ø Ø Ø Ø

Refer to the emotions experienced by parents, children and the extended family. How many people are dependent on the income? What about payment of services? General quality of life

Notes for the facilitator Before discussing the actual questions, refer to the small print under each question.

Lesson 10 Word Box / Word Puzzle Rights, fight, respect, dignity, rules, equality, class, violate, values, restricted, colour, attitudes, inherit, entitled, gender, protect, sexuality, recognised, offender, justice, belief, abuse, moral, race, freedom, discriminate, access, responsibility, life, security Use the glossary to look up the meaning of the words you do not understand. Now write a poem, song or essay using at least 10 of the words listed above, to reflect your ideas and opinions on Human Rights. Glossary Human – belonging to the species referred to as Homo Sapiens Rights – legal and moral entitlements (claims), duties and responsibilities Fight – to contend, resist or challenge someone or something Respect – to show esteem, politeness or regard for someone or something Dignity – being treated with respect, to show worthiness Rules - codes of discipline, action or standards by which to do things Equality – being equal, having the same rights Class – a set of people grouped together, division or order of society Violate – to abuse, show disregard, to break, disrespect Values – principles, standards, rules, code of conduct Restricted – to limit, confine, withhold, restrain Colour – pigmentation of skin – especially when dark Attitudes – opinion by way of thinking or behaviour Inherit – to receive rank, property, claims, duties and responsibilities Entitled – to have a just claim or right Gender – a person’s sex(male or female), or sexual relations and identities Protect – to defend, guard, shield and be safe Sexuality – refers to someone’s sexual relations, desires and identities Recognised – to have your rights identified, respected and appreciated Offender – someone who does wrong, who abuses or acts illegally Justice – reasonable, fairness, justness, authority of one’s rights Belief – firm opinion, conviction or have trust Abuse – to misuse, maltreat insult, corrupt practice or be unjust. Moral – rules and standards of human behaviour and beliefs Race – division of people based in common descent, colour or physical characteristics Freedom – to be free, unrestricted and able to enjoy one’s rights Discriminate – unfavourable thoughts, attitudes, behaviour treatment or action based on someone’s race, colour, sex, religion, class etc Access – to gain, have available, the right to opportunities Responsibility – duties and commitments Life – a person’s state of existence and ability to function and grow from birth till death Security – to be safe, to have guarantee and protection Resources: Human Rights for All – Lawyers for Human Rights Protect your rights – Molo Songololo Molo Songololo Magazines