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Lesson Five:Human Rights

PLTS: Independentenquirers,teamworkers

FUNCTIONAL SKILLS: Speedreadingandskimreading,sortinginformationforrelevance,introductiontoworkingwithlegaldocuments,timemanagementandworkingasateam

OBJECTIVES:• StudentswillexplorewhathumanrightsareintheUKcontext,wheretheycomefromandhowtheyareprotected• Studentswillunderstandthedifferencebetweenabsoluteandnon-absolutehumanrights,andthecircumstancesinwhichsomehumanrightsmaybelimited• Studentswilllearntoapplytherightscontainedinhumanrightstreatiestorelevantsituations

OUTCOMES:• Studentswillbeableidentifythehumanrightsthatareprotectedthroughnationalandinternationallaw• Studentswillbetoexplainwhathumanrightsarefor

KEYWORDS:Absoluteandnon-absoluterights,limitedrights

Lesson Five - Lesson Plan

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Askthestudents:

What do you consider human rights to be? Try writing down a sentence or two that explains what human rights are.

5.1 Introduction: Human Rights

Read or paraphrase the following for the class:

You may have heard the term ‘human rights’ being used in different situations, often with someone saying that a person’s human rights have been violated. In this lesson we are going to learn what human rights are, where they come from, and how they are protected.

5.1.1 STARTER ACTIVITY: What Are Human Rights? – Teacher-led discussion

Studentsshouldcomeoutofthediscussionunderstandingthathumanrightsarerightsthateverybodypossessesbyvirtueofbeinghumanandwhicheverypersonneedsinordertolivehappily,healthilyandwithdignity.

5.1.2 STARTER ACTIVITY: What Are Human Rights? - Background for teachers

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Playthevideoonhumanrightsinthefoldercalled‘ExpertInterviews’ontheCD-ROM.

Inthisvideo,Baroness(Helena)KennedyQC,aleadinghumanrightsbarristerintheUK,talksabouthumanrightsintheUKandbeyondandtheirconnectiontotheruleoflaw.

5.2.1 ACTIVITY 1: Video on Human Rights in the UK (10 minutes)

MAIN ACTIVITIES5.2 Human Rights

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5.2.2 ACTIVITY 2: Brainstorming on Human Rights - Printouts for students

In groups of four or five:

Whatrightsshouldallpeoplebeentitledtoinordertolivedecentlyandwithdignity?Trytothinkoffourhumanrightsthatyouconsiderimportant.

1.

2.

3.

4.

NowlookatthestudentversionoftheUniversalDeclarationofHumanRights(UDHR).

Inyourgroups,canyoufindsimilarrightsintheUDHRtothefouryouwrotedown?WritethearticlenumberfromtheUDHRnexttoyouranswersabove.

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Class discussion:

Compareyouranswerswiththerestoftheclass.Ofthehumanrightsthatyouwrotedown,whichdoyouthinkisthemostimportantandwhy?

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5.2.3 Universal Declaration of Human Rights for use in Activity 1: Printouts for students

Article1—Everyoneisfreeandshouldbetreatedinthesameway.Article2—Everyoneisequaldespitedifferencesinskincolour,sex,religion,orlanguageforexample.Article3—Everyonehastherighttolifeandtoliveinfreedomandsafety.Article4—Noonehastherighttotreatyouasaslavenorshouldyoumakeanyoneyourslave.Article5—Noonehastherighttohurtyouortotortureyou.Article6—Everyonehastherighttobetreatedequallybythelaw.Article7—Thelawisthesameforeveryoneanditshouldbeappliedinthesamewaytoall.Article8—Everyonehastherighttoaskforlegalhelpwhentheirrightsarenotrespected.Article9—Noonehastherighttoimprisonyouunjustlyorexpelyoufromyourowncountry.Article10—Everyonehastherighttoafairandpublictrial.Article11—Everyoneshouldbeconsideredinnocentuntilguiltisproved.Article12—Nooneshouldhavetheirhomeandfamilylifeinterferedwithwithoutagoodreason.Article13—Everyonehastherighttotravelastheywish.Article14—Everyonehastherighttogotoanothercountryandaskforprotectioniftheyarebeingpersecutedorareindangerofbeingpersecuted.Article15—Everyonehastherighttobelongtoacountry.Noonehastherighttopreventyoufrombelongingtoanothercountryifyouwishto.Article16—Everyonehastherighttomarryandhaveafamily.Article17—Everyonehastherighttoownpropertyandpossessions.Article18—Everyonehastherighttopractiseandobserveallaspectsoftheirownreligionandchangetheirreligioniftheywantto.Article19—Everyonehastherighttosaywhattheythinkandtogiveandreceiveinformation.Article20—Everyonehastherighttotakepartinmeetingsandtojoinassociationsinapeacefulway.Article21—Everyonehastherighttohelpchooseandtakepartinthegovernmentoftheircountry.Article22—Everyonehastherighttosocialsecurityandtoopportunitiestodeveloptheirskills.Article23—Everyonehastherighttoworkforafairwageinasafeenvironmentandtojoinatradeunion.Article24—Everyonehastherighttorestandleisure.Article25—Everyonehastherighttoanadequatestandardoflivingandmedicalhelpiftheyareill.Article26—Everyonehastherighttoeducation.Article27—Everyonehastherighttoshareintheircommunity’sculturallife.Article28—Everyonemustrespectthesocialorderthatisnecessaryforalltheserightstobeenjoyed.Article29—Everyonehasdutiestothecommunity.Eachperson’srightwillonlybelimitedtotheextentnecessarytoprotectingtherightsofothersinthecommunity.Article30—Noonehastherighttotakeawayanyoftherightsinthisdeclaration.

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1. Drawoutfromtheclassoneortwohumanrightsthatthestudentsarealreadyfamiliarwith.2. Dividestudents intogroupsoffourorfivetobrainstormonfourmorerightsamongstthemselves.

3. StickafewcopiesoftheUDHRtotheboard/wallandaskthestudentstogetupfromtheirdeskstochecktheiranswers.Thisencouragesspeedreading.Otherwisedistributeonecopyforeachgroupsotheycanchecktheiranswerssittingdown.AskstudentstousetheUDHRtochecktheiranswers.TellthestudentsthattheyonlyneedtoskimorspeedreadtheUDHRratherthanreadindetail.Givethem5minutestocompletethistask.

4. Getfeedbackontheiranswersasaclass.Astheyfeedback,usethesetofcardsandwritetherelevantarticlesontheboardastheymentionthem,sostudentsareabletovisualisetheirexistingknowledge.

5. Basedonthecardsyouhaveputontheboard,leadaclassdiscussiononwhichhumanrightsthestudentsconsidertobeimportantandwhy.

Thepointoftheexerciseistofindoutwhatstudents’conceptsofhumanrightsareand tounderstand thatdifferentpeoplemayprioritise rightsdifferentlyaccordingtotheirindividualneedsandperspectives.Thereisnorightorwronganswertowhichoftherightsshouldbeincludedinthelist,butanimportantpointtomakeisthatmanyrightsareinterconnectedandbeingdeprivedofonerightmayimpactontheabilitytoenjoyanother.Forexample,withouttherighttolife,noneoftheotherrightscanbeenjoyed.Withouttherighttoeducation,therighttoworkmaybeaffected.

5.2.4 ACTIVITY 2: Brainstorming On Human Rights - Instructions for teachers (15 minutes)

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The three broad categories of human rights

Therearethreebroadcategoriesofhumanrights:civilandpoliticalrights,socio-economicrightsandcollectiverights.

Althoughthereisasmalloverlapbetweenthecategories,ingeneral:

Civilandpoliticalrights1arerightsthatprotectindividual libertyandsecurityandalsoprotectindividualsfromanabuseofpowerbythestate.Theyallowindividualstotakepartequallyandwithoutdiscriminationinthecivilandpoliticallifeoftheircountries.Examplesofcivilandpoliticalrights include:rightto life, freedomfromtortureandslavery,righttoliberty,freedomofthought,freedomofexpression.

Socio-economicrights2arerightsthatallowindividualstoenjoysocial,economicandculturaldevelopmentequallyandwithoutdiscrimination.Countriesarerequiredtoimplementsocio-economicrightsprogressively,tothemaximumextentpossibleaspermittedbytheirresources.Examplesofsocio-economicrightsinclude:therighttoworkanddecentworkingconditions,therighttoadecentstandardoflivingandsocialsecurity,therighttoeducationandtherighttobefreefromhunger.

Collectiverights3canbedescribedasthecollective-developmentalrightsofpeople.They consistof rights that allowpeople todetermine their futuredevelopment(self-determination)aswellascertainspecialrightsofethnicandreligiousminoritiestoenjoytheirculture,religionandlanguage.Examplesofcollectiverightsinclude:the right toenjoymentofone’senvironment andnatural resources, the right tocommunicate,therighttoenjoymentofculturalheritage,languageandreligion.

5.2.5 ACTIVITY 2: Brainstorming On Human Rights - Background for teachers

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5.3 Absolute and Non-Absolute Rights

1.Readorparaphrasethefollowingtotheclass:

The human rights framework we have in the UK: In the UK, the main legal framework that governs human rights is the Human Rights Act 19984. Its purpose is to set out the rights that everyone within the UK is entitled to and to provide legal remedies for victims of violations of these rights. The Human Rights Act gives effect to the European Convention on Human Rights (‘ECHR’). Everyone within the Council of Europe is entitled to ECHR rights.

The content of the rights in the Human Rights Act are mainly civil and political rights. However, some people argue that socio-economic rights are also vital in order to live happily, healthily and with dignity and so should have the same legal protection as civil and political rights.

2.Asktheclassthefollowingquestion:

Canwealwaysbeguaranteedallofourrightsallthetime?

3.Readorparaphrasethefollowing:

Absolute rights are those that must be fully guaranteed all the time. Non-absolute rights are those which it might not be appropriate to apply in some circumstances or that need to be limited in some circumstances.

YoumaywishtoreferstudentstoArticles29and30oftheUDHRwhichtheywillhaveintheirstudentprintoutstoexplainwhyrightshavelimitations.

Article29—Everyonemustrespecttherightsofothers,thecommunityandpublicproperty.

Article30—Noonehastherighttotakeawayanyoftherightsinthisdeclaration.

In order to ensure that everyone can have their rights protected, and that theinterestsof a community canbe served, sometimes thismeans certain rightsofindividualsmustbelimited.Forexample,whenadangerouscriminalhashisrighttolibertycurtailedbybeingsenttoprison,thishelpstoensuretheenjoymentoftherightsofotherindividualsandtheinterestofthecommunityatlarge.

5.3.1 Absolute and Non-Absolute Rights – Teacher-led introduction

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5.3.2 ACTIVITY 3: Absolute and Non-Absolute Rights - Printouts for students

The right to life

The right not to be tortured

The right to liberty

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Youmaychoosetodothisactivityifthereistime.

1.Puttheclassintogroupsoffourorfive.Giveonesetofcardstoeachgroup.Askthemtothinkaboutwhethertherightoneachcardisabsoluteornon-absolute.Askthemtothinkaboutwhenandwhytheserightsmightbelimited.

2.Discusstheanswersasaclass.Asaclass,thinkaboutanddiscusscircumstancesinwhichtherightshouldnotbeappliedorwheretherightislimited.

5.3.3 ACTIVITY 3: Absolute and Non-Absolute Rights - Instructions for Teachers (15 minutes)

Absoluterightsarerightsthatareguaranteedallthetimeandwhichmaynotbelimitedinanyway,forexampletheprohibitionoftortureandinhumanordegradingtreatmentorpunishment;prohibitionofslaveryandforcedlabour;nopunishmentwithoutlawandtherighttomarry.

Non-absoluterightsare‘derogable’andsomeof those‘derogable’ rightsarealso‘limited.’Arightthatis‘derogable’maybesuspendedforthegreatergoodintimesof public emergency.Mostof the rights in theHumanRightsAct arederogablerights.The criteria for derogating from rights is that it should be necessary andproportionatetodoso(inlightoftheemergencythatthecountryisfacing)andthederogationmustbe inaccordancewiththecountry’sother international lawobligations. For example, a country may be facing a terrorism threat and so agovernmentmaysuspendtherighttolibertyforsecurityreasonssuchasimposingacurfewonpeople.

Someofthederogablerightsarealsolimited.Limitedrightsarethosewhosescopemaybe limitedby law incertaincircumstancesprescribedby the law innormaltimes(thatis,wherethereisnopublicemergency.)Forexample,therighttolibertyisaderogablerightandalsoalimitedright.Evenwherethereisnopublicemergencypeoplemayhavetheirlibertydeprivedbybeingimprisonedinaccordancewiththelawwheretheyhavecommittedanoffence.(Thisisexplainedfurtherbelowintheanswerstotheexercise.)

5.3.4 ACTIVITY 3: Absolute and Non-Absolute Rights - Background for teachers

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Sample answers, explanations and examples

The right to life is not an absolute right. It is both derogable and limited. 5

DerogationTherightmaybederogatedfrominlawfulactsofwar,whichintheUK,meansthattheSecretaryofStatewillorderderogationwherehe/sheconsidersnecessary.

LimitationThe right canbe limited for lawfulexceptions: thedeathpenalty for committingacrimeifthatisinaccordancewithacountry’slaw,(butinpractice,allEuropeanstateshaveagreedtoabolishtheuseofthedeathpenalty),fordeathresultingfromdefendingoneselforothers,arrestingasuspectorfugitive,orsuppressingriotsorinsurrections,whentheuseofforceinvolvedis‘nomorethanabsolutelynecessary.6)

The right not to be tortured is an absolute right. Therefore under no circumstances is it legal to torture someone. This absolute prohibition on torture is also a principle of customary international law (meaning that most countries around the world recognise this absolute prohibition).

The right to liberty is not an absolute right. Itisbothderogableintimesofpublicemergencyandlimited eveninpeacetime.7

Case study on risk of torture and unfair trial

(Youmaywishtopresentthecasestudytostudentsonpaperorsimplyexplainthefactstothem.)

JordaniannationalAbuQatadaarrivedintheUKin1993.HewasrecognisedasarefugeeandallowedtostayinBritain.TheUKgovernmentsuspectedhimofhavinglinkswithAl-Qaeda,agroupconsideredtobeaterroristorganisationbyboththeUKandtheEU.InAugust2005,thegovernmenttriedtodeportAbuQatada to Jordan to face trial for terrorism.AbuQatadaappealed thedeportationonseveralgroundsincludingthathefacedarisk of tortureifhewassentbacktoJordanaswellasaviolation of the right to a fair trial.ThecasewentbackandforthintheUKcourts.In2012thecasewasheardbytheEuropeanCourtofHumanRights,whichruledthatAbuQatadacouldnotbedeportedwhilethereremainedarealriskthatevidenceobtainedbytorturewouldbeusedagainsthim.Theonlywayinwhichhecouldbesentbackwasif JordangavetheUKgovernmentdiplomaticassurancesthatthiswouldnothappen.

Whilenegotiating adeportation agreementwith the Jordanian government,theUKgovernmentmadefurtherattemptstodeportAbuQatada,butwasunsuccessful,withtheEnglishcourtsrulingthatifdeported,hecouldfaceanunfairtrialinvolvingevidenceobtainedbytorture.

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DerogationTherightmaybederogatedfromintimesofpublicemergencywhich,intheUK,means that the Secretary of State orders derogation where he/she considersnecessary.Forexample, twomonthsafter the9/11attacks inNewYork, theUKGovernmentintroducedaderogationordertotheeffectthatitintended,becauseofthethreatofterrorism,toderogatefromtheArticle5righttolibertyundertheEuropeanConventiononHumanRightsincertainterrorism-relatedcircumstances.

LimitationTherighttolibertyislimited.Apersonmaybedeprivedofhislibertyinthefollowingcircumstances:

(a)thelawfuldetentionofapersonafterconvictionbyacompetentcourt;

(b)thelawfularrestordetentionofapersonfornon-compliancewiththelawfulorderofacourtorinordertosecurethefulfilmentofanyobligationprescribedbylaw;

(c)thelawfularrestordetentionofapersoneffectedforthepurposeofbringinghimbeforethecompetentlegalauthorityonreasonablesuspicionofhavingcommittedanoffenceorwhenitisreasonablyconsiderednecessarytopreventhiscommittinganoffenceorfleeingafterhavingdoneso;

(d) the detention of a minor by lawful order for the purpose of educationalsupervision or his lawful detention for the purpose of bringing him before thecompetentlegalauthority;

(e)thelawfuldetentionofpersonsforthepreventionofthespreadingofinfectiousdiseases,ofpersonsofunsoundmind,alcoholicsordrugaddictsorvagrants;

(f)thelawfularrestordetentionofapersontopreventhiseffectinganunauthorisedentryintothecountryorofapersonagainstwhomactionisbeingtakenwithaviewtodeportationorextradition.

Case study on indefinite detention without trial

(Youmaywishtopresentthecasestudytostudentsonpaperorsimplyexplainthefactstothem.)

In2004,theHouseofLordsruledonacase8concerningnineforeignerswhowerebeingdetainedindefinitelyintheUKonsuspicionofterrorismlinks.ThedetaineesarguedthattheirdetentioninfringedtheirrighttolibertyinArticle5oftheEuropeanConventiononHumanRights.Althoughaderogationfromthisright ispossible,this isonlyallowedintimesofemergencyandmustbenecessary and proportionate to the threat.TheHouse of Lords ruled thatindefinitedetentionwasnotnecessaryandproportionateinthiscaseandthatthetestofemergencywaswhethertherewas‘threattothelifeofthenation’whichwasnotfulfilledinthiscase.

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Rights Act come from?

Points 2, 3 and 4 are optional.

1.Readorparaphrasethefollowing:

Following the two World Wars, there was general recognition among countries that such widespread suffering and loss of human dignity should be prevented from happening again. The modern framework for human rights emerged after the Second World War in the form of the Universal Declaration of Human Rights (“UDHR”) which was agreed through the framework of the United Nations in 1948 as a common standard of rights that all human beings in the world are entitled to by virtue of being human. Although the UDHR did not start out as a binding legal document (ie, of itself enforceable), some of its content has now become part of customary international law (ie, law that has become so reflective of how states actually behave that it is generally applicable to all countries whether or not they have formally signed a treaty concerning it). It has also gone on to inspire many human rights treaties both internationally and regionally that commit states which have signed up to them to upholding the rights they contain eg the International Covenant on Civil and Political Rights, the International Covenant on Economic, Social and Cultural Rights and indeed the European Convention on Human Rights.

2.Asktheclassthequestion:

Which other international human rights treaties can you name?

3.Asktheclassthefollowingquestionanddiscussasaclass:

How exactly do these treaties protect our rights? You may think, for example, that is all very well that children’s rights are set out in the UN Convention on the Rights of the Child, but how does that actually result in protection for children all around the world?

5.4.1 Where do the rights contained in the Human Rights Act come from? - Teacher-led introduction (5-15 minutes)

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4.Drawthefollowingdiagramontheboard:

The absolute right not to be tortured

HumanRightsAct(nationallaw)

Article3oftheEuropeanConventiononHumanRights(regionallaw)

Article7oftheInternationalCovenantonCivilandPoliticalRights(internationallaw)

UNConventionAgainstTorture(internationallaw)

Article5oftheUniversalDeclarationonHumanRights(internationalprincipleswhicharenowacceptedasinternationallawbymostcountries)

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2.Asktheclassthequestion:

Which other international human rights treaties can you name?

Studentsmaynameanyofthefollowing:

InternationalConventionontheEliminationofAllFormsofRacialDiscriminationInternationalCovenantonCivilandPoliticalRightsInternationalCovenantonEconomic,SocialandCulturalRightsConventionontheEliminationofAllFormsofDiscriminationagainstWomenConventionagainstTortureandOtherCruel,InhumanorDegradingTreatmentorPunishmentConventionontheRightsoftheChildInternationalConventionontheProtectionoftheRightsofAllMigrantWorkersandMembersofTheirFamiliesInternational Convention for the Protection of All Persons from EnforcedDisappearanceConventionontheRightsofPersonswithDisabilitiesEuropeanConventiononHumanRightsAmericanConventiononHumanRightsAfricanCharteronHumanandPeoples’RightsArabCharteronHumanRights

3.Asktheclassthefollowingquestionanddiscussasaclass:

How exactly do these treaties protect our rights? You may think, for example, that is all very well that children’s rights are set out in the UN Convention on the Rights of the Child, but how does that actually result in protection for children all around the world?

Itisuptothecountriesthathavesigneduptointernationaltreatiestomakesurethattherightsinthetreatiesareensuredforthepeoplewithintheircountries.Insome countries, international treaties automatically becomepart of national lawwithoutthecountryhavingtodoanythingtomakethemenforceable.9IntheUK(andsomeothercountries)anewnationallawhastobepassedinorderfortheinternationallawrightstobeenforceable.10Arightbeingenforceablemeansthatif that rightwereviolated, you’dbeable todo somethingabout it: stopping theviolationand/ormakingsuretheoffenderispunishedand/oryouarecompensated.Theresponsibilityfortheprotectionlieswiththecountrythatispartytothetreaty.

Forexample,therightscontainedintheEuropeanConventiononHumanRights(aregionaltreaty)arebroughtintonationallawbytheHumanRightsAct(apieceof

5.4.2 Where do the rights contained in the Human Rights Act come from? – Background for teachers

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nationallaw)whereasmuch(butnotall)ofthecontentoftheUNConventionontheRightsoftheChildisreflectedindifferentpiecesoflegislation.

Havingexplainedthe fact that therightscontained intheHumanRightsActarederived from the EuropeanConventionwhich is derived from international lawtreatiesandprinciples,youmayliketousethediagramthatyoudrewontheboardforthestudentsshowingallthedifferentplacesinlawwherearightmayexistonnational,regionalandinternationallevels.

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5.4.3 ACTIVITY 4: Anglonia and the Rights of the Child – Printouts for students

1. Maria is a 14 year-old in afictional country called Anglonia.Until recently she lived with hermother and younger sister whohas a long-term illness in a smallhouseinavillagejustoutsidethecapital. The family just managedtosurviveandpayforhersister’smedication on her mother’swages. Her father leftwhenshewasababy.

2. Last year, Maria’s mothersuddenlybecameveryillanddied,leavingMariaandhersistertolookafter themselves.The sisters arenottakenintocarebecausethereisnosuchsysteminAnglonia.

3. Soon after thedeathof Maria’s mother,Maria’s uncles takeover the house Maria’sfamily had been livinginandthetwogirlsareleftonthestreets.Theyare no longer able togo to school and haveto beg to be able toget any money to buyfood.Maria’ssisterisnolonger able to pay forher medication and her conditiondeteriorates.

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4.Theyareapproachedbyamanwho tells them that hewill takethem to the capital where theycan work as maids and earn alot of money. As the girls aredesperateandhavebeensleepingon the streets, they agree to gowithhim.

5.Whentheyget there, theyarevery badly treated andmade toworkfourteenhoursaday,sevendaysaweek,withlittlefood.

Look at the student versionof theUNConventionon theRights of theChild.Anglonia isacountrythat ispartytothistreaty. ThinkaboutwhichtreatyrightsAngloniaisnotrespecting.

Writethearticlenumbershere.:

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5.4.4 ACTIVITY 4: Student Version of the Conven-tion on the Rights of the Child (CRC) - Printouts for students

United Nations Convention on the Rights of the Child (UNCRC) Set 1

Article 1—Everyone under 18 has these rights.Article 2—All children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether a boy or a girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.Article 3—When decisions are made that affect children, the interests of children should be the most important consideration. When those in government make decisions, they should think about how their decisions will affect children.Article 4—The government has a responsibility to make sure children’s rights are protected, by making laws that respect children’s rights. Article 5—A child’s family has the responsibility to help him learn to exercise his rights, and to ensure that his rights are protected.Article 6—All children have the right to life, survival, and development.Article 7—All children have the right to a name, which will be officially recognised by the government. All children have the right to a nationality (to belong to a country).Article 8—All children have the right to an identity—an official record of who they are. No one should take this away from them.Article 9—All children have the right to live with their parents, unless it is not in their best interests. They have the right to live with a family who cares for them.Article 10—If a child lives in a different country from his/her parents, they have the right to be in contact with each other.Article 11—All children have the right to be protected from kidnapping.Article 12—A child’s views must be considered and taken into account in all matters affecting him/her.Article 13—All children have the right to information and to share what they think with others. However, this right can be limited if it infringes the rights or harms the reputations of others, or if it is for the protection of national security, public order, or public health or morals.

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United Nations Convention on the Rights of the Child (UNCRC) Set 2

Article 14—All children have the right to choose their own religion and beliefs with their parents’ help. Laws that are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others can limit this freedom.Article 15—All children have the right to associate with whomever they choose and to demonstrate their beliefs. This right can only be restricted by laws that are in the interests of national security, public safety, public order, the protection of public health or morals, or the protection of the rights and freedoms of others.Article 16—All children have the right to privacy and to freedom from interference with their home life.Article 17—All children have the right to information that is important to their well-being. Article 18—All children have the right to be raised by their parents if possible. The government shall assist parents and legal guardians to raise children, and shall make sure that there are childcare facilities.Article 19—All children have the right to be protected from being hurt and mistreated, in body or mind. The government shall establish social programmes to provide support for children.Article 20—All children have the right to special care and help if they cannot live with their parents. The government shall provide alternative care, for example foster care or adoption, for such children.Article 21—All children have the right to care and protection if they are adopted or in foster care.Article 22—All children have the right to special protection and help if they are a refugee (if they have been forced to leave their home and live in another country).Article 23—Children have the right to special education and care if they have a disability, as well as all the rights in this Convention, so that they can live a full life.Article 24—All children have the right to the best health care possible, safe water to drink, nutritious food, a clean and safe environment, and information to help them stay well.Article 25—If children live in care or in other situations away from home, these living arrangements should be reviewed regularly to see if they are the most appropriate.Article 26—All children have the right to welfare benefits from the government if they are poor or in need.Article 27—All children have the right to food, clothing, a safe place to live and to have their basic needs met. Article 28—All children have the right to an education.

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United Nations Convention on the Rights of the Child (UNCRC) Set 3

Article 29—A child’s education should help them to use and develop their talents and abilities. It should also help them learn to respect other people’s rights, their own communities and the environment.Article 30—All children living in minority communities have the right to practice their own culture, language and religion—or any they may choose. Article 31—All children have the right to play and rest.Article 32—All children have the right to protection from work that harms them and is bad for their health and education. If they work, they have the right to be safe and to be paid fairly.Article 33—All children have the right to protection from harmful drugs and from the drug trade.Article 34—All children have the right to be free from sexual abuse.Article 35—No one is allowed to kidnap or sell children.Article 36—All children have the right to protection from any other kind of exploitation (being taken advantage of).Article 37—Children may not be punished in a cruel or harmful way for a crime.Article 38—All children have the right to protection in armed conflict. Children under 15 cannot be forced to go into the army or take part in war.Article 39—All children have the right to help if they have been hurt, neglected or badly treated.Article 40—All children have the right to fair treatment and fair trial in their justice systems.

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1. Dividestudents intogroupsof six. If thereare the facilities todoso,play theaudioslideshow‘AngloniaandtheRightsoftheChild’inthefoldercalled‘Videos’ontheCD-ROM.Otherwise,readthroughtheexampleontheprintoutofAngloniawiththestudentsasaclass.Asksomesimpleconcept/comprehensionquestionstoensuretheyhavelistenedtoandunderstoodtheexample.

2. ProvideeachgroupwithasetoftheUnitedNationsConventionontheRightsoftheChild(UNCRC)printouts.IfthefullUNCRCistoomuchinformationatonce,eachgroupmaydividethemselvesintothreepairswitheachpairtakingset1,2or3oftherights.AskthestudentstoidentifytheUNCRCarticlesthatarerelevanttothefictionalexample.Thisshouldbeconductedasaspeed-readingactivity.Toensurethattheyspeed-read,setatimelimitforthestudents.Askthemtofindasmanyrelevantarticlesastheycanwithintheallocatedtime.

Alternativelytheactivitycouldbesetupasaracetoidentifythefirstsixrelevantarticlesintheirgroups,inordertoprotectMariafromrightsviolations.

3. Checktheanswersasaclasssothatstudentsgetafullpictureofalltheapplicablerights.

5.4.5 ACTIVITY 4: Anglonia and the Rights of the Child - Instructions for teachers (25 minutes)

ItwouldbeusefultomakethepointonceagaintostudentsthattheUNCRCisthemain sourceof international law for theprotectionof rightsofchildren,butotherinternationaltreatiesmayalsobeapplicablehereifAngloniaispartytothem.SomeoftherightscoveredbytheUNCRCwillalsobecoveredin,forexample,theEuropeanConventiononHumanRights,andtheConventionontheEliminationofAllFormsofDiscriminationAgainstWomen.

5.4.6 ACTIVITY 4: Anglonia and the Rights of the Child - Background and answers for teachers

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Sample Answers:

The following articles fromUNCRC are applicable to the example ofMaria inAnglonia:

UNCRC art 6(2) Ensuring to the maximum extent possible the survival anddevelopmentofthechild.

UNCRCart 16Preventionof arbitraryor unlawful interferencewith the child’sprivacy,family,homeorcorrespondence,orunlawfulattacksonhisorherhonourandreputation.

UNCRC art 18 Appropriate assistance to parents and legal guardians in theperformanceoftheirchild-rearingresponsibilitiesanddevelopmentofinstitutions,facilitiesandservicesforthecareofchildren.

UNCRCArticle 19 Protection of children from all forms of physical ormentalviolence,injuryorabuse,neglectornegligenttreatment,maltreatmentorexploitation,includingsexualabuse.

UNCRCArticle23Protectionandspecialcareofmentallyorphysicallydisabledchildrensothattheyenjoyafullanddecentlife,inconditionswhichensuredignity,promoteself-relianceandfacilitatethechild’sactiveparticipationinthecommunity

UNCRCArt24Ensuringtheenjoymentofthehighestattainablestandardofhealthandtofacilitiesforthetreatmentofillnessandrehabilitationofhealth.StatesPartiesshallstrivetoensurethatnochildisdeprivedofhisorherrightofaccesstosuchhealthcareservices.

UNCRCArt26Therighttobenefitfromsocialsecurity,includingsocialinsurance,andshalltakethenecessarymeasurestoachievethefullrealisationofthisrightinaccordancewiththeirnationallaw

UNCRCArt27Ensuranceofastandardoflivingadequateforthechild’sphysical,mental, spiritual, moral and social development including provision of materialassistanceandsupportprogrammes,particularlywithregardtonutrition,clothingandhousing.

UNCRCArt28andArt29Righttoeducationonthebasisofequalopportunity

UNCRCArt31Protectionoftherightofthechildtorestandleisure,toengageinplayandrecreationalactivitiesappropriatetotheageofthechildandtoparticipatefreelyinculturallifeandthearts.

UNCRCArt 32 Protection of children from economic exploitation and fromperforminganyworkthatislikelytobehazardousortointerferewiththechild’seducation,ortobeharmfultothechild’shealthorphysical,mental,spiritual,moralorsocialdevelopment.

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UNCRCArt35Preventionoftheabductionof,thesaleofortrafficinchildrenforanypurposeorinanyform.

UNCRCArt 36 Protection of the child against all other forms of exploitationprejudicialtoanyaspectsofthechild’swelfare.

UNCRCArt 37 Prohibition on torture or other cruel, inhuman or degradingtreatmentorpunishment.

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1. Askthestudentstolookbackatthefollowingquestionthattheyansweredatthestartofthelesson:

What do you consider human rights to be? Have a go at writing down a sentence or two that explains what human rights are.

2. Ask the students to add to the sentences that they wrote and encouragethemtothinkabouthowwhattheyhave learned inLesson5haschangedtheirunderstandingofhumanrights.

5.5.1 Plenary

Footnotes:

1ContainedintheInternationalCovenantonCivilandPoliticalRights,theEuropeanConventiononHumanRights(ECHR)andtheHumanRightsAct

2ContainedintheInternationalCovenantonSocial,EconomicandCulturalRights

3These are not contained anywhere in law that is strictly enforceable (such as a treaty), but ininstrumentsthatareaspirationalinnature,called‘softlaw.’ExamplesincludetheDeclarationofthe1972UnitedNationsConferenceontheHumanEnvironment(StockholmDeclaration),andthe1992RioDeclarationonEnvironmentandDevelopment.However,courtshavebeenmoreandmorewillingtorecognisetheserights.

4MovestowardsaBritishBillofRightsarecurrentlybeingconsideredbytheUKgovernmentasanalternativetotheHumanRightsAct1998.WhileanewlawcouldreplacetheHumanRightsActinthecomingyears,manyoftheissuesdiscussedherewillcontinuetoberelevantinthesameway.

5 SeeArticle2ECHR,reproducedinSchedule1oftheHumanRightsAct.

6 Notethatstrictlyspeaking,thisisnotapermissiontolimittherighttolife.Rather,itdescribessituationswhereitispermittedtouseforcewhichmightresultinthedeprivationoflifeastheEuropeanCourtofHumanRightsruledinMcCann v. United Kingdom.

7SeeArticle5ECHR,reproducedinSchedule1oftheHumanRightsAct1998.

8 A and others v Secretary of State for the Home Department[2004]UKHL56

9Thesearecalledmonistsystems.

10Thesearecalleddualistsystems.

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Lesson 5 Glossary

Absolute rights – rightsthatapplyinallsituationswithoutexceptionandcannotbelimitedinanyway

Compensation –asumofmoneyawardedunderthelawforinjuryorlossthatapersonhassuffered

Enforceable (law) – wherethecompliancewithapieceoflawcanbecompelledbylegalmeans,forexamplethroughacourtjudgment

European Convention on Human Rights (ECHR) – theCouncil of Europe’s human rightstreatyagreedin1953thatprovidesacommonstandardofhumanrightsthatallCouncilofEuropecountrieshavesigneduptoandthereforehavetorespect

Give effect to (a treaty) – makingthecontentofatreatyapplicable

Human rights – rightsthateverybodypossessesbyvirtueofbeinghumanandwhicheverypersonneedsinordertolivehappily,healthilyandwithdignity

Human Rights Act – themainpieceofUKlawonhumanrightsprotection.Itwasenactedin1998andgiveseffectintheUKtotheEuropeanConventiononHumanRights.

Legal protection – protectionunderthelawforpeoplewhoarevictimsofillegalactsorhavebeenwrongedbysomeone,forexample,compensationforpersonalinjury

Legal remedies – compensationorrectificationunderthelawofasituationwhereyouhavebeenwronged

Non-absolute rights – in this context, rights that can be disapplied (“derogable” rights) orlimitedincertainsituations(limitedrights)

Derogable rights –rightsthatcanbesuspendedincertainemergencysituations

Limited rights – rightswhosescopecanbelimitedinorderforotherrightstobeapplied

Treaty – abindingagreementbetweenstates

United Nations Convention on the Rights of the Child (UNCRC) – aninternationaltreatythatsetsstandardsonchildren’shumanrights

Universal Declaration of Human Rights (UDHR) –adeclarationmadebythecountriesoftheworldthroughtheframeworkoftheUnitedNationsaftertheSecondWorldWarproclaimingacommonstandardofrightsthatallhumanbeingsintheworldareentitledtobyvirtueofbeinghuman

Violation (of rights) – breachofrights