CELEBRATING THE UNIVERSAL DECLARATION OF HUMAN RIGHTS

A Civic, Social and Political Education (CSPE) Resource Pack

Thousand of people toast To Freedom with Amnesty International at Electric Picnic, August 2006.
Amnesty International

ACKNOWLEDGEMENTS

EDITORIAL TEAM
Audrey OReilly, CSPE Associate
Ruth Gallagher, Human Rights Education Officer, Amnesty International Irish Section
Conor Harrison, National Co-Ordinator - CSPE

WRITING TEAM
Gearidin ODwyer,
CSPE Teacher, Newpark Comprehensive School, Blackrock, Co. Dublin
Michael Domoney,
CSPE Teacher, Bandon Grammar School, Co. Cork
Audrey OReilly,
Project Leader, Mountmellick Youth Development Centre, Mountmellick, Co. Laois
SKETCHES
Tania Helen, Bandon Grammar School, Co. Cork

PUBLISHED BY
Amnesty International Irish Section
Ballast House, First Floor, 18-21 Westmoreland Street, Dublin 2, Ireland.
www.amnesty.ie
and
The CDVEC Curriculum Development Unit
Captain's Road, Crumlin, Dublin 12, Ireland.
www.curriculum.ie
September 2008
ISBN: 978-0-9555600-2-6
Copyright
Amnesty International Irish Section
The CDVEC Curriculum Development Unit and
Audrey OReilly
Considerable effort has been made to locate all holders of copyright material used in this text.
We apologise for any errors or oversights. Schools and other educational institutions may
reproduce the materials in this resource for educational purposes.

Front cover photograph: Palestinian girls confront an Israeli soldier at a checkpoint that Palestinian children cross daily on their way to school in the old city of
Hebron. Palestinians protest what they consider to be unnecessarily intrusive searches by Israeli soldiers of children on their way to school AP/PA
Photo/Nasser Shiyoukhi

Protesters in Cairo, Egypt, demonstrate for an end to violence

against women, 9 November 2006.
AP/PA Photo/Ben Curtis

UDHR Stick people: An image from a folio of 30 limited edition prints illustrating the articles of the Universal Declaration of Human Rights, produced
by Chilean artists in 1978 (Year of Human Rights in Chile and the 30th anniversary of the UDHR).
Private

INTRODUCTION

This Civic, Social and Political Education (CSPE) resource pack, Celebrating the
Universal Declaration of Human Rights, has been developed by the CSPE Support
Service and Amnesty International Irish Section. It is written for first, second and
third year students and aims to engage them and their teachers in exploring and
celebrating the Universal Declaration of Human Rights. No previous knowledge of
human rights is necessary.
The Universal Declaration of Human Rights (UDHR) sets out the principles for the
rights of all people. Although sixty years have passed since it was first created by the
members of the United Nations, its message is as strong as ever. It is an ideal theme
for the core values associated with citizenship education.
The focus of this resource is to use active methodologies which provide young people
with the opportunities to:

Explore the origins and background of the UDHR.

Examine and empathise with the challenges faced by the UDHR after 60 years.

Reflect on the achievements of individuals, society and governments

because of the UDHR.

Reflect on their own ability to make a positive difference to human rights.

HOW TO USE THE PACK

A brief outline of classes is contained in these pages. The resource contains 12
classes, ideally taught as a complete module of work. Each class sets out to answer an
important question about the UDHR. On the enclosed CD ROM, you will find a folder
for each class which contains detailed teachers notes and a full set of all of the
supporting materials you need. It is possible to develop an action project with your
class from completing the module. In the back of the pack, you will also find an
attractive poster containing the 30 articles of the UDHR, which you may display in
your school or classroom.

CL ASS 1

Former Irish President and UN High Commissioner for Human

Rights Mary Robinson signs Amnesty Internationals pledge for
the Universal Declaration of Human Rights, December 1997.
Pieter Boersma

WHAT IS THE UNIVERSAL DECLARATION OF

HUMAN RIGHTS?
Class Aim
To introduce the class to the origins and background of the Universal Declaration of
Human Rights using a PowerPoint table quiz.
Instructions
1.

Set up your class into a table quiz scenario.

2.

Give each team a copy of the simplified version of the UDHR and an answer
sheet so the team can identify their answers to the questions.

3.

Present the class with the 15-question quiz using the PowerPoint presentation. It
is possible to run this activity by calling out the questions and a text version is
provided for this purpose. Each question has four possible answers.

4.

Each team agrees to one answer for each question and identifies their
answer on the template. For added difficulty, teams may be eliminated if
they give the wrong answer as they take part.

5.

After the teams give their answers, the teacher may read out the additional
information associated with each question.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
UDHR simple version.
PowerPoint quiz with answers contained in notes.
MS Word document version of quiz with answers.
Answer sheet template.

CL ASS 2

HOW CAN WE APPLY THE UDHR TO

EVERYDAY LIFE?
Class Aim
To provide students with the opportunity to reflect upon and apply the rights contained
in the UDHR using thought-provoking photographs and sketches.
Instructions
1.

Begin the class by reintroducing the class to their copy of the simplified
UDHR.

2.

Discuss or explain any articles of particular interest to the class.

3.

Place the students into pairs and distribute the sketch cards and corresponding
statements about rights.

4.

Ask the pairs to work together to match up the rights and sketches.

5.

Discuss the class findings.

6.

Divide the class into small groups and distribute one photograph to each
group along with a worksheet template.

7.

Instruct each group to identify as many possible rights that are suggested by
their allocated photograph.

8.

Provide each group the opportunity to give feedback. Facilitate a discussion

around the findings using the completed group templates.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
UDHR simple version.
Matching sketches and statements cards.
PowerPoint with starter set of photographs.
Worksheet template for photograph activity.

Amnesty International

CL ASS 3

Girl sifting grain in Habile Internally Displaced Persons (IDP)

camp in Chad, July 2007.
Amnesty International

GIANT STEPS: HOW CAN PEOPLE OPERATE IN

SOCIETIES WHEN RIGHTS ARE DENIED?
Class Aim
To develop students ability to empathise and understand the difficulty of participating
in society when rights are denied.
Instructions
1.

Distribute the role cards to each participant.

2.

Instruct the students to stand in character at one end of the classroom with their
backs against the wall.

3.

Explain that you will read statements aloud and after each statement they
must:

4.

Take a giant step if the statement fully applies to them.

Take a baby step if the statement applies to them in a small way.

Dont move if the statement does not apply to them at all.

Emphasise that the aim of the exercise is to encourage the student to understand
the life of the character.

5.

Begin to call out the statements and give each student a chance to move or
not. Give students a chance to respond to how they reacted.

6.

When all the statements have been read, begin the debriefing process.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes, including suggestions for debriefing after the activity.
Giant Steps role cards to distribute to the students.
Giant Steps list of statements.

CL ASS 4

WHAT KIND OF WORLD WOULD IT BE IF THE

RIGHTS IN THE UDHR WERE NOT RESPECTED?
Class Aim
Students become aware of countries that are struggling to uphold the rights contained
in the UDHR and those that chose to ignore them. Students will develop their ability
to empathise with citizens who live in countries with little regard for the UDHR.
Instructions
1.

Divide the class into groups of three to four students.

2.

Supply each group with a country fact sheet from the selection.

3.

Instruct the groups to read the country fact sheets and then reach a group
consensus on whether those in power are making a positive difference to the lives
of the citizens in that country or not.

4.

Fix the signs DONT GIVE A DAMN and MAKING A DIFFERENCE at either side
of the class board to create a continuum. Then instruct the group to place their
country fact sheet on the continuum according to the extent they believe that
country is responding to human rights.

5.

Facilitate a discussion to examine the position of the different countries on the

continuum and the rationale for their positioning. Allow the groups to move their
country fact sheet if they believe they were initially positioned wrongly after the
discussion.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
Nine factsheets on a selection of countries.
DONT GIVE A DAMN and MAKING A DIFFERENCE signs.

CL ASS 5

Posters designed by students of Gort Community College,

Galway, to mark the 60th anniversary of the
Universal Declaration of Human Rights, 2008.
Amnesty International

HOW ARE INDIVIDUALS AND SOCIETY AFFECTED

WHEN RIGHTS ARE DENIED?
Class Aim
To provide students with the opportunity to empathise with those who are denied
rights by reflecting upon scenarios which have occurred worldwide.
Instructions
1.

Divide the class into groups of three to four students.

2.

Give each group a copy of the blank consequence wheel. This can be drawn
or copied onto a large page for more space.

3.

Allocate each group a situation to place in the centre of the consequence wheel
(circle 1). The students now assume that they live in a country where this
particular situation has occurred.

4.

Ask each group to record the immediate consequences to the individual because
of the violation of a particular right (three consequences in circle 2).

5.

In circle 3 each group is asked to record the secondary consequences (the effect
each consequence may have on society). Ideally the groups will identify six
consequences.

6.

Allow each group the opportunity to give feedback to the class on their
consequence wheel.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
Blank consequence wheel.
Two sample consequence wheels.
Consequence wheel statements.

CL ASS 6

WHO ARE THE HUMAN RIGHTS ACTIVISTS?

Class Aim
To provide students with the opportunity to explore and reflect upon the roles taken on
by human rights activists, using case studies.
Instructions
1.

Divide the class into groups of three to four students.

2.

Provide each group with a different case study of a human rights activist, from
the selection provided.

3.

The groups read their case study and then record what they think are five
important points on a page.

4.

Ask each group now to design a creative piece, based on the five points, that
they can perform in the class. For example create a freeze frame, mini drama,
radio interview, write a blog, a poem or a song.

5.

Give each group the opportunity to give feedback on their character to the class
using their creative piece.

6.

At the end of the session ask each group to identify a point about a human
rights activist that they had not studied.

Follow up activity worksheet for class or homework social justice organisations.

Arrange the class in pairs.
1.

Distribute the student worksheet of organisations and logos to each pair.

2.

Allow the pairs to make small groups of four to discuss their answers.

3.

Take feedback from the groups.

4.

Further information for research on these organisations may be obtained

Allow the class five to ten minutes to complete the matching-up exercise.

from their websites.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
Human rights activists case studies story cards seven in total.
Social justice organisations student worksheet and answer sheet.
Class reflections worksheet.

Amnesty International activists in Italy take action against the death penalty in China, 2008.
Amnesty International

ACTION PROJECT
CHECKLIST
ASK YOURSELF

Is this Action Project clearly linked to

the principles of the Universal
Declaration of Human Rights?

Is there a genuine action component

to this Action Project? Are the
students engaged with other people or
organisations? Are they doing
something to benefit the community at
school, locally, nationally or
internationally?

Is this a suitable action for the age

and ability of the students in this
class?

"Do they really want to know more

about this? Do they want to do
something about it?"

Have we allocated enough time to do

this action? Is it doable in the
timeframe?

What support is available to us? What

resources are at our disposal?

Does the action allow students to

develop and use their citizenship
skills?

How will the action be reported?

Lighting up Amnesty Internationals headquarters at Ballast House to

celebrate the New Year, 2007.
Amnesty International

CLASS 7

A lone Amnesty International activist dressed to represent a

Guantnamo prisoner before Leinster House, January 2008.
Claire Weir

WHAT CAN BE DONE TO MAKE A DIFFERENCE?

Class Aim
To reflect on the work completed and to prepare the class to take action that will make
a difference.
Instructions
1.

Place the students into pairs.

2.

In small groups ask them to discuss the reflections worksheet completed at the
end of Class 6.

3.

Distribute the Class 7 Possible Actions worksheet to identify possible realistic

action projects for their class, and ask the students to complete in pairs.

4.

Place the students into groups of four.

5.

Take feedback from the groups.

6.

Remaining in their groups, now ask students to come up with ideas of how to
make a difference to this issue and explore ways in which the Universal
Declaration of Human Rights could be celebrated.

7.

Take feedback and record all suggestions on the class board.

8.

Discuss the ideas with the class to develop the potential of the action.

9.

Take a class vote on the actions chosen, to select a single action that the class
will focus upon.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
Possible actions worksheet.

CLASSES 8, 9 10
AN D 11
WHAT DOES THE CLASS NEED TO DO TO
COMPLETE THE ACTION PROJECT?
Class Aim
The aim of these classes is to facilitate the class to successfully complete their
chosen action.
Instructions
1.

Place the class into their groups, teams or committees and ask for a verbal
update to the class on their plan of activities.

2.

Set deadlines with the class and remind them of the agreed deadlines.

3.

Ensure that the students reflect on their work and the work of other groups
during the last five minutes of class.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
Reflection questions.

Amnesty International activists in Uttarakhand, India, spell out the word Justice as part of an International Day of
Action for Human Rights in China, July 2008.
Circle up Now/Amnesty International

SAMPLE ACTION PROJECT

Students from Desmond College in Limerick

with their Human Rights for China postcards,
May 2008.
Amnesty International

BALLYCULLEN COMMUNITY COLLEGE

SUMMARY OF OUR ACTION PROJECT
Celebrating Human Rights Activists
Our class divided into seven committees to do all the work. We decided that we would
find out more about Irish human rights activists because we liked the stories in Class
6. They made us think that ordinary people like us can make a difference to the lives
of a lot of people.
We created notice boards on five local human rights activists to put up in our canteen
for the 10th of December, which is International Human Rights Day and the day the
Universal Declaration of Human Rights was signed back in 1948. We are also going
to host a school community ceremony on the 10th of December so that everyone has
the opportunity to learn more about the Universal Declaration of Human Rights and to
pay their tribute to our local activists.
We have invited in our local human rights activists to speak to our school. They are
ordinary people in our local community who have made a difference in our town and
worldwide. We want to celebrate their dedication to achieving human rights for others.

CL ASS 12

Palestinian girl from Upper Fasayil in the Occupied West Bank,

2007.
Brighton-Tubas Solidarity Group.

WHAT HAVE WE ACHIEVED?

Class Aim
To give students the opportunity to reflect on the work completed.
Instructions
1.

Each person will complete Reflection Sheet A. Take feedback from students on
the classes they participated in.

2.

Each student will again complete Section 1 of Reflection Sheet B on their own.
The students will then arrange themselves into their groups, teams or
committees. This gives the chance for the group to help identify any omissions.

3.

Each group will then feed back to the class on the work they have done.

SUPPORTING INFORMATION ON THE CD ROM

Teachers notes.
Reflection Sheet A for individual reflection.
Reflection Sheet B feedback on group/teamwork.

THE UNIVERSAL DECLARATION

OF HUMAN RIGHTS
Abridged, Amnesty International Irish Section
1.

Everyone is born free and has dignity because they are human.

2.

Everyone has equal rights regardless of differences between people such as gender, colour, religion,
language, wealth or political opinion.

3.

Everyone has the right to life and the right to live in freedom and safety.

4.

No one shall be held in slavery.

5.

Everyone has the right not to be hurt, tortured or treated cruelly.

6.

Everyone has the right to be treated as a person under the law everywhere.

7.

The law is the same for everyone and should protect everyone equally.

8.

Everyone has the right to ask for legal help when their basic rights are not respected.

9.

No one should be arrested, imprisoned or expelled from their country without good reason.

10.

Everyone has the right to a fair trial, if accused of a crime.

11.

Everyone has the right to be presumed innocent until proven guilty, if accused of a crime.

12.

Everyone has the right to privacy.

13.

Everyone has the right to travel within and outside their own country.

14.

Everyone has the right to seek asylum in another country, if they are being persecuted in their own
country.

15.

Everyone has the right to a nationality.

16.

Everyone has the right to marry and have a family.

17.

Everyone has the right to own property on their own or with others. No one should have their property
taken from them without good cause.

18.

Everyone has the right to their own free thoughts, conscience and religion including the right to
practise their religion privately or in public.

19.
20.

Everyone has the right to say what they think and to share information with others.
Everyone has the right to meet with others publicly and privately and to freely form and join peaceful
associations.

21.

Everyone has the right to vote in regular democratic elections and to take part in the government of
their country.

22.

Every country must do its best to ensure that everyone has enough to live a life of dignity.

23.

Everyone has the right to work for a fair wage in a safe environment and also has the right to join a
trade union.

24.

Everyone has the right to rest and leisure time.

25.

Everyone has the right to a home, enough food and health care.

26.

Everyone has the right to education and to free primary education.

27.

Everyone has the right to take part in the cultural life of their community and the right to benefit
from scientific and artistic learning.

28.

National and international laws and institutions must make possible the rights and freedoms set out
in this declaration.

29.

Everyone has the responsibility to respect and uphold the rights of others in their community and the
wider world.

30.

No one has the right to take away any of the rights in this declaration.

APPENDIX

CD ROM CONTENTS
Class 1

Class 6

Teachers notes

Teachers notes

UDHR simple version

Human rights activists case studies and story cards

PowerPoint document of quiz with answers

Social justice organisations student worksheet and

MS Word document version of quiz with answers

answer sheet

Answer sheet template

Class reflections worksheet

Class 2

Class 7

Teachers notes

Teachers notes

UDHR simple version

Possible actions worksheet

Matching sketches and statements cards

PowerPoint document with starter set of photographs

Class 8, 9, 10 and 11

Worksheet template for photograph activity

Teachers notes
Reflection questions

Class 3
Teachers notes, including suggestions for debriefing

Class 12

after the activity

Teachers notes

Giant Steps role cards to distribute to the students

Reflection Sheet A for individual reflection

Giant Steps list of statements

Reflection Sheet B feedback on group/teamwork

Class 4

Additional Materials Folder

Teachers notes

UDHR Exam style question

Nine factsheets on a selection of countries

PDF file of this printed resource

DONT GIVE A DAMN and MAKING A DIFFERENCE

PDF file of the UDHR poster contained in this resource

signs

Mpeg of Amnesty International UDHR animation Dignity

and Justice for All of Us

Class 5

UDHR full version, including preamble

Teachers notes

UDHR simple version

Blank consequence wheel

Lyrics of song Imagine and discussion questions for

Two sample consequence wheels

class

Consequence wheel statements