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FOREWORD

USING SituAnorts INVOLVING HUMAN RIGHTS 1

A New Child Enters SchooL 2Visitors Come From Other Countries...oh/lag Group Problems in Human Rights and Restionsi-

bilities 3Usis4 Books and Stories To Build At:aides and Under;

standings .. .... 1.0 IMP MD IMAM D 41. IND

WHAT LEARNINGS CAN BE EXPECTED OF CHILDREN? 5

The Time To Begin.-- ..... - ...... ....... MI4111111

As Children Grow ......... .UNIVERSAL DECLARATION OF ilumAN RIGHTS.

WHAT SOME SCHOOLS ARE DOING ABOUT THE DECLARA-

TION

KINDS OF EXPERiENCES PROVIDED ..... 15

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WHERE- CAN MiftTERIALS BE SECURED? 16

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GOVERNMENT PRLNTING Orrom

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FOREWORD,

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LOGICAL FOLLOW-UP to the publication, The Place ofSubjects in the Curriculum. Office of Education Bulletin1949, No. 12, is a series of bulletins in-brief form. These

are &signed to discus; in more detail problems of teaching in someof the subject areas; and to analyze situations And illustrate waysin which te.whers can help children do a better job of living andforking together. Each of thew bulletins subscribes to thephilosophy of The Place of Subjects, but shows more specifically-how teaching and learning go on (1 ) in the fields of reading,arithmetic, written expression, and art; (2) in the area of ckvelop-

,ing the abiity to solve problem; and (3) in organizing the class-rOom so that children understand tli-eir rights as individuals, andthe responsibilities that go- with these rights. Each discussion isplanned to emphasize meaningful, purposeful experiences forchildren which the teacher can adapt' to her situation and her group,of children.

Tha partkulu bulletin is concerned with the concept of humanrights, and the interpretation of taste of these rights in the chum-room, in the school, at honw, and in the community. Althoughthe disctnaioh 1 directed toward the &wain teacher primarily,principals, supervisors, efts; ana pirents who want chil-dren to sucemi in all the activities of everyday living, should findthe bulletin profitable rending.

*bulletinThe consists of seciiom on how the teatime can beginwith children it a study of individual rightsi in *nth a way as to

A

thiiversallerl to an umlerstundiiig of the Declaration of HumanRights The tew.lwr unckrttogh, -grip that this bulhairOmilpwith the Universal Dettar # of Human Righb and upr .A9Covenant on Human Rights Ai& is still under considerationly theambers of United Nitioin. Thieuzi. would also be

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IV HOW CHILDREN LEARN ABOUT HUMAN RIGHTS

made dear tp children ip any instructional situation which \dealswith these materials. Some Articles of the Declaration in whichelenwntary school childien catsee-relationshipe ko their own prob-lems are singled out for special mention. Some principles to beused in such studies are developed and stated. Lastlyallustrationsof what is being done in the study of human ri ts in etemeniaryschools in various parts of the United States are offered assuggestions.

cliools and individual withers need to find a place in theircrowded programs for emphasis on rights and responsibilities ofindivide that will also point up the importance of the UniversalDeclaration of Human Rights.

GALEN JONES, Director

. I tutrution, Qrganiza4ion, and Ser Branch,

Division ol State and School Systems.1

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How Children Learn About'Human Rights

0NE OF THE Rost important thin children need io learn is thebusineatt of getting along together. In the process, they are makingpractical applications of the principles invoked in the Declaration

of Human Rights. The, ability to recognize one's own rights anti at thesame time respect the.rights of others, does not just happen. First of all,it takes real effort' on the part of parents to make the kind of home inwhich each child has the right to express ideas and opinions, and has apart in making decisions such as choosing a new dress or suit, deidini whento go to betl, what to eat, or helping to decide whether the family will takea summer vacation or buy a television set.

Using Situations Inivolving Human RightsTeacAers need to realize that when the child conies to school he brings

attitudes that are good toward some people, bad toward others. Teachersmust 3ccept each child' as he is, and ixpect that in a classroom which isorganized in a dsmocratic way, he can learn gradually that every peisonhas rights that must be recognized and protected.

In school, children themselves have certain rights together with resgonsi-loilititis. Each child has the right to a place where he can work comfortably,to a place to put his wraps and materials where they will be safe, to a feelingof security becatise he is liked and wanted, to express his ideas, to disagreewith others courteously, and to have a part in planning activities and inmaking decisions that affectlitirn as a member of the group.

With these rights go corresponding responsibilities. The child must notinterfere with the comfort and security of other children. He must 'listento other children's ideas at they listen- to his. He must expect that otherchildren will disagree with his ideas from time to time. He must realizethat decisions of the group may not always agree with the decisions hiwotildlike to see made. And he must learn to Wave in tliese ways because hesear the fairnm of so doing, and because he wants to rather than becausehe is requir9d to. irt

In wise'. to be a gOod citizen in Iris community, Stafe, Nation, and w.orld,a Child must be a good citizen at home and in his school cimmunity.

There kr meaty situations in the school day that can be tised to point uprights and responsibilities of girls and boys. Often it is possible to relatethese to ti* Declaration of flumap Rights. The taste with imaginationand ingenuity, and azi understanding of children, uses a situation such asthe folio,:

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2 HOW ChILDREN LEARN ABOUT HUMAN RIGHTS

A NEW CHILD Eii1TERS ...SCHOOL

When ttke fifth-grade girls and 'boys come into Miss Judson's room onMonday morning, they -see that a new girl has just been seated in Tom'sgroup which organizes itself around a table for six, The teacher introducesTom to the newcomer and suggests quit he and the other children at thetable get acquainted with the new member of the class and then introduceher to the others.

The small group learns that her name is Jean, she has moved to tovAfrom a small community in the southwestern part of the State, she is livipgtwo blocks from school, her father is working at the gas station near Thepost office, and she has a brother in fourth grade. Tom, as chairman, intro-duces Jean, tells where she came from, and- says that Susan will help herthrough the first day. Miss 'Judson and the children have agreed that everynew child who enters their room needs frientiship in a new place, and has aright to feel secure and happy in order to do good work.

Not all children will be immediately accepted by the group. That is wherethe teacher steps in to give guidance to help children see themselves in thesame position as the newcomer. If the children have seep a copy of theDeclaration of Human Rights in the hall, the libraiy, or in their own class-room, this is the place where the teacher can point up Article 13"Everyonehas the right to freedom of movement 'and residence within the borders ofeach state." Jean's father was offered a new job and the family moved

, without having to ask anyone whether or not they could do . It may bepossible and desirable to let children know that in some countries a personmust at all times have an identity card, must regiiter with the police whenhe enters a town or city for the first time, and must have permission to movefrom one place fo anOther.

"Imo.

VISITORS COME -PROM OTHER COUNTRIESOur Government is bringing many teachers from other countries to visit

schools in the United States. One of the important purposes pi their comingis to get acquainted with teachers, with children and their parents, and withthe community. Theft visitors have things to learn from us and things toteach us. When the visitor spends several weeks ip the same school, childrenhave an opportunity to get to know the visitor as a psrson. A teacher-troinee comes from brad to stay 6 months. She visits schools in the East;North, Midwest, and South. For a month she visitsin Grand Rapids, Mick,spending 2 weeks in the same school where children have an 9pportunity toask her questions about schools, children, herself, and her family, including ,

her little san; and to examine books, pictures, and objects that the visitorhas brought with her.

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if:Ow CHILDREN LEARN ABOUT HUMAN RIGHTS 3

Such personal contacts give boys and an opportunity 'to see what qperson from another country looks like, how she acts and speaks, what someof the customs of present-day Israel are, and why and how s-he has cometo this cdvontry. This is the point where the teacher ean use the visit.todiscuss Article 13 of the Declaration which states that a person shall havethe right to leave one country and go to another; and Article 15 whichgives every persOn the right to a nationality. A natural.extension of thisdiscussion may lead to investigating children's backgrounds to find whetherparents and grandparents were born in the United States, and if not whatnationality they changed from in order to become citizens of this country.

SOLVING GROUP PROBLEMS IN HUMAN vmpursAND RESPONSIBILITIES

It is springtime and the children of the upper grades are playing ball inone section of the school ground. At the same time the boys come in toreport that Bill batted a ball that broke a window of the house nearest theschool, the irate owner arrives to ask, "Who is going to pay for my brokenwindow?"

Everyone wants to talk at ,once. Miss Barber has a hard time to get theexcited boys calmed down. Several of them have remarked, "Bill broke it.He ought to pay for it." The girls haven't said anything hecause they arewaiting to hear the whole story.

Miss Barber helps the children talk the problem through jar enough tosuggest that since everyone has a right to be heard, they ought to hear fromone of the players, from someone who was on the sidelines, and from Bin

The girls will be an impartial jury because they-were not involved.When all the evidence is in, the teacher helps to guide the discussion withsuch questions as, "Since Bill was a member of the team, might it not justas easily 'have been someone else in the group who broke the window? Isthere such a thing as group responsibility rather than individual responsi-bility? What practical ways of solving the problem can the group suggest?"Miss Barber agrees to advance the money so that a committee chosen fromthe room can go personally to the next-door heighbor to say they are sorryto have made 'him extra work in replacing the windoW, and to ask the cost\,so that they can plan to earn enough money to pay for it.

Out of this experience there develops the belief on the part of the groupthat it doesn't pay to make snap judgments; that everyone involved in andinterested in a situatioq has a right to be heard; that sometimes a wholegroup has a regponsibility for the action of .one of its members; and thatbetter planning should be done in the use of the playground so that accidentssuch u that of the broken window won't happen in the future.

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Again, it is at Lis point thatf- ie teacner P E PTIEye,AA5 4 w.,a

ship of their problem to the Declaration of Humansee theV...2 relation-

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equality to a P atpunana hearing by an independent andtribuna., in the determination of his rights ana oWiga ions andcharge gainst hum

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1.11*faeanF CA Ain

USING BOOKS AND STORIES TO BUILD ATTITUDESAND UNDERSTANDINGS

Theintroducingith of books now available to teachers and children is an important

means of boys and girls to proems in human re.ations -which

rights and nsibilities. In the Luo,:, Fair Play 1 childreninvolveIA t

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...=-4%A. chiefly through picture--- andaft.& brief descriptions, how *ear

people have come from .the days of the cave man, in learning to get alongtogether. thereAlthough. is tensioi) in tut 2 2 'today,worm many countrieshave been able to get together to form the United i i inatons. hs orgastutationwT a r-

has been compared to the 13 Monies which mugukd to form a UnitedStates of America in the early days of our own country.

Some local rachn have broadcaststations17 _=_L !pcSee g--.,464.r.a.(4-4,t-rtAire Some of these proUrar-q

programshave

in the Books Bringbeen made into records

which bookinteresting inement from acauLl OL dramatiz anchilthen Such book is The Level Ldnd,2 Q storyHolland during World .Warthat country struggled to

and children is, "Would we be willingLor teachers

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stories of children oL a number of count'their songs, their reTipes for cooking specialteachers to show that boys and girls must know andif he nations of the world are to develop common

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CAildhcoW Education. Volume M, 8. Washi=rt°10 D.bternatkmai,

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Or the story of The Afoved Outers may be used to show the rights ofour Japanese citizens wgre jpr, a tithe not recognized during TkoAd War II.This story shows how children themselves shared in the problems of theirparents, and that rignts set fdrth in the Declaration were not codsidered atthat time.

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of Children.?From theitime that children reach school in the morning until they leave

at the end of the day, every hour is crowded with situations that call for giveand tare on Ile part of child with child, child with the group, and childwith teacher and other adults. The teacher nc-cds ability to identify thesesituations and to use skill in helping the children to recognize that their owneveryday problems iiivolve human rights. If the teacher is autocratic in hermethods of working, it 'be, difficult to give children such opportunities.It will be mivally difficult if she has a philosophy which permits children to doas the.Jto th teaching

c.assrm that is organized democraticallyrights.of human in a recent yearbook of the

is -m4entialA QTVIIPuglai forA

%."

Supeivision and Curriculum Development, the authors point out, "Schoolswhich do not respect the dignity of each individual child within the classroomcannot teach children to be concerned with the rights of people in far distantlands.99

An example of the influencp of the teacher .in the c.assroom is the stbryof a yearwround camp school for children, where the younger group had readand heard about thellietatorship in Germany before World War II. Becausethis was a school where children holped with the planning, newcomen.oftenthought they would be happier "if the teacher would just tell us whar to do."After discussion OL wri- at a di

v 11_14VOUM LiKe to have their

torship ts like, decided um_Lr.v

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after they had tried a day of this sort, with every child

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40

old-l'ashiona

novae. C. The Mees4 Oaten. Boston, Houghton nfflin.I far SuPearVWC* Canicula= 1X-1--eiocmezi, Orv.--tirIng the Momentary School lor*Livkg

end 1.-tam7n4. WMngton, The Asseeietkm, National Education Association, 1947.

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type of queAion-and-answer recitation what was in the textbook, withthe teacher giving directions for every activity, and no opportunity for thechildren to participate, they decided that one day was enough. There wasone child, newcomer, who said, "This seems all right to me. School isalways like this at home." But the majority said, never vote for adictatorship again." They voted to go back to the type of classroom whereeach child had a share in working out problems and sharing experienceswith- others.

THE TIME TO BEGIN

Teachers actually begin the study of human rights with their children inthe earliefit years. Although prejudices miy not be exprmsed in words untilboys and iirls aie in the middle years of the elementary school, they areprobably fell by children in the iirimary grades if teachers parents, or otheradults give them a bad example. Teachers need to work with parents on

`m this problem in study groups or conferences. Such prejudices may be;--comea fixed part of the individual's personality that no amount of later educationcan change.

Most children of kindergarten or first-grade age corn:, to school with theand expectation to like and be liked. But if jimmy continues through.

L 4E! out his first weeks iii school in the kindergarten to take, a;toy and go offib the corner to play with it, the teacher interests him in a biewsk-buildingactivity with another child and then gradually enlarges the group to three or

1 four children. In the first grade a little girl puts the doll in a buggy; wheelsit arounid by herself while other .children are 6arrying on dramatic playas a family in the playhouse. The teachei suggests to the child and to thegroup that she be the older sister who takes care of the baby, but who comeshome ta help thb mother get lunch.

It is these early years that a child often uses form to get what he wants.He may hit, push, pull, fight to get a toy, a particular chair, or a kook. He

7

has not yet learned to say, "It is mine," or "May I have it now?" or "It's myturn." The teacher may well begin with such a situation as this to helpchildren see that everyone's rights and needs must be considered in decidingwho shall have the toy, the book, or the chair, and for how long. Everyadded experience, whether it be reading in a small group, choosing a partnerto work or play with, planning the school day, or going on an excursion,involves recognizing other people's rights as well as those of the individual.

'AS CHILDREN GROW OLDF..Usually by the time the ciild reaches third grade he has Reaped to express

himself effectively to get what he wants, unksi he is unusually shy. He u

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aone about rcaotions that@ need improving.ne

In the upper grades children may take responsibility for carrying on

work of a school council that will lhe uEL-ea to solve those problems that areThere Llre such problems aq Low cancommon to °%4 A classes in the school.

each group have playgrounday space on the at the mime time?" "flow can,G*, A . ,

the children tile fis-e_ves help to prevent schoolhouse windows from beingduring after-school hours?" whichbroken "How can the all-purpose !tomD 4 .f

has sinks, gas plates. tools, and other eattipment and materials for use, Lv. . .

shared by all groups?"r A cougncn.1 me-ilmg can become a mere training

session for practice in parliamentary promiur -t wpm an alert teacherchildren can learn to analyze probiela to suggest possible solutions,- to carryout studie=s or surveys, to evaluate information, to get o0inions, to reachdecisions, and to work out Plans for action. They can also develop simple

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of conduct for all the activities of the school that are accepted by every

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1111

1' II

'''Il

ltilll

i TfIn

'r'll'

il'' 1

1111

'

8 HOW CHILDhEN LEARN ABOUT HUMAN RIGHTS,

Not all of the 30 Artidei of the Declaration of Human Rights can betranslated into situations that have meaning for boys and 'girls. At' sometime in their school lives they will want to read the Declaration, Ankle byArticle. But the teacher will chooa% the time, the place, and the situationthat can ma-Ke one of the Articles real before she attempts to introducechildren to it. The childten of one sixth grade have attempted to matte theArticles of the Declaration in simple form. Many group will want to maketheir own simplified statements when they have studied the Articles. Soexamples of the sixth-grade children's interpretations follow:

...lc.)

4

eP r ecru ivartei, it

?ft)/el .fi(enter it/ eAltip46-

THE RIGHTS OF ALL PEOPLE IN ALL LANDSARTICLE I. Every person has the right to be treated like a brother.ARTICLE 2. The thirty articles in this Drciaration apply to All people no matter who

they are, what they do, what they believe, or where they live.,Aniicts. 3. Every person has the right to live safely.ARTICLE 4. No one should be forced to work as a slave.Alma" 5. No one should be made to suffer inhuman treatment.ARTICLE 6. Every person is entitled to his rights in any land at all times.ARTIcLE 7. All perwns are elual before the law.Aram 8. Every person has the right to regain any rightshe may have 1c7A.AW/ICLE 9. No per&rn hould be punished for a crime be has not committed.Awrictx 10. Every peens has the right to a fair trial in an honest (seemARTICLE 11. Every wrson has the right to be considered innwent of a aime until he

is proved to 1-w-

Amax 13. Every person has the right to come and go as he wishes.ARTICLe lit. A person who is persecuted in one country has the right to move 110matter country.

Amax 17. Every ptr-wan the nant to own ana boldARTICLE 18. Every --eme..n has the right to freedom of religion.AR-Traz 19. Every rw-min has the right to have his own ideas

to exp-r-- them.

Amax 21. Every person has the right to vote as he plasm onholiest election.

ARTICLE 23, Every pens, has the riAny= 24. Every p-mori has the

rest and paid holidays.

and 9'7"-----S

ut to work for a just waffe in bearight to reasonable woix.n

4

ek

licd in an

V tmsmtraidis_ %,"

hours with t rt

I

.

A

(:)

gailty.

6

" 0

A0 -` .

4141 -

.4-41tr 4 4":"%*'44' \,i4t: . .

. .

...44`2,5 t..-

4,rm

,

property.

mint

has

-

42.'t'44. "-

#1:1 4.41, . 41.it.1%

t

' . sA.4

`eft tN,:44

- A r;re.

1E1 .71111

3EWE

-11

')//

4

has

right

a

for

_

-Ai:alba.

Aa a a AA.,EEEE E.IA-A

ART-trig

ARTICLE 27.

r LEARN ABOU.

very pawn 15 entitled to an exlueatk_t=n

VTYpflOflIItheñghttocnjoyth

=L-a A = 4 4rr r`st.A.rai. a

ofthingsbetterAsncut 28. Every pane has or right to live in a land %here all

0 Ieo riS- dr

la

ri-AFiricAs V, Every person must he willing to do what he egn

dpkmat=

&-f=-' 4a. %a= A a approach and the meth'od of iuold good regardless of the age

have been developed in the illustrations usedThme principleslevel of the

2-4.7WL.

help othewn secure these

re -re certain prin-.

ren concerne-i.

summarre d here First of all a damroomA_ _

-

cratic one. QII1Ifrtn themselves*o mons

tonal°. aama=

t intiqg be W n a

fr along La

ur=derstandabIe through

environment- 0.-eel

2 2 Et -M A 3 1

II

VA-7

A I

1

taii-unt n butations anci

children themselves. The study of*-4

h:wv VW, A. LI C

tinuing e

a-

knowconcerned, as sclon

a clear idea otons involvea.

w.aAt A-6

* A A -

AN FEAa=a-

a a= =0. IR affF w

- a uone or mavallat

ff -Vae

crn

e! a---a

C-72.-- jntylio

and are omvA

1.1C110.5"'

2a.&masa. to ALliU-.7=-3

ew-

rig to take

iLiUrL

wildQhf2Uitia_w a a

Declarationade real

have meaningrui

dreg cuter, and shouldhave Tailed to ao. here mwg rAt

iorfar

withcon-

levels upon human rights, 1_ adult citizehs are to havethe

"

2ff.===.21-Wy

Va..ethe

AflII g g I am,

DeclAration means. and a ut-zire to acc-ept the o

L:oois Are Doing About

S=

of T"=-SE ZA A A-AA A A AA. I

their own problems and experiences.4 ri -a mpanrayonsiE mm which mr,roaArticles of the DeclAration. Primary,experienco in group living which willrights anti relationship'.

In one WaioIis mhool.,

Rigidts*tidy

=r---* =-111

2

oi1

mz--a a__5_--_=

the

,_ ..._- . Ia .

_

and

-ftTT ff acquainted,aT ar"5

itMI. to

directlyare ...,artun-.ghb 2

i,n e varousis well as older children, are having

-.-aa to an understanding of hut--

'!"posftir of Lif,ft.4.ar111

children refer to it a

ano ITZ Immo and

sixtii.grade claw in m-linneapa wasA discussion was held of prosr

2 g 2

A L

aI ae-

g *WA I 2-Tali A

a.-A VT==-' A 2grj

ffi e

Wae

eir own

problem NYE

argu_tipents

ea g,tAn

W1,_ . et.

26.

. . life.

to

t6=-'t 4tiL

"?' 4

that

aswum in their

to by group re-'0_..t rights.. of siw of

Human Rights cannot vac ..T.To..,-,--., andthat

human 411: J-[1-

co school

what

t

To grades,Declaration

"A

maws.

pi areuse ia

y

theliam cm

Humanaas:4-. inof

T:Ith tbe

# ) .

. 1; -; e LA:1,4 io

44:V

a, tot 4.5 -

- k,t,

o/

..-....:. % , C - : ... . . ....

6.6:. t " Vr-1 .'1',."I ..... .,:.4. . , ir., . -.. .

a4._.rk --_Ifrt.i. 7:a.rfpr7:4,.i___: i,A-: .--2/4-_-.,). kili.,1 . .- 6 -141.:""". I." fit, .: ...N. 'V- F Is', . - . Of

S' .-1 - ?--.:e-ki...-* "*" ' 4-7k ..- -

*)1 I

rights Ake

be

Thebe be

started,as begin

the'

Rightsrelation to

ahall.

United Nations solving

facedthe

1111

,Y1,

1111

1111

M11

110

111-

i1r

10 HOW CHILDREN LEARN ABOUT HUMAN RIGHTS

outgrowth of this discussion was a study of the UniversalHuman Rights. Each Article was discussed and evaluated. The pupilsmade drawings of how the document relat-ft--- to them. nrawinarticle 19, on freedom of opinion and expression, showed pupi, engagedgroup work and in play activities. Drawings about article 21 on the riahto take part in Government and to choose representatives, showed childrencarrying out these pray L,E1-11res in their own Civic League.. Rer-3ults of thisstudy are being bound in albums to be sent to the United Nations head-,

quarters in New-York and io the Office of Education in Washington, D....e pupils hope that other teachers and children will see the albums orhear about them, and be stimulated carry out similar studies.

Another sixth grade in tly school rewrote the Declaration- for the school'sy6unger children. This cL1/43 made a study which they entitled "Man'sSearch for Freedom." The problems decided upon by the children were:

Why is it that all th, people in the world have not Lid the rights to which theyare entitled*:

How has man tried to gain his rights?How can Man eventually get the rights he should have?

-

Through their reading and discussion they learned of rnany documentsthat were milestones in "Man's Search for Freedom." They divided intogroups_ to study the following documents:

Magna CartaDeclaration of IndependenceConstitution of the United StatesBill of RightsEmancipation Proclamation

Atlantic CharterUnited Nations CharterUniversal Declaration of Human

Right/7

,While real-life experiences in accord with the Universal rwclaration ofduman Rights are provided throughout the school program, it is felt thatthe children from grades 4 to 12 should have, in addition, some directcontact with the written document. They should see its relationship toman's continuing struggle for basic frmloms, its relation to the AmericanBill of Rights, and should know the story of its w/iting.

The fifth and sixth-grade social studies programs lend themselves admirably to the study of the extension of freedoms to all peoples. In thefifth grade, the pupils study about how the people of the United Statv.won their freedoms original! y and how we are trying to maintain thoRa,rights today. For the past 2 years, fifth-grade classes ._ave written originalscripts concerning appropriate sections of the Universal

During their study of the peoplethey came "cret one sixth- rade ecass made effeclive u&e, in ternIs of extensionof human rights, of a rmording entitled Statue of

who came to the United States and yZrg.

4111110110111.1.10111

a Nikita! Roma Album No.

6cn

Declaration .of

in

S.

about

:4/

1

*

Declaration..

'The44

.

4

$

'

.

Liberty,"

NO.

V 17

is read byin

HOW CHILDREN LEARN ABOUT

Juditha

read

covering

ti

A "N

ar7a_, tv =

E E E

ar

made a careful in vest i

articular !lents as they appe iar n the American

of rights incluuAeujo of the written

ttr or not Oft

ugh the Universal Declaration towere .seltia 3

ea cre icy 01._r-uc-_-,,-3

the need for all persons to 1

4t ,-Minty for seeing that opititiia

AA A 1,..

was

thm

guaranteea for tne exercise

other projeerrieu out

class t-j-LL=

of these nag T aA

0 * *

rewriting the s1 V r-=-4 a

VV -9 4"TL-1

ndu

Declaration1

F-77-- of Po N

.sna.of Human flights

ana vocabulaA7..-= :===t Members ofof the important

principles, devck a eong period of and ebate by the UnitedswayNations General Assembly, might ere*. a _Aarrier to the understanding ofthem by young people. Since the development of constructive attitudes inhuman relatnships shouldmight prove a serious handThis sirnp £ E

EL.

I -4I j

publishedtem Was.

elementary sdioo

.ee

-2II at a very early el a, ftlanguage barrier

g furthering this very impo-, purpose."5

V C PortlandLUaof the e

ubI ic

or unuer brcLhers and sis-a -n a distributed to all1

e = -

A A raged 1.811hJD 2

,eV:

_

TO'

7-11019.

Normaph woollies iessiber.

Mb

ican ii.

a

guarantees -,14%7=-=

children

Bill of Rights. rhea they searched .find rights

ofby

"the phrasingafter

ne,icap

of' the MeciPrationR-11 oo 1 s

.P

*

1

. . i-: 0.7 :01-L1 ' :' .a f

c'. - dt -

4A. 0. 1, *0 r11.! IL +tie". . -ea h itt! 1" V-. " 41, '

..0

p. t ..-

. .

;.

this poem,

thea

a

st

Childrenv.41

1111

111M

IIIIII

IMM

IN11

01

WOW CHILDREN LEAr-; ABOUT HUMAN

In Ithaca, N. Y., opportunities are given in the lower elementary gradesfor the development of foundational experiences for understanding theUniversal Declaration'. Emphasis is on living and learning together. TheDeclaration is ,not taught directly at this level. In Ithaca schools there artchildren from various countries af the world. The teacber3 are consciouslyand directly developin, the understanding of such concepts as: The samethings make all of us happy, and "We all have a right to talk some of thetime, and to be heard."

Reports from the radio, daily newspapers, and magazines are giving manyopportunitiei'Eor motivating discussions of-the Universal Declaration. Ilefilmstrip series, Our Heruage of Freedom, has been used over and over byclasses in grides 5 and 6 to give an understanding of the freedoms whichpeople have been .fighting for through many centuries------the Swiss, the Engli-Barons in the time of Magna Carta, and people in other times anu

Each elementary classroom in Ithaca is supplied with a poster or bookletcopy of the Universal Declaration of Human Rights. When the freedomsthat Americans possess are studied, the children and their teacher camthrough to ascertain what attempts have been made to extend these freedornif.

4

0 *

At one school in Ullmington. Del., sixth-grade children are learningabout the "right to take part in the Government" by particip'ating in weeklyclass meetings where every child has a part in agreeing upon certain behavi'or eandardA which are set up under the title, "Our Classroom Constitu.tion." This is used by the group as a guide in solving problems in wthe actions of an individual or a small group are not in the best inieresrof the class or the school. They are learning to concede to everyone theright to speak freely, even if they disagree with what is bdg said.

Fifthegrade pupils are gaining through experiences such conceptsAll Fur-p.e can be free.Each fTOfl is responsible for his own actions as a rnernir.of a group.

A

Individuaa and grouN are dependent on each other.Group prAmaiis are beet wive-4 by grew)

Respect for others and their way of lite is en American ideas.. Children, are g adually beginning to realise that they can be frt----2, o make decisions,nJan each one within the group has seif.diniriine and can,

sr

the wishes of everyone within his group, and eir ckea groupinhit Co=nicer other

460

p,rojiDs ordwith'tn. the chooi.This class has studied the problems of freedom and group relationsne, and in the community in which they live, always comin

that freedom is possible only within a framwork of div

in theto theI

'A-.

ga:

N.,

I.

,

1...

N_I "L. I ,

3. -7.3 .

h

12RIGHTS

places.

sr-4

:

at

group actionconsider

fact

that

it

. -- .1 -

/h.:. .4.)- t 4" J

-

""t4.4- L

s' I. IItt r *

4.

1

r4 44, , tIF

Aar."irt

.

_,

V4

9

ZS: '"

e VI '4 T

t -= vs CU tit LitE7

experiences

peopleIVI-

Va_A.-X=a= E

ABOUT HUM

tII 1---1 Is a

wassituation

V

vcrlignt camlivin

3 3X

I _=4 Ts,

& 3 A.==1

th--in ofnve

GIfTS

V rtvialiv

FJ 1 I 6 to demon-p,

43.4

0 V-5I-my 3 planning-anti

by the c-7-

aF A

L.H

tveiLa-V-f

AA-

n 01 groupteve

leauersnipthe classproblems anti

eL.,M-5114 ri.SID111

ether.

a a= _E-A-X EA A

a

eat+ childcomfort an

u and=,,1= nta-- oth

arr_3

five

p."Tjuici

4-4

a-IIaI

the children - morea group cert r. and each

anda thenr-e--4- _lent, - A A. _=

A

smaller

= Ita 1,-4Wirt_ILV:14 are

be father,nag of jobs

pi.4n1.1.0...= , Itura

;ativen

V

and

groups,

1.1_1al

I LIf-

=t W_*-- a- 2LI -I V-

rella inanti mower,

v persons and agenciesatm ,!_ares w a

all indivinua are napartant

outsideboil

a

whole

followedtwmu qle LL-issroom

Under the

-T33A A*simi

ion of problems.group

:4- and

STt

_

a

& r

and working

J-out humanevaluate 10w

I

study as

lk

-

on

eS WOi

eh me; anti = 1

-n mecx1rnmunatv1

ard mo

consideration for each othertenc .nr

matter

v

I really didn't detwrve that

are

th

work?were talking about ourover until eac is satisfied

the school should have the same rign

OT enorb to teach

throughin I .

T fly Fa0.,7-4,4 a-a

A Mra...=

connection wit- a 5-c

t tares."ot

n'Ea1,1.- Z.ZZ---t;-;--

A

.*

A

being

rk*-

worg.= 1-.=3A

I

3=3*Ea= I4_- a 4_,S

ndoy

together ifr

. 1

eup has v)

to undersan

developalic

with

it e

33.=

ute-Orne.

Univ-----tiz_=,1nave Lt----74--n throes

lithe.

a asea

A

tAlt*en1ww 4.-. the

(11-1 I 1) 1-7=A

How= _N=ix. -&==a-----*.A

I=g

Aa..X g=-=

4=F -a="= :'?XX

* rw

3=

and

flta

the nupis tudieisti=mm._ unit on ttPe-ww.

an

basic

I was talking toe t her can tain the

dren throughouttz-

an Int-qt--:

AX-A acationLa

r

roach rapILA

th Universal Declaration in

- pupilsUr _as

43 , a-v. a 70

trAi

t10_WSrin

A S.-1_ L14* as Made frommr=r-P- int

Declaratidh./

,,41=verai. /aspics for iuw-6r

e oi&zuszion: Battleconstantly be inga

*s

for human r =

("Firea

broadened;When r 1X a

EL-

and ..EyomparLSOn

morning programs have provide-\dxcellenta v*CflTTI( Oars.

I a ImEs E. =3-4X, a a. %iv aas

IsZ-----uz=a A news0-13, a frAeemployment - vta___-

I= 3-a

=

HOW AD 13

plan Le, the it of wherever live,.

&43 rights ;--ium-n-_ Rights.

of =-I'fie -i-L,=4-

-,.16ring our principi-.E., of CrIt4-t responsibilities,att ping trip.. the living

eating, sleeping, workinG,ups, work details, and study grnup,4 were phinl.q4;

group j In such aclearly than before in

for the happiness of the entirekr responsibility is in

fo projects the0 Within

itk

One

In IT= 1 II

projects.7.:Dxfnd-gade learning great deal ritoz tu

tas tr7 to

khome

either

r have m their Eolv qiirk doneluy home; how pla i .

fathersand fourth-rr children

. . in 3,14, i.,ni-nispliere whereconcepts of human rights 1' roo z---It living. growingp.

as they to attitude ofin fourth feels free to .iiiy to.,..,

calling down. Fei,irltiwe and

theas Ted. ..

0

Most the i Humanin Westerly, R.

thanone class,

a

Bill RightsThirteen aii the

6

t

States

te r10441

.A

Ltingto for coluisidari

2AtticLai11I

e

16, 18,

LEARN ,4

study

thishuman rights, and

experienced a

eachhas

must do

there each

the

The

and

his

s

Rights

study

thePtipil-sponsored

for integration the

Declarationin 4,

.09

14 HOW CHILDREN LE. UT HUMAN RIGHTS

19, 23, 26, and 27 For example "Are there chikiren in the United StatesocAl an opportunity for education as we have. is a

d scum.

who do not have asproblem. that boNsband Oft,

At one stage of a unit, rctward to the, .

8 contrast wa madebetween education on the frtwjter and modern American education. Theteacher capitaliz" on the situation to introduce :Article 26 on our right toeducation, and our rrNvonsibilit% to make the m4t of out opportunities.

Through such procyduret as those iescribed the siith.g ade pupils hbecome a are of the meaning and 1E111*ot-tan-ye of the Uni%erNfil Ordaratof Human Rights.

Itt

Declarationade class

Human

0

Ii CkvrIand

he children had ITN.-rivr.

in New_ were

Nations as it affects hebrought w% rd dozen photographsemploye-At Three phoWI organisations

te.0

learn-1 about the Unnrmf.oonneclion with the f

matrriaIs 1riivThe Unstei Nations Headquartersinterrmea in the work of th United

-he class

0

the wora Onefrom the companv w herr iwr father was

ographs showed how people were 14-mgas the iritrrtIinnI he C rganizat

ways in which tlw tonimiiOn on Human H.

byThr 'ear

promotinvAiwtionsi tn.

nailed for the observance of human rik its and freedom*.formation *ITtitii from d- comertion with adults, andfrom the library. Parents reported on the discussions in their honw$, whichhad resulted from the interest in the unit.

Universal lion 0( Human Rights -wing read interpreetiand discusw-ci by many uppe grade elvmmtary pupils in the Clica- Pubing placed on the grow human

Schools. Incrrasing ernp. a_sis isrelationAiiv as siu basis for an understanding of human rights. 11ve HumanRelations Committee of the Chicago s4--lio1s. through its pilot program% isatternpting to encourage the development of new techniques and practiceswh'el-i will promote this learning through I'

*In Long Beach, Calif., a sixth-grade c developed a script on the UnitedNations which was used in a broadcast over the Kloors radio mation

--71 N. In this &cript some of the basic principles of the Universaltion of Human Rights are s-tatedunderstand.

A kacher' handbook on --"AAs I

for the secondary schools.wherever rxImible and suitable.

S.

r-:44w

in the simple languaKe whicii chiidrez can'

ailed Nan:0w has been prrpaiell primarilyas been uwil in the elementary schoolsAlong with the- other laterials on Unitedatioris, _..em are sixcific referencts to the Univerul Dmiaration of Human

V.

e

girls ctit

A tEx Ohio,of Ri ?i4fp stud! Uniter.2 Nations.

York. iallychildren of member of

aof tt.e

as

children's

The

of giPL-.;

*

FM

*It

01'

- .

t

,i1,,t1 .

helped

is

papers,

is

The

eNT

experiences

ats

t

HUMAN

eti for a realistic ttidto'r g-roup attack on pro )lemn

maturity, Ieeaildren i t

'EA-fl)tIUtS.

#e

a st at school,dl See-0111 an V

Writil

,oa_ne

C

an rights should pro-.ingintr. to children_

e nerds of tacit

yl anti evaluateta;

learn

arv

should iearn to re;pel:their OVI

and freedom.ti3

and pro,(Jucing a ratfirct= np a stilo=o1 newspaper,

17,

eranti

many eiperirrick---_s rou h.w._.__ a

% I 1 C

iwvrience -_s in 'Ii1Cfl L participate in m---

foropportunities experiencing liuman r

3o4h student C)U1WII and cIai

Theylat come withPlant-mil an

0-0

thi

11

len drr crampbe Icarnedgorrnnwnt

rinWitir such experiences in manyL.In areas

for Irflin arKiu

tion living mother lands.

r

drIla rights.u

04 communityThe history

=Jr -;gory of mai a

cumrnt involved,

t flCI

t-AI._ &II 1 aa 1. A 2 1.-#

#

ar-v F.4-11

provideCUT r Ia

A arr :

sI 31 ion Sh

organizations

fromt an(

h

with the Universal

in poster Ic

AS 11&._n

wTh A-7

a M-A-- it IS

youngercaddy

childrena3ere Wits is grrat care n.

kitten kited out children mayones el) 1 I C-17 n freedom of opinion, f

. sv-v

vw LI -2_4 I

men InvolveIntermediate

sa!'i

Ag

the

t

.L-4

a

are

of the1r4k-a

=-a

reintionsh ps.

2 a#

women 1.11

earl

Ang,

oni 3 eft,

rommunda% o int

rre45-)yfl in mericaghb, the Def aration

Declaration

referred to_

that

of Iran

.1tar8tiol mayAmp

6

or birv sI ii ver.

be mi-anInu nc4

su

anti

maY

rauo

problems

the w rk

F wouldI

_

w- s

iien

rights."

ni

A

variousby t

=

a

1

g

W I V_ __i

g

&um". ,u Ez, n

-

HOW CHILDREN RIGHTS 15

---xperiences

ofvide opportunity thatuiow tt their and related the

y kans to work,through rights ofahem. They rights. nio toalways groupe.ersen having

planTingand planting a

of of the canCitizaship

excellentresponsibilities.

ofof ookti

Among family kr- rt-a-

people ofand or our country, itspresent, gives forinducing such 1, iiLi of i

of Independence, and _le Emancipation Proclamation.experiences

and

ti may .:.)44 in intermediate and upper gram :IX,'

cie dispIar.&ioni aay u-e* writicIti for the bypupil&be dial

b en

utzwom of c1dTt, and the right to_

edr.ization).. understandable useful ip their of livinghum

and upt-o -Fade ckiifmn 1E1.7_ aboutn Human Unit.

jt:

1:victo

ourof

in dr. alt

of

,J.41 ericorragerca -11/1 finding tokis Coirkoilaim would -411 For iCALki of the

would putt -(i% to xte wo . . ." For,c&n. our

11I7. Ngiouts rm..;

of10 wki

,t

WaS

I.

f fo J._-.

ABOUT

of

responsibilitiesand

these

the soc4...il

hfe,-and

as

Direct.had

.

study those Articles asan

the

the exactall

on "Allbe

all ages may participate in Unitedon December such President

the States. Frequently duldren represent the

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INTERNATIONAL Doct-Nrs SERVICE, COLUMBIA UNIVERSITY PRESS, ".-..2W Briwee ---#n7 tNew York 27, N. Y. Human rights publications of UNESCO and UN may be purchased.Exhibition albums, yearbooks, pamphlets, reports.. .

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