Fernando M. Reimers et al.

1. They may not blame a particular group without proof that that
group is guilty.

2. They may not take away the students’ right to a nationality.

3. They may not treat a group unfairly and discriminate against it on
the basis of race, color, or sex.

The teacher then asks the students to defend themselves by drawing on
certain specific portions of the text. Through this activity, the teacher intro—
duces the concept of the UDHR as a normative framework that is holistic
and that grants individual rights.

Resources

° http://www.guardian.co.uk/books/gallery/2008/oct/17/amnesty—
declaration—human—rights—children#/?picture=3387028 138£ind
ex=6

° httpz/ /www1 .umn.edu/ humanrts/ edumat/ hreduseries/ TB3/ appen—
dices/kidsversion.htm

Activity 5.5.3

Human Rights Day: Every Day or One Day?

Using technology, students communicate with other students in different
schools in different parts of the world and work to examine how HR day
is celebrated in each of the countries. Do the countries do certain symbolic
things? Is the day even marked or observed?

The students then present their findings and talk about Human Rights
Day. The teacher asks the students how they would celebrate HR Day in
class. She then pushes the discussion further by asking how they would
celebrate the day in class if every day were Human Rights day. The pur—
pose of this activity is for students to draw out a list of the guiding values