THE RIGHTS WAY: AN EDUCATIONAL RESOURCE FOR ONTARIO PARENTING COURSES

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1 PARENTING THE RIGHTS WAY: AN EDUCATIONAL RESOURCE FOR ONTARIO PARENTING COURSES

2 Every child. Every opportunity. No exceptions.

3 PARENTING THE RIGHTS WAY: AN EDUCATIONAL RESOURCE FOR ONTARIO PARENTING COURSES Parenting (HPC 3O) Living and Working with Children (HPW 3C) Human Growth and Development (HHG 4M) Parenting and Human Development (HPD 4E)

4 2 PARENTING THE RIGHTS WAY ACKNOWLEDGEMENTS Theresourcewascreatedthroughacreativeandin-depthcollaborationinvolvingtheUNICEFCanada GlobalClassroomteam,teachersandstudentsattheTorontoDistrictSchoolBoardandtheToronto CatholicDistrictSchoolBoard,studentsandfacultyattheOntarioInstituteforStudiesinEducation(OISE) oftheuniversityoftoronto,andthechildrens RightsCentreatCapeBretonUniversity. Manythanksgoouttothefollowing: HeatherWalters,OntarioMinistryofEducation IllanithBenjaminandLauraGiannotta,TorontoDistrictSchoolBoard MaryNowlanandVeronicaTuzi,TorontoCatholicDistrictSchoolBoard KatherineCovellandRobinMacLean,CapeBretonUniversityChildren srightscentre JaneWitteandLauraFeatherstoneandtheirFamilyStudiespre-serviceteachers,OISE LeighAnneIngram,OISEPhDCandidate TheParentingstudentsatCardinalNewmanCatholicSecondarySchool,SenatorO ConnorCatholic SecondarySchool,RiverdaleCollegiateInstitute, anddonmillscollegiateinstitute. UNICEFCanadawouldalsoliketothanktheCanadianInternationalDevelopmentAgency(CIDA) forfundingthedevelopmentanddistributionofthisimportantresource. Copy Editor and Graphic Designer isfivecommunications Copyright 2011UNICEFCanada. website:globalclassroom.unicef.ca

5 PARENTING THE RIGHTS WAY 3 ABOUT UNICEF CANADA S GLOBAL CLASSROOM PROGRAM UNICEF Canada s mission is to mobilize and empower Canadians to invest in the positive transformation of every child s future. UNICEF Canada s Global Classroom program is a partnership with Canadian teachers and their students to inspire, educate and promote action on social justice, humanitarian issues and human rights especially the rights of all children. This acclaimed program provides educators with classroom-ready resources and engagement tools. Designed to foster global citizenship and understanding, the Global Classroom shows how each of us can create a better world for all children and the communities in which they live. For more information about UNICEF Canada s Global Classroom program, visit globalclassroom.unicef.ca. NOTE REGARDING INTERNET RESOURCES Whilecarehasbeentakenintheselectionofwebsitesandresources,educatorsareaskedtoreview themfirstandareremindedtousetheirownprofessionaljudgmentinreferringstudentsand parentstothem. Atthetimeofpublication,thewebsitelinkscontainedwithinthisguidewerefunctioningand deemedappropriateincontent.howeverwithtime,itispossiblethaturlswillchange,orbecome non-functionalorcorrupted. UNICEFCanadacannotguaranteethecontentofrecommendedwebsites,norshouldthecontentof thesewebsitesbeunderstoodtonecessarilyreflectunicefcorevalues. INFORMATION ABOUT INTERNET SAFETY Websites for Educators/Parents Cybertip KidsintheKnow cybertip.ca kidsintheknow.ca Websites for Children/Youth ZoeandMolly zoeandmolly.ca Chatdanger chatdanger.com

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7 PARENTING THE RIGHTS WAY 5 TABLE OF CONTENTS Foreword for Teachers...7 IntroductiontothisCurriculumResource...7 GoalsoftheManual...7 WhatareChildren srights?...7 WhyaChildren srightsapproach?...8 CurriculumExpectations...8 Pedagogy...9 Introduction to the United Nations Convention on the Rights of the Child...13 SurviveandThrive:Children srightschart...14 ClusteringCards...16 ThoughtExperiment...18 ConflictCartoons...21 WantsversusRights...29 Understanding Equality, Empathy and Compassion...30 SteppingOut...31 What sfair?...35 EducationforAll...37 Conflict Resolution...39 FamilyRolePlay...40 AgainstAbuse...42 TheRightsWaytoDisciplineaChild...45 ACustodyIssue...47 Advocacy Role...49 SpreadingtheWordaboutChildren srights...50 RaisingAwarenessofChildren srights...52 Major Evaluation Pieces...53 ReporttotheUnitedNationsCommitteeontheRightsoftheChild...54 MyIdealSchool...57 Appendices...59 AppendixA:UnitedNationsConventionontheRightsoftheChild(summary)...60 AppendixB:WantsversusRightsCards...64 AppendixC:RightsCards...68 AppendixD:Reflection(TemplateandRubric)...74 AppendixE:AdditionalActivities...75

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9 PARENTING THE RIGHTS WAY 7 FOREWORD FOR TEACHERS INTRODUCTION TO THIS CURRICULUM RESOURCE Youngpeoplecanimproveboththequalityoftheirlivesandtheireducationalexperiencebylearning abouttheirrightsundertheunitednationsconventionontherightsofthechild(theconvention).by engaginginapractical,activeandthoroughexplorationoftheconventionthroughontarioparenting courses,participatingstudentswillgainadeeperunderstandingoftheirrightsandinherent responsibilities.thiswillinturnhelpprovideaframeworkfortheirpositiveinteractionswithyoung childrenascaregiversorfutureparents. Thisresourceguide,Parentingthe Rights Way,adoptsachildren srightsframework,andthecurriculumconnectedactivitiesenablestudentstoexplorethebenefitsofincorporatingarights-basedapproachin theirworkwithchildreninavarietyofsettings. Theresourcefocusesonchildren srightsofparticularrelevancetothosewhoplantointeractwithchildren ascaregivers,parents,teachers,etc. GOALS OF THE MANUAL Introduce theconventionandtheconceptofchildren srights. Introducearights-basedapproachtoparentingandworkingwithchildrenandyouth. Introduceterminologyrelatedtohumandevelopment. Introducearangeofsocio-economicandculturalfactorsrelatedtofamiliesandparenting. Providepractical,rights-based,child-centeredactivities. WHAT ARE CHILDREN S RIGHTS? ThemostbasicassumptionoftheConventionontheRightsoftheChild(theConvention)isthat, like adults,childrenhaverightsbecausetheyarehumanbeings.thus,theprincipleofchildren srightsin CanadapredatestheUNConvention.ItisapartoftheCanadianCharterofRightsandFreedoms,human rightscodesandactsacrossthecountry,andcanada sofficialpolicyofmulticulturalism.whatisunique abouttheconvention,isthatitfocusesspecificallyonchildren definedasallhumanbeingsbelowthe ageof18.thegovernmentofcanadasignedtheconventionin1990andparliamentratifieditin1991. InsigningtheConvention,Canadaislegallyobligatedtocomplywitheachofthearticlesontherightsof thechildandtoreporttotheunitednationseveryfiveyears,detailinghowcanadaismeeting its obligations. TheConventionassumesthateachofthearticlesisofequalimportance.Italsoassumesthatwithrights, cometheresponsibilitytorespecttherightsofothers.inpractice,aschildrenexperiencerespectfortheir ownrights,theyare,inturn,morelikelytorespectthoseofothers. UndertheConvention,Canadaisobligatednotonlytorespecttherightsofchildren,butalsotoinform

10 8 PARENTING THE RIGHTS WAY bothchildrenandadultsoftheserightsasoutlinedintheconvention.teachersandschoolsplayakeyrole inchildren slivesand can,therefore,beinstrumentalineducatingthemabouttheirrights. Reference: Cape Breton University Children s Rights Centre WHY A CHILDREN S RIGHTS APPROACH? Therearetwoimportantreasonswhyarights-basedapproachwaschosenforteaching youngpeople enrolledinontarioparentingcourses. Empathy versus charity WhenchildrenandyouthlearnthattheConventionhasbeenratifiedalmost globally,theyarereadilyengagedbythefactthatitappliestoallchildren.theycometoidentifywith childrenandotheryoungpeoplearoundtheworld,andshow increasedlevelsofsocially-responsible behaviorandrespectfortherightsofallothers.theyrealizethatiftherightsofotherchildrencanbe violated,socantheirown. Thisimpelsanunderstandingofglobalissuessuchasdiscrimination,for example,asaviolationofinalienable,fundamentalrightsthattheysharewithallchildren,andpromptsan empathetic, ratherthanacharitable, response. Empowerment Actiontoreducetheinfringementofchildren srightsisfacilitatedbyrights-based pedagogybecauseitisparticipatoryanddemocratic.childrenlearntheskillsrequiredfordemocratic actionandtheybecomemoreempoweredtoact.inpreviouschildren srightsinitiatives, childrenhave successfullyinitiatedschoolbreakfastprogramsafterlearningthatchildrenhavetherighttonutritionand realizingthat, formanychildrenintheircommunity,thisrightwasnotrealized. Formoreinformationonthebenefitsofusingarights-basedapproachinyourclassroom,referto: Howe,R.B.&Covell,K.(2005/2007).EmpoweringChildren,Children srightseducationasapathwayto Citizenship,Toronto:UniversityofTorontoPress. CURRICULUM EXPECTATIONS AlloftheactivitiesinthisguidehavebeencreatedtosupporttheOntarioParentingcoursecurriculum expectations.manyoftheactivitiescanbeusedtocontributetoatermgrade. 4 =Activities for Term Grades Activitiessuggestedformarkingwillbeindicatedbythe4 symbol besidetheactivitytitle.studentreflectionsmayalsobeusedtocontributetoatermgrade(seeappendix Dforareflectiontemplateandrubric). R =Reflection SuggestedactivitiesforstudentstoreflectonwillbeindicatedbyanR besidetheactivity title.note,notallreflectionsneedbemarked;studentsmaybenefitfromwritingaprivatereflection. Studentsshouldbeinformedpriortowritingtheirreflectionwhetherornottheywillhavetoshareitwith theteacherorotherstudents.teachersshouldbeawareofsensitiveissuesthatstudentsmaywishto reflectonprivately. Thecurriculumoutcomesarestatedinthefollowingsection.Outcomesreferencepointsareprovidedfor teachersthroughouttheresourcetofacilitatethemonitoringofstudentprogressandtheassessmentof studentability,knowledge,andunderstanding.theactivitiescontributetothefollowinggenerallearning outcomes: Parenting (HPC 3O) Identifythelawsthatregulatechildrenandparentsinsociety(e.g.,legislationgoverningchild protection,childcare,schoolattendance,childlabour). Demonstrate,inpracticalsettings,theappropriateuseofavarietyoftechniquesforparentingand discipliningyoungchildren(e.g.,settinglimits,establishingroutines,offeringchoices,encouraging independence,helpingchildrenunderstandthelogicalconsequencesofbehaviours,fosteringmutual respect).

11 PARENTING THE RIGHTS WAY 9 Explainhowcommunicationinfluencesparent-childrelationships(e.g.,promotesattachment,fosters mutualrespect). Living and Working with Children (HPW 3C) Demonstrateanunderstandingoftheuniversalrightsofchildren(e.g.,therighttofood,shelter, safety,apeaceableexistence). Summarizethelawsandsafetyrequirementsthatapplytoparentsandthosewhoworkwithchildren. Correctlyuseterminologyrelatedtolivingandworkingwithchildren. Human Growth and Development (HHG 4M) Demonstrateanunderstandingoftheeffectsthatvariouseconomic,political,andsocialfactors(e.g., poornutrition,lowbirthweight,illiteracy,technologicalchange)canhaveonhumandevelopment. Identifyvarioushumandevelopmentinitiativesthatwillassistcountriesinpreparingthemselvesto meetnewglobalchallenges(e.g.,asoutlinedbykeatingandhertzmanandbymccainandmustard). Correctlyusepsychologicalterms(e.g., bonding,attachment)andsocioeconomicterms(e.g.,poverty, socialstatus)associatedwithhumangrowthanddevelopment. Parenting and Human Development (HPD4E) Comparethechangingneedsofindividualsandfamiliesthroughoutlife. Identifyhowtheneedsofindividualsandfamiliesaremetatvariousstagesofthelifecycle. Describetheroleofthecommunityinmeetingindividualandfamilyneedsduring childhoodand adolescence,onthebasisofpracticalexperienceinacommunitysetting. Analyzetheroleofpeers,youthworkers,andothersinthesocialandemotionaldevelopmentof school-agechildrenandadolescents,asobservedinareal-lifesetting. Demonstrateanunderstandingofthedifferentwaysinwhichchildrenandadolescentsperceiveright andwrong(e.g.,childrenviewrightandwrongintermsofrewardandpunishment;adolescentshave internalizedacodeofmoralbehaviour). Comparehowchildrenofdifferentagesdemonstratemoralthinking(e.g.,bytakingastand,showing empathy,recognizinginjustice,demonstratingtolerance). Demonstrateanunderstandingofhowtheparentalresponsibilityforthenutritionalwell-beingof childrenandadolescentsisbestfulfilled. Explainhowparentsgraduallyincreasetheresponsibilityofchildrenandadolescentsformaking informeddecisions(e.g.,offertoddlerstwochoices,offerpreschoolersmorechoices,allowschoolagechildrentodecideforthemselves). Explaintheroleofsocial-serviceorganizationsinsupportingchildrenandfamilieswhenproblems arise. PEDAGOGY Principles of a Rights-Based Pedagogy UNICEFCanadasupportstheuseofarights-based,participatoryandaction-orientedpedagogical approach.activitiesincludedinthisresourceareintendedtoexpandstudents criticalandcreative thinkingskills.thereismuchroomforinterpretationsothatteacherscaneasilyadaptactivitiestobestsuit theirclassroom.despitetheflexibilityofactivities,eachactivityputsconsiderableemphasisonopenendedquestions,interpretation,role-playinganddiscussionforbothstudentsandteachers.in consultationswithyouthduringthedevelopmentoftheseactivities,therewasageneralconsensusthat activitiesfeaturingopportunitiestodiscussandrole-playweremoreengaging,enjoyableandmemorable forstudents.

12 10 PARENTING THE RIGHTS WAY Tofacilitatethiswesuggestthatyousetandpostguidelinesforgroupandclassdiscussions. Theseshould bedevelopedwiththestudents,linkedwiththeirrights,andcanincludesuchbehavioursaslistedbelow. GUIDELINES FOR GROUP AND CLASS DISCUSSIONS You have a right to freedom of association. Establish group memberships. Thestudentsshould haveinputintodecisionsaboutgroupcomposition.ideallygroupsshouldcompriseaboutfive studentstoenableeachtoparticipatefully.maintainingthesamegroupforasemesterisbeneficial asitallowsforacomfortableandpredictableenvironmentinwhichtolearn,anditavoidstheneed torepeatedlyspendtimedetermininggroups. You have a right to talk and a responsibility to listen. Whenonepersontalks,therestoftheclass looksatandlistenstothespeaker.theteachercanhelpbymodelinglistening. You have a right to participate and a responsibility to promote the participation of others. Each memberofthegroupshouldhaveequalopportunitytoexpressideas.itcanbehelpfultohave somesortofobjectthatdenotesturn-takinginthegroupthatispassedaroundtoeachmemberof thegroup.thestudentspeakswhenholdingtheobjectandlistenswhennot.ifthereisadominant groupmember,thegroupmaywanttolimittime-anegg-timerinthemiddleofthegroupcan workhere.notealsothattherighttoparticipationdoesnotmeanthatthestudentmustparticipate. Astudent sdecisiontonotcontributeatcertaintimesorinrelationtocertainissuesshouldbe respected.studentsalsocanbegiventheoptionofwrittencommentsthatarekeptconfidential. You have a right to freedom of expression and a responsibility to respect the rights of others.the speakermayalwaysdisagreewithothers,butmustneverinsult,ridiculeormakejudgmental comments.theseviolatetherightsofthelisteners.similarly,rightstofreedomofinformationare restrictedbytheneedtorespecttherightsandreputationsofothers. Reference: Cape Breton University Children s Rights Centre Performance Assessment Theuseofanextensiverangeofassessmentstrategies,bothreflectiveandtraditional,allowsforongoing feedbacktostudentsandteachers,toensurethatintendedlearningoutcomesaremet.assessment strategiesshouldreflectthefullrangeofstudentlearninginrelationtochildren srights,andtherefore mustincorporateavarietyofassessmentactivities.bygivingstudentsavarietyofopportunitiesto demonstratetheirknowledgeandskills,thediversebackgrounds,needs,andlearningstylesofindividual studentsmaybetakenintoconsideration. Performanceassessmentmayinclude,butneednotbelimitedto: Formalandinformalobservations Teacher-madeandothertests Oralandwrittencommunicationtasks Self-assessments Learninglogs/journals(whatIdid,whatIlearned,whatquestionsIstillhave) Reflectivewriting Questionnaires Student-teacherinterviews Peerfeedback/assessment(perhapsaskwhatstudentsthinktheirfriendswhohavenottakenthe curriculumwoulddoinaparticularsituationvs.whatthey,themselves,woulddo) Activity-basedtasks/problems Observationofwhatstudentsdoandsay,makinganecdotalrecords

13 PARENTING THE RIGHTS WAY 11 Developmentandapplicationofspecificcriteriatoassessstudentperformance(e.g.,rubrics,rating scales,checklists) Examinationofstudents workandapplicationofcriteriainassessment. Reference: Cape Breton University Children s Rights Centre TIPS FOR TEACHING GLOBAL EDUCATION Avoid Us vs. Them AvoidactivitiesthatteachanUsvs.Themmindset.(e.g.,whitevs.black,rich vs.poor,developedworldvs.developingworld). Teach Complexity Challengeyourselftofindboththepositiveandnegative.Avoidshowingonly negativeimages/viewsandgeneralizingabouthugecategoriesofpeople,likeafricans,orthe developingworld.this otherizes peopleandcanleadtostereotypes. Beyond Charity Getstudentstoidentifyactivitiesandactionsthatgobeyondgivingmoney,by exploringlocalandnationalconnectionstoglobalissuesandincludingcriticalanalysisofglobal systemsthatleadtounequaldistributionofresources. Foster Critical Literacy Fostercriticalthinkingskillsandtheabilitytoseecomplexityinallissues. Avoidseeingissuesinblackandwhiteterms(e.g., you reeitherwithusoragainstus). Take Multiple Perspectives Havestudentstakemultipleperspectivesonanissue trytohave morethanonlytwoperspectives.askstudentstoidentifyandexploreperspectivesotherthantheir own. Encourage Self-Reflection Encouragestudentstomakeconnectionsbetweenthemselves,their owncommunitiesandcountries, andglobalissues. Foster Student Agency Useactivitieswherestudentscanapplytheirlearningbytakingconcrete actionsinsideand outsidetheclassroom. Encourage Complex Identity Exploration Encourageactivitieswherestudentscanexplore, appreciateandcriticallyreflectuponthemultiplecommunitiesandgroupstowhichtheybelong (e.g., race,class,religion,localcommunity,multiplenations,sexuality,ethnicity). Connect Local to National and Global Encouragestudentstofindconnectionsbetweenissuesat theirlocallevel(e.g., school,neighbourhood)tolargernationalorglobalissues. Go Beyond Social Studies Globaleducationisnotjustforsocialstudies.Encouragestudentsto thinkglobally inalltopicsandacrossallgradesandsubjectareas. Don t Escape Debate Sometimesan aversiontoconflictsteersusawayfromtacklingissuesthat mayprovokedisagreementanddebate.helpstudentslearntodisagreerespectfully.respectful debateanddisagreementisahealthypartofademocraticclassroom,andsociety! Build On Students Knowledge Researchsuggeststhatstudentsofallages evenprimary students areexposedtoreallifeissuesandareinterestedinlearningmore.drawouttheir existingknowledgeaboutglobalissuestohelpconnectthemtotheseissues. Encourage Active, Inquiry-Based Learning Givestudentschoiceinwhatandhowtheylearn, and findwaystopromotedemocraticdecision-makinginyourclassroomandschool. Dealing with Sensitive and Controversial Issues Theactivitiesinthisguideprovidetheopportunityforstudentstoaddresssomesensitiveandpotentially personalissues.belowaresomesuggestionsandreferencesforteacherswhowouldlikesupportin dealingwithsensitiveissuesintheirclassroom. Dealing with abuse TheOntarioHumanRightsCoderequiresallteachersandyouthworkerstoreportanyevidenceofchild

14 12 PARENTING THE RIGHTS WAY abusetotheproperauthorities.thechildren saidsociety swebsiteprovidesagoodoverviewofadults responsibilities,contactinformationandprocessesonitsfaqpage: oacas.org/childwelfare/faqs.htm#when Itisalsoimportanttoprovidestudentswithwaystoseekhelpontheirown.TheKidsHelpPhoneoffers counselingandreferralservicesforchildrenandteens.formoreinformation,contact: (tty );kidshelpphone.ca/teens/home/splash.aspx Dealing with sensitive issues Ifstudentslearntolistentoandrespectthethoughtsandfeelingsofothers,thenhandlingsensitiveissues islessproblematic.meaningfuldialoguerequiresanenvironmentthatfeelssafe. Nonetheless,theremaybeissuesraisedfordiscussionthatcancausediscomforttoeitherstudentsor teachers.althoughsomemayprefertoavoiddealingwithsensitiveissues,theirdiscussioninthe classroomallowsforinvaluablelearningaboutdiversityandtoleranceinasafeenvironment.when studentsaredealingwithcontroversialissues,itisparticularlyimportantthattheyunderstandthatitis acceptabletoaskquestionsandtoseekfurtherinformation.theymustalsounderstandthatitisimportant tolistenrespectfullytoallopinions,withtheunderlyingpremisesthatthereisnoonerightwaytothink andthatthereisnosuchthingasastupidquestion. Ifstudentspresentthoughtsthatareobviously wrong orbiased(e.g.,anti-gaycomments),theteacher shouldrespondbyaskingquestionsinanon-judgmentalwaytochallengethestudents assumptions,and topromoteresearchintolearningmoreabouttheissue.ofcourse,nostudentshouldbepressuredto divulgepersonalinformation. Students,whenuncertain,mayaskfortheteacher sopinion.itusuallyispreferablefortheteachertostate thatthereareavarietyofperspectivesandoffermorethanonebeforeredirectingthequestiontotherest oftheclass.remember,theteachershouldtalkwiththestudentsratherthanatthem. GUIDELINES FOR DEALING WITH SENSITIVE OR CONTROVERSIAL ISSUES IN CLASS Setclearobjectivesforactivities(e.g.,provokedebate,learnconflictmanagementskills,express opinionsclearlyandrespectfully,learntodisagreerespectfully). Setcleargroundrolesforclassdiscussionswithstudents. Don tavoidorescapedisagreement.thisshowsdiscomfort. Createamutuallyrespectfulclassroomclimatefromthebeginning. Encouragestudentstoseemultipleperspectivesonanissue notjustoneortwo. Fosteractivelisteningskills(e.g.,havestudentsrephraseorwritedownothers opinions). Encouragestudentstoseethatnoonepersonhasthe correct oronlyanswer. Encouragestudentstorecognizethedifferencesbetweenopinions,feelings,beliefs,perspectives andfacts. Encouragestudentstoreflectontheirownperspectivesandhowtheirbackgrounds,biasesand beliefsaffecttheirreactionsandopinionsinrelationtocontroversialtopics. Ifconflictdoeserupt,remindstudentsofyouragreedgroundrules. Forfurtherinformationandresourcesondealingwithsensitiveissuesinyourclassroom,theToronto DistrictSchoolBoardhasreleasedGuidelinesforDealingwithControversialandSensitiveIssues tdsb.on.ca/_site/viewitem.asp?siteid=15&menuid=8975&pageid=7864;aswellasateachingresource fordealingwithcontroversialandsensitiveissues tdsb.on.ca/wwwdocuments/programs/equity_in_education/docs/csi% pdf.

15 PARENTING THE RIGHTS WAY 13 INTRODUCTION TO THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD

16 14 PARENTING THE RIGHTS WAY SURVIVEANDTHRIVE: CHILDREN SRIGHTSCHART(R) 45 minutes PURPOSE: Bytheendoftheactivity, studentswillhave: Becomefamiliarwith thesignificanceand conceptsoftheunited NationsConventionon therightsofthechild Developcooperation anddiscussionskills. RESOURCES: Threelargesheetsof paperorbristolboard withoneofthe followingtitleswritten atthetopofeachsheet: RightstoSurvival; RightstoProtection; RightstoDevelopment Glue Markers RightsCardscutout (seeappendixc) Onephotocopyofthe Convention(summary) foreachstudent(see AppendixA) ACTIVITY 1. Askeachstudenttowritedownthethreemostimportantthingsthat theyneedtosurvive.insmallgroups,askstudentstopresenttheir topitemsforsurvivalanddiscussthem. 2. Thenaskthestudentstodiscussthemeaningofthechartheadings: survival,protectionanddevelopment(seebelowforofficial definitionsbyunicef).forabouttenminutes,studentswilldiscuss whattheythinkchildrenandyouthneedtosurvive,whytheymight needprotectionandfromwhat,andwhattheyneedtodevelop.ask themtocomeupwithfivereasonswhynotallchildrenintheworld havetheirrightsrespected(e.g.,poverty,war,racialdiscrimination, geography,genderdiscrimination,sexualdiscrimination).groups willreporttheirideasduringabriefclassdiscussion. Survival Allchildren,regardlessofwhotheyareandwherethey live,musthavetheessentialstheyrequiretoliveashumanbeings basicstandardswithoutwhichpeoplecannotsurviveanddevelop indignity.theyincludefood,waterandshelter,andareinherentto everyhumanperson,inalienableanduniversal.themajorityof deathsinchildrenundertheageoffiveyearsareduetoasmall numberofcommon,preventableandtreatablecausessuch as pneumonia,diarrhea,malaria,malnutritionandneonatal conditions,occurringsinglyorincombination. Protection UNICEFusestheterm childprotection toreferto preventingandrespondingtoviolence,exploitationandabuse againstchildren.thisincludescommercialsexualexploitation, trafficking,childlabourandharmfultraditionalpracticessuchas femalegenitalmutilation/cuttingandchildmarriage.violationsof thechild srighttoprotectiontakeplaceineverycountry.inaddition tobeinghumanrightsviolations,theyaremassive,underrecognizedandunder-reportedbarrierstochildsurvivaland development.childrensubjectedtoviolence,exploitation,abuse andneglectareatriskofdeath,poorphysicalandmentalhealth, HIVinfection,educationalproblems,displacement,homelessness, vagrancyandpoorparentingskillslaterinlife.theunicef InnocentiResearchCentreworkstoanalyzethesituationandto influencepolicymakers,institutionsandotherduty-bearerstotake appropriateactiontosignificantlyimproveprotectionoftheworld s children. Development TheConventionsetsouttherightsthatmustbe realizedforchildrentodeveloptotheirfullpotential freefrom hunger,want,neglectandabuse.itreflectsavisioninwhich childrenareneitherthepropertyoftheirparentsnorthehelpless objectsofcharity.theyarehumanbeingsandarethesubjectof theirownrights.theconventionoffersavisionofthechildasan individualand asamemberofafamilyandcommunity,withrights

17 PARENTING THE RIGHTS WAY 15 EXTENSION: Ask students to look for children or young people who have done things to help young people in their community, country or around the world. Ask them to design a poster about the person and have them present their poster to the rest of the class. You can have the students post them around the school. For example, check the websites of UNICEF, Save the Children, CARE, organizations in the community and school. andresponsibilitiesappropriatetohisorherageandstageof development.byrecognizingchildren srightsinthisway,theconvention firmlysetsthefocusonthewholechild. FormoreinformationonUNICEF sworkintheseareas: unicef.org/crc/index_30229.html 3. Distributetherightscardsequallyamonggroupsofstudentsand havethemcategorizeeachcardintooneofthethreecategoriesand discusswhytheyfeelitbelongsinthatcategory.askthemtochoose andranktheirtopfiverightsanddiscusswhy. 4. Havestudentspresenttheirrightscards,howtheycategorizedthem andwhytotheclass.therewillthenbeagroupdiscussion.atthe endofthediscussion,studentscanreflectonwhethertheywould changeanyoftheirresponses.theywillthengluetheirfinal responsesontothechart.youcanhavethelargegroupagreeon theirtopthreerights. For more information on the Convention: OverviewoftheUnitedNationsConventionontheRightsoftheChild canadianconvention.com/un_convention/un_convention_on_the_rights_of_the_child- Overview.aspx TheUnitedNationsConventionontheRightsoftheChildinfulltext unicef.org/convention/ Reference: Children s Rights Education Curriculum Resource (Grade 6), CBU Children s Rights Centre

18 16 PARENTING THE RIGHTS WAY ClusteringCards(R) 45 minutes PURPOSE: Bytheendoftheactivity, studentswillhave: Becomefamiliarwith basicchildren srights andthespecialneeds andrightsthatcertain groupshaveinsociety Becomefamiliarwith multipleperspectivesof stakeholdersrelatedto youngpeople Developedcooperation anddiscussionskills. ACTIVITY 1. Askstudentstothinkofexamplesofrightsandresponsibilitiesthat theyhaveintheirfamilies/communities/schools/country.askthem tothinkofwho(e.g.,specificadults,specificorganizations)are supposedtolookaftertheirrights.introducetheunitednations ConventionontheRightsoftheChild.(SeeAppendixC). Discussion Questions (Getting to Know the Convention) WhatistheUnitedNationsConventionontheRightsoftheChild? WhatistheCanadiangovernment sroleundertheconvention? WhataretherolesofadultsundertheConvention? WhatareyourrolesundertheConvention? RESOURCES: Children srightschart (optional as completedbyclass) Onephotocopiedand cutoutsetofrights Cards(seeAppendixC) Onelargesheetof paper Scissors Glue Then,distributeRightsCardsamongststudents,witheachstudent receivingonerightscard.ensurestudentsreadandunderstand theircards. 2. Instructstudentstostandup,movearoundtheroom,andmeetwith otherstudents.astheydoso,theyshouldexplaintheconvention articletheircarddescribes.ifparticipantsfeelthattheircardshave somethingincommonorbelongtogether,theyforma cluster. Theycontinuewalkingaroundtheroomtogether.Theymayaddany numberofadditionalpeopletotheirclusteriftheyfeelthatthose individuals carddescriberightsofasimilartype. 3. Astheactivityproceeds,studentsmayswitchtoadifferentcluster astheyrefinetheirthinkingaboutthecategoriesofrightscovered bytheconvention.someyoungpeoplemayfindthatthey stand alone anddonotbelongtoanyoftheclusters.encourage discussionandnegotiation.note:stressthatthereisnoone correct answertothisactivity! 4. Oncetheclustersarefinalized,andthereisnofurthermovement aroundtheroom,askeachclustertodecideonanameforitselfthat describestherightsinthecluster(e.g.,survival,protectionand Development,orProtection,ParticipationandProvision(thethree Ps),orHealth,EducationandExpression). 5. Havetheclusterssitdowntogether.Callononeclusteratatimeto telltheclassitsname,summarizethearticlesthatbelongtothis category,andexplainwhythenamesuitsthearticlestheyhave.as thisisbeingdone,theteacher,groupleader,orseveralofthe participantscangluethecardsontothelargesheetofpaperintheir appropriateclusters. 6. Askeachgrouptoprioritizetheirtopfiverightsandthendiscuss.

19 PARENTING THE RIGHTS WAY 17 Discussion Questions Weresomerightsmoredifficulttocategorizethanothers? Whichones,andwhy? WhatseemtobethemaintypesofrightsprotectedbytheConvention? Dosometypesofrightsseemtobegivenmoreemphasisthanothers?Ifso,whichones? HaveanyrightsbeenleftoutoftheConventionthatyoufeelshouldhavebeenincluded? Aretheresometypesofrightsthatshouldbegivenpriority,orareallrightsequallyimportant? Aretheretypesofchildren srightsthatyoufeelyourcommunity/countrydoesparticularlywellat upholding? Aretheretypesofrightsthatshouldbegivenmoreattention? WhatshouldCanadadotomakesureallchildrens rightsareprotected? Reference: It s Only Right: A practical guide to learning about the Convention, Susan Fountain and UNICEF 1995

20 18 PARENTING THE RIGHTS WAY ThoughtExperiment(R) 45 minutes PURPOSE: Bytheendoftheactivity, studentswillhave: Discussedthemultiple perspectivesof stakeholderscaringfor andworkingwithyouth Developedawarenessof theneedsand challengesofdifferent kindsofyoungpeople andadultsworkingwith youngpeople RESOURCES: Studentswillneedto beintroducedtothe Conventionpriortothis activity,therefore, teachersmaywishto completethechildren s RightsChartandthe ClusteringCards activitiesfirst. Onerolecardpergroup Onephotocopyofthe ThoughtExperiment handoutforeachgroup (onthefollowingpage) Accesstothe Convention(Aposteror therightscards AppendixC) ACTIVITY 1. Askeachstudenttowritealist ordrawapicture ofallthepeople thatcareforthem,influencethemandassistwiththeirsurvivaland development(e.g.,parents,siblings,grandparents,teachers, communityworkers).dividestudentsintosixgroups.haveeach studentdiscussthislistwithapartnerandcomparesimilaritiesand differencesbetweendifferentpeople(e.g.,youcouldhavethem standupandwalkaroundcomparingwithdifferentpeopleasan ice-breaker). Discussion Questions Howmanypeopledoyoudependoneveryday/week/month? Howdoesyourlistdifferfromotherstudents?Why? Whataresomereasonswhysomepeoplearemoredependent thanothers(e.g.,age,immigrationstatus,personality,family structure,socialsituation,mentalorphysicalability)? 2. Putstudentsintosmallgroups.Eachgroupwillrandomlyselecta cardortwoandanswerquestionsfromthehandout.groupswill reporttheirthoughtsbacktotheclass. 3. Havetheclasscomparethoughtsanddiscusssimilarrights,aswell asanyspecialrights.askthestudentswhatthedifferenceis betweenhowchildrencareforeachotherandhowadultscarefor children?whataresomespecialoruniqueneedsofchildren/babies? EXTENSION/ALTERNATIVE: Askstudentstorole-playmultiplestakeholders(e.g.,fosterparents andfosterchild).askstudentstodrawaposteraboutaparticular stakeholderthatillustratestheirparticularneeds,concernsand rights.thenputthesearoundtheroomandhavestudentsvoteon theposterthatbestillustratestheconcernsofthatperson. Reference: Cape Breton University Children s Rights Centre

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