TEACHING VALUES AN OLYMPIC EDUCATION TOOLKIT BEFORE YOU READ: QUESTIONS TO ASK What rights are protected by the constitution in your country? How are these rights protected? Vocabulary: inherent, inalienable, barbarous, aspiration, compelled, recourse, reaffirmed, jurisdiction, endowed, sovereignty READING UNIVERSAL DECLARATION OF HUMAN RIGHTS13 Introduction Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realisation of this pledge, Now, therefore, The General Assembly proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. Article 1 All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non- self- governing or under any other limitation of sovereignty. Article 3 Everyone has the right to life, liberty and security of person... FOR DISCUSSION List the " human rights" that are talked about in these articles from the Universal Declaration of Human Rights. What does security of personmean? What are the effects of discrimination and violations of human rights on individuals, families and communities? What are some examples of human rights problems in the world? In your country? In your community? In your school/ classroom? What actions can people take to protect their rights? Below 1955: A man looks at The Universal Declaration of Human Rights, one of the first documents published by the United Nations. HUMANRIGHTS: THE ALPHABETFOR RESPECT AND ACCEPTANCE SECTION 4 THE FIVE EDUCATIONAL VALUES OF OLYMPISM TEACHING VALUES95 IN 1949 THE UNITED NATIONS AGREED ON THE WORDING FOR A UNIVERSAL DECLARATION OF HUMAN RIGHTS. THIS DOCUMENT OUTLINES THE BASIC PRINCIPLES OF A SOCIETY IN WHICH EVERYONE HAS THE RIGHT TO DIGNITY AND FREEDOM. 13 Adopted by UN General Assembly. Resolution 217A ( III) of 10 December 1948 ( excerpt only)

96TEACHING VALUES SECTION 4 THE FIVE EDUCATIONAL VALUES OF OLYMPISM RIGHTS AND RESPONSIBILITIES: UNDERSTANDING THE DIFFERENCE Complete the following sentences: I have the RIGHT to be treated politely. Therefore, I have the RESPONSIBILITY to... I have the RIGHT to my own space and to my own belongings. Therefore, I have the RESPONSIBILITY to... I have the RIGHT to be safe and not to be hurt by others. Therefore, I have the RESPONSIBILITY to... I have the RIGHT to be treated kindly and fairly by everyone. Therefore, I have the RESPONSIBILITY to... FOR DISCUSSION Discuss examples of situations in your community where the rights of young people have not been valued. Discuss examples of situations where young people have not carried out their responsibilities to value the rights of others. What actions could you take to protect your rights, or the rights of others? MYRIGHTS= MY RESPONSIBILITIES IN THIS ACTIVITY LEARNERS WILL EXPLORE THE IDEA OF RIGHTS AND RESPONSIBILITIES BY MAKING UP A CLASS CHART OF RIGHTS AND RESPONSIBILITIES. OUR RIGHTS AND RESPONSIBILITIESCHARTER We have the rightto ................................................................................................................... ............................................................................................................................... ................... We have the responsibilityto ..................................................................................................... ............................................................................................................................... ................... We have the rightto ................................................................................................................... ............................................................................................................................... ................... We have the responsibilityto ..................................................................................................... ............................................................................................................................... ................... We have the rightto ................................................................................................................... ............................................................................................................................... ................... We have the responsibilityto ..................................................................................................... ............................................................................................................................... ................... We have the rightto ................................................................................................................... ............................................................................................................................... ................... We have the responsibilityto ..................................................................................................... ............................................................................................................................... ................... RightThis charter can be photocopied for each learner.