This course covers the history of American foreign policy since 1914, current policy questions, and the future of U.S. Policy. We focus on policy evaluation. What consequences did these policies produce for the U.S. and for other countries? Were/are these consequences good or bad?

Teachers often confuse authority with power, to use the distinction made at the beginning of Reading 11. Probably the most common means of wielding power (for teachers) has been the use of corporal punishment. The following extract was taken from a two-part article in The Educator's Voice, published by SADTU. Vally briefly analyses some of the reasons for the popularity of corporal punishment among teachers in South Africa. Corporal punishment is of course now illegal in South Africa (as it is in many countries). However, it still has many supporters among teachers and parents. Vally goes on to summarize a number of different research findings that indicate that corporal punishment has few, if any, educational advantages. Even if you feel inclined to question the research, the question remains: should professional teachers advocate a practice upon which so much doubt has been cast?

In 1998, UNICEF thought of a creative way to help educate the world about children’s rights. UNICEF asked directors around the world to make a 30-second animated film illustrating one of the rights spelled out in the Convention of the Rights of the Child. Since then, over 70 studios in 32 countries have created cartoons for this project. The cartoons have been shown on television to over 1 billion people worldwide and are still on TV today in many countries. Click on these images to watch a cartoon version of the articles of the CRC.

The goal of this WebQuest is to answer one big question: What should be done about child soldiers? While students grapple with this question, they will be asked to make the connection between their own lives and the lives of child soldiers. In addition, they will approach this issue from different perspectives within a given society and to make recommendations on what should be done to resolve it. A WebQuest is an inquiry-based activity in which most of the information that students use to complete a task comes from resources on the Internet. Students analyze information, transform it in some way, and then demonstrate knowledge of the material by creating something to which others can respond.

In this lesson students analyze basic civic and human rights and determine if Japanese Americans rights were violated during WWII.

Sweatshops and the exploitation of workers are often linked to the globalised production of 'big brand' labels. This unit examines how campaigners have successfully closed the distance between the brands and the sweatshops, while others argue that such production 'kick starts' economies into growth benefiting whole communities.

Subject focuses on fiction, drama, and poetry and possibly films inspired by these topics mostly of the 1960s, 1970s, and 1980s.

This exercise book proposes readings, activities, games and exercises for teaching the whole family human rights.

Democracy means “ruled by the people”. Democracy is a human right. Most countries in the world claim they are democratic, but are they? You can find out here by having a look at the Democracy Map!

The Documentary Project for Refugee Youth is a collaboration between refugee youth, Raeshma Razvi, Global Action Project, the International Rescue Committee and other community organizations and artists in New York City. The Project revolves around a core group of 12 refugee youth living in New York City, and the Friday night workshop the group attends. The Project engages in multimedia documentary work -- interviews, photography, journal-writing and video -- to create meaningful products about the refugee condition of displacement, desire for connection and need for home.

Social and Economic Justice: A Human Rights Perspective is intended to expand the conversation about human rights. It provides background information, ideas for taking action, and interactive activities to help people think about human rights in a broader, more inclusive manner. It strives to help us define issues like homelessness, poverty, hunger, and inadequate health care, not only as “social or economic problems,” but also as human rights challenges

Introduces issues and programmatic strategies related to the development, organization, and management of family planning programs, especially those in developing countries. Topics include social, economic, health, and human rights rationale for family planning; identifying and measuring populations in need of family planning services; social, cultural, political, and ethical barriers; contraceptive methods and their programmatic requirements; strategic alternatives, including integrated and vertical programs and public and private sector services; information, education, and communication strategies; management information systems; and the use of computer models for program design.

These lessons provide background on Islamic beliefs and Muslim history. They include a glossary of key terms, an overview of the origins, beliefs and practices of Islam, a biography of Muhammad, and a reading on Muslim history from the seventh to the twenty-first century. Map activities include the spread of Islam and its contemporary distribution in the world. A geography project outline completes the second group of lessons. The third group of lessons explores Islamic law and contemporary social issues. These lessons can be used alone, in any unit on historical and contemporary Islam, or in conjunction with all or parts of the "Frontline: Muslims" video.

Today, over 115 million children have never set foot inside a school. The fact is that for children living in developing countries, the dream of a first day of school is yet to be realized. The daily realities of poverty, political instability, regional conflict, geography, and cultural or traditional values all play a role to varying degrees -- and the issue of gender disparity makes this fact even more staggering. Full and equal access to education (Article 26) as outlined in the 'Universal Declaration of Human Rights' and 'The Convention on the Rights of the Child' (Articles 2,3,28, and 29), has clearly been out of the reach of poor children -- and even more so in the case of girls. Nearly two-thirds of children who are denied a primary education are girls. In the least developed countries, nearly twice as many adult women than men are illiterate. (Source: UNFPA http://www.unfpa.org/icpd/10/icpd_ed.htm) If you happen to be a female, you are less likely to have access to a quality primary education and beyond -- contributing to the feminization of global poverty. Yet, there is hope despite this current state of affairs. 189 nations have pledged to meet 8 major Millennium Development Goals (MDGs) by 2015. In doing so, nations hope to improve the social and economic development of all peoples. Included in these goals are those that address education and gender disparity: MDG 2: Achieve universal and primary education. MDG 3: Promote gender equality and empower women. Through the activities outlined in this lesson, students will become familiar with the current barriers standing in the way of educational opportunity -- especially for girls. They will watch clips from the WIDE ANGLE film 'Time for School' (2003) to understand the sense of urgency surrounding this issue, the potential benefits that can result from educating girls, and the ways that local communities are trying to address these problems. Note: This lesson focuses on MDG 2 and MDG 3. An introduction to the overall goals of the Millennium Project should be presented prior to this particular lesson.

This guide for formal and non formal educators proposes 20 lessons in order to initiate dialogue about basic universal human rights and individual human rights.

This lesson plan helps students explore the concept that health is a basic human right. Primary sources -- Article 25 of the "U.N. Universal Declaration of Human Rights" and Article 1 of the "Declaration of Alma-Ata" -- are used to help students define health and human rights, and to build a connection between the two. Students apply the concept of health as a basic human right by analyzing case studies from the Against the Odds exhibition

A series of 7 pamphlets exploring different aspects of the Right to Health These pamphlets are available in three languages English Xhosa and Afrikaans

The Learning Network pamphlets have been developed using principles of popular education and are suited for use by academia and community organisations' with other members of civil society. A series of 7 pamphlets exploring different aspects of the Right to Health. These pamphlets are available in three languages: English, Xhosa and Afrikaans.

This course explores fundamental questions about the causes and nature of revolutions. How do people overthrow their rulers? How do they establish new governments? Do radical upheavals require bloodshed, violence, or even terror? How have revolutionaries attempted to establish their ideals and realize their goals? We will look at a set of major political transformations throughout the world and across centuries to understand the meaning of revolution and evaluate its impact. By the end of the course, students will be able to offer reasons why some revolutions succeed and others fail. Materials for the course include the writings of revolutionaries, declarations and constitutions, music, films, art, memoirs, and newspapers.