How can we educate for peace? Five teaching units focus on nonviolence, respect for human rights and dignity, social justice and civic responsibility, global awareness, and environmental sustainability. These Units are meant to guide teachers and provide resources for their own development as peace educators. Teachers, acting as learners, should feel free to adapt these activities to make them more effective, culturally relevant, or issue-specific.

Units address: Ecological Thinking and Respect for Life; Tolerance and Respect for Dignity and Identity; Critical Thinking Active Nonviolence; Social Justice and Civic Responsibility; Leadership and Global Citizenship.

"All human beings are born free and equal in dignity and rights." This is what it says in the very first Article of the Universal Declaration of Human Rights. The idea of Human Rights is one of the most important fundaments of human co-existence. At the same time human rights are subject to fierce debates and Human Rights violations are common all over the world.But what exactly are Human Rights? Who is responsible for protecting them? And do they really apply to all people? These are the question the newest animated Video clip in the WissensWerte series deals with.

This is a collection of downloadable video clips on the theme of Human Rights, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "Greetings from Grozny" (2002), "Time for School" (2003).

"All human beings are born free and equal in dignity and rights." This is what it says in the very first Article of the Universal Declaration of Human Rights. The idea of Human Rights is one of the most important fundaments of human co-existence. At the same time human rights are subject to fierce debates and Human Rights violations are common all over the world.

But what exactly are Human Rights? Who is responsible for protecting them? And do they really apply to all people? These are the question the newest animated Video clip in the WissensWerte series deals with.

This webcast lecture course examines the development of human rights. More than a history of origins, it explores the relationships between human rights and other crucial themes in the history of the modern era.

Human rights now seem to take precedent over many areas of our lives, but where do these rights come from and how did they develop?This unit looks at the impact of the European Convention on Human Rights and its influence on law in the UK and examines the Human Rights Act 1998.

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

The Human Rights Key serves as a valuable infographic to guide students to connect their classroom learning with the reality of local regional and international health and human rights issues. The framework enables students in the health professions to recognize relationships and connections between human rights, their own personal realities, legal mechanisms, and their future clinical practice. The tool was developed for Year 3 medical students in their Obstetrics and Gynaecology rotation. The heuristic Human Rights Key promotes their learning for and about human rights in women's health. It provides a medium to guide self-reflection through a sequential process helping clarify complex concepts. Health professionals are in powerful positions to advance social justice as duty bearers and as rights holders. The Health Sciences Faculty at the University of Cape Town, UCT South Africa, has included human rights learning in its reformed curriculum since 2002, in recognition of the need to develop socially responsible practitioners.

The aim of this teaching resource is to share a visual tool for integrating and linking human rights education with health. The innovative Human Rights Key has served as a valuable infographic to guide students to connect their classroom learning with the reality of local, regional and international health and human rights issues. The framework enables students in the health professions to recognize relationships and connections between human rights, their own personal realities, legal mechanisms and their future clinical practice. The roles and personal agency of health professionals are illuminated through the metaphor. In this website the Key is introduced and explained through different mediums and themes. Weblinks to legal instruments and diverse examples and resources offer guidance to other educators in the Health Sciences. The tool was developed for Year 3 medical students in their Obstetrics and Gynaecology rotation. The heuristic Human Rights Key promotes their learning for and about human rights in women's health. It provides a medium to guide self-reflection through a sequential process helping clarify complex concepts. Health professionals are in powerful positions to advance social justice as duty bearers and as rights holders. The Health Sciences Faculty at the University of Cape Town (UCT), South Africa, has included human rights learning in its reformed curriculum since 2002 in recognition of the need to develop socially responsible practitioners. Drawing from experiences in several related courses within the Faculty, this new teaching and learning tool was developed and used, then favourably evaluated by students and educators.

The aim of this teaching resource is to share a visual tool for integrating and linking human rights education with health.The innovative Human Rights Key has served as a valuable infographic to guide students to connect their classroom learning with the reality of local, regional and international health and human rights issues. The framework enables students in the health professions to recognize relationships and connections between human rights, their own personal realities, legal mechanisms and their future clinical practice. The roles and personal agency of health professionals are illuminated through the metaphor.In this website the Key is introduced and explained through different mediums and themes. Weblinks to legal instruments and diverse examples and resources offer guidance to other educators in the Health Sciences.The tool was developed for Year 3 medical students in their Obstetrics and Gynaecology rotation. The heuristic Human Rights Key promotes their learning for and about human rights in womenŐs health. It provides a medium to guide self-reflection through a sequential process helping clarify complex concepts.Health professionals are in powerful positions to advance social justice as duty bearers and as rights holders. The Health Sciences Faculty at the University of Cape Town (UCT), South Africa, has included human rights learning in its reformed curriculum since 2002 in recognition of the need to develop socially responsible practitioners. Drawing from experiences in several related courses within the Faculty, this new teaching and learning tool was developed and used, then favourably evaluated by students and educators.

This book is a tool for bringing the United Nations' Universal Declaration of Human Rights into the lives of people in the United States: kindergartens and unions, Scout troops and senior citizens centers, religious organizations and prison programs. Although obviously useful for educators in schools and colleges, Human Rights Here and Now was also written to serve the needs of community organizers and activists.

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

The aims of this manual are: To provide those interested in doing human rights teaching with a framework for training of trainers in health and human rights; To provide resources which will be of use to the training of trainers and students; To support alumni of our Train-the-Trainer courses, who now number nearly 200 people; To share our eight years of experience in running this course with others so as to begin a dialogue around educational issues in teaching human rights; To build additional teaching capacity in health and human rights. The School of Public Health and Family Medicine at UCT has offered undergraduate and postgraduate training in human rights since 1995. The Train-the-Trainer course was developed as an offshoot of pilot initiatives at UCT to teach undergraduates, at a time when findings of the Truth and Reconciliation Commission (TRC) identified a need for human rights education for health professionals across the country. Through this manual, this course will continue to fulfil the goal of developing and sustaining a network of individuals who return to their home institutions and professional environments to integrate human rights dialogue and initiatives into their work. Our vision through this manual is to support both our past trainees and other health professionals who wish to integrate human rights into their teaching of students in the health professions. We realised soon after commencing work with undergraduates that the task was too large to tackle on a piecemeal basis or by training limited numbers of students at a time. Rather, it was more appropriate to spread capacity by training trainers and by supporting them with implementation challenges in their own institutions. In this way, we hope that the impact of training will be multiplied as more and more trainees take away what they find valuable for putting human rights into curricula for their students. This means extending from the teaching of undergraduates to include postgraduates, and to the inclusion of human rights in continuing professional development activities. In this way, we believe that human rights training for health professionals will be mainstreamed and meet the critical needs identified in developing this manual.

This course provides a rigorous and critical introduction to the foundation, structure and operation of the international human rights movement. It includes leading theoretical and institutional issues and the functioning of the international human rights mechanisms including non-governmental and inter-governmental ones. It covers cutting-edge human rights issues including gender and race discrimination, religion and state, national security and terrorism, globalization and human rights, and technology and human rights.

Almost everywhere on the world, international migration is a hot topic. Most of the time the debate about migration is fierce and charged with prejudices and fears. At the political level, this has far-reaching consequences, ranging from electoral victories of populist right-wing parties to the increasing isolation policy of Europe and the United States. But what exactly is migration? What are its causes? And what are problems and opportunities?

This first edition of the Train the Trainer Manual for South African Health Professionals has been produced for trainers, after the eighth annual Health and Human Rights Train-the-Trainer course held at the University of Cape Town (UCT) in 2006. The School of Public Health and Family Medicine at UCT has offered undergraduate and postgraduate training in human rights since 1995. The Train-the-Trainer course was developed as an offshoot of pilot initiatives at UCT to teach undergraduates, at a time when findings of the Truth and Reconciliation Commission (TRC) identified a need for human rights education for health professionals across the country. Through this manual, this course will continue to fulfil the goal of developing and sustaining a network of individuals who return to their home institutions and professional environments to integrate human rights dialogue and initiatives into their work.Our vision through this manual is to support both our past trainees and other health professionals who wish to integrate human rights into their teaching of students in the health professions. We realised soon after commencing work with undergraduates that the task was too large to tackle on a piecemeal basis or by training limited numbers of students at a time. Rather, it was more appropriate to spread capacity by training trainers and by supporting them with implementation challenges in their own institutions. In this way, we hope that the impact of training will be multiplied as more and more trainees take away what they find valuable for putting human rights into curricula for their students. This means extending from the teaching of undergraduates to include postgraduates, and to the inclusion of human rights in continuing professional development activities.In this way, we believe that human rights training for health professionals will be mainstreamed and meet the critical needs identified in developing this manual. In summary, therefore, the aims of this manual are:To provide those interested in doing human rights teaching with a framework for training of trainers in health and human rightsTo provide resources which will be of use to the training of trainers and studentsTo support alumni of our Train-the-Trainer courses, who now number nearly 200 peopleTo share our eight years of experience in running this course with others so as to begin a dialogue around educational issues in teaching human rightsTo build additional teaching capacity in health and human rights

The essential question of this three-part unit is "How can humans resolve global and intra-national conflict short of resorting to violent war and conflict?" The final part is a mock session of the United Nations. The exposition is a oral presentation of a written policy proposal arguing a particular country's position on a current human rights issue and designed to avoid violent intra-national or global conflict. The two lessons before the Mock Session are designed to scaffold learning by teaching the purpose of the Universal Declaration of Human Rights, the procedures of the United Nations, the elements of an excellent oral presentation and the process of writing a good term paper, the written proposal.

The School of Public Health and Family Medicine at UCT has offered undergraduate and postgraduate training in human rights since 1995. The Train-the-Trainer course was developed as an offshoot of pilot initiatives at UCT to teach undergraduates, at a time when findings of the Truth and Reconciliation Commission (TRC) identified a need for human rights education for health professionals across the country. Through this manual, this course will continue to fulfil the goal of developing and sustaining a network of individuals who return to their home institutions and professional environments to integrate human rights dialogue and initiatives into their work. Our vision through this manual is to support both our past trainees and other health professionals who wish to integrate human rights into their teaching of students in the health professions. We realised soon after commencing work with undergraduates that the task was too large to tackle on a piecemeal basis or by training limited numbers of students at a time. Rather, it was more appropriate to spread capacity by training trainers and by supporting them with implementation challenges in their own institutions. In this way, we hope that the impact of training will be multiplied as more and more trainees take away what they find valuable for putting human rights into curricula for their students. This means extending from the teaching of undergraduates to include postgraduates, and to the inclusion of human rights in continuing professional development activities. In this way, we believe that human rights training for health professionals will be mainstreamed and meet the critical needs identified in developing this manual.

This course examines the contemporary problem of political violence and the way that human rights have been conceived as a means to protect and promote freedom, peace and justice for citizens against the abuses of the state.