Part VII
A. Printed and Electronic Resources

HUMAN RIGHTS EDUCATION: THEORY, METHODOLOGIES, AND CURRICULA

Andrepoulos, George J., and Richard Pierre Claude, eds. Human Rights Education for the Twenty-First Century. Philadelphia: University of Pennsylvania Press, 1997.*

A comprehensive overview of human rights education, including sections on theories and contexts, approaches to teacher training, college and adult education, specialized training for professionals, community-based and non-formal human rights education, as well as resources and funding.

Amnesty International. First Steps: A Manual for Starting Human Rights Education. London: Amnesty International, 1996.

The full text of this comprehensive primer for human rights education and its African version, Siniko (1998), are available on line in French and English: erc.hrea.org/Library/First_Steps/index.html.

Amnesty International Educators' Network. Amnesty International Educators' Network Human Rights Education Resource Notebooks. New York: Amnesty International Educators' Network, 1997.*

A collection of human rights education curricula in specific topic areas, including Women's Human Rights; Children's Rights; Religion, Race, and Ethnicity; Indigenous Peoples; Death Penalty; Teaching Young Children about Human Rights; Conflict Resolution and Peace; and Teaching Human Rights through Literature. Three notebooks are specific to teaching human rights to elementary, middle, and high school students. Two notebooks compile syllabi of college human rights courses and agendas of human rights workshops.

Brown, Margot. Our World, Our Rights: Teaching about Rights & Responsibilities in the Elementary School. London: Amnesty International UK and Education in Human Rights Network, 1996; rev. Janet Schmidt et al. New York: Amnesty International USA, 2000.*

A curriculum that offers innovative strategies and activities for teaching about the UDHR in elementary school. Activities address human rights in the family, the classroom, the school, and the wider community.

Claude, Richard Pierre. Methodologies for Human Rights Education. New York, NY: Peoples Decade for Human Rights Education, 1997.

A practical introduction to human rights education pedagogy, including an essay on the right to know one's right, a guide to curriculum planning, suggestions for educating for empowerment and targeting user-groups, and methodologies for evaluation. Text available on line: http://www.pdhre.org.

Claude, Richard Pierre. The Bells of Freedom. Addis Ababa: Action Professionals Association, 1995.

A resource curriculum with resource material for facilitators of non-formal education and twenty- four human rights "echo sessions." Available in English, French, Japanese, Amharic, and Creole. Text available on line: http://www.umn.edu/humanrts.

Dupont, Lori, Joanne Foley, and Annette Gagliardi. Raising Children with Roots, Rights, & Responsibilities: Celebrating the Convention on the Rights of the Child. Minneapolis, MN: Human Rights Resource Center, 1999.*

An interactive curriculum to introduce both parents and their pre-school children to the rights of the child. Emphasizes problem solving, critical thinking, and citizenship skills and builds ethical awareness and self-confidence in both children and families.

Flowers, Nancy, ed. Human Rights Here and Now: Celebrating the Universal Declaration of Human Rights. Minneapolis: Human Rights Resource Center, University of Minnesota, 1997.*

A primer for human rights education that includes background information, strategies for teaching human rights, and activities for a variety of ages and situations. Text is available on line: http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Default.htm/default.htm

Freire, Paulo, Pedagogy of the Oppressed. New York, NY: Seabury Press, 1970.

A foundation text for human rights education: Freire's work examines the intersection of education and social justice. His pedagogy seeks to enable the oppressed to understand that oppressive forces are not part of the natural order but the result of historical and socially constructed forces that can be changed.

Instituto Peruano de Educaci—n en Derechos Humanos y la Paz (IPEDEHP). TÈcnicas participativas para educar en derechos humanos y en democracia. Lima: Instituto Peruano de Educaci—n en Derechos Humanos y la Paz, 1998.*

A Spanish-language curriculum for popular education in democracy, human rights, and peace that combines the affective with the cognitive. Sections on pedagogy and two board games are available in English.

Martin, J. Paul. Self-Help Human Rights Education Handbook. New York, NY: Center for the Study of Human Rights, Columbia University, 1996. Center for the Study of Human Rights, 1108 International Affairs Building, Columbia University, New York, NY 10027; 212-854-2479; 212-316-4578 (fax); cshr@columbia.edu.

A practical guide to program planning and curriculum development for human rights. Available on line: http://www.columbia.edu/cu/humanrights/.

McQuoid-Mason, David. "Methods of Teaching Human Rights" in Human Rights Theories and Practices. ed. Lalaine A. Sadiwa. South Africa: HURSA Publications, 1997.

A concise survey of methods for participatory education.

Mertus, Julie, with Nancy Flowers and Mallika Dutt. Local Action, Global Change: Learning About the Human Rights of Women and Girls. New York, NY: United Nations Development Fund for Women (UNIFEM) and The Center for Women's Global Leadership, 1999.*

An interactive and comprehensive training manual that introduces human rights in terms of the life experiences of women and girls.

O'Brien, Edward, Elena Green, and David McQuoid-Mason. Human Rights for All. St. Paul, MN: West Educational Publishing, USA, 1996. West Publishing Company, 610 Opperman Drive, P.O. Box 64526, St. Paul, MN 55164-0526.

An innovative and comprehensive curriculum for high school students that lays a foundation in human rights law and concepts and challenges students with difficult questions.

Office of the High Commissioner for Human Rights. ABC, Teaching Human Rights: Practical Activities for Primary and Secondary Schools. New York, NY: United Nations, 2000.

The new edition of this introduction to human rights education emphasizes the UDHR and the Convention on the Rights of the Child. This booklet will be available in all official UN languages. Full English text is available on line: www.unhchr.ch/html/menu6/2/abc.htm#II.

Nuclear Age Peace Foundation. Your Place in the World: Human Rights and Responsibilities. Santa Barbara, CA: Nuclear Age Peace Foundation, 1998.*

A curriculum that addresses issues of tolerance affecting high school students in their communities by guiding students to define human rights and formulate their own ideas of rights and responsibilities.

People's Decade for Human Rights Education. Learning, Reflecting and Acting: 149 Activities Used in Learning Human Rights. New York, NY: People's Decade for Human Rights Education, forthcoming. People's Decade for Human Rights Education, 5226 West 111th Street, New York, NY 10025; 212-749-3156; 212-666-6325 (fax); pdhre@igc.org.

A compilation of activities from training programs around the world emphasizing popular education techniques for social change.

Reardon, Betty A. Educating for Human Dignity: Learning about Rights and Responsibilities. Philadelphia, PA: University of Pennsylvania Press, 1995.*

Taking a developmental approach to human rights education, each chapter discusses the learner's skills and conceptual level at a particular age and offers examples of age-appropriate lessons. The introduction provides a theoretical basis for education for human rights and civic responsibility. Also available in Arabic.

Rethinking Schools. Rethinking Our Classrooms: Teaching for Equity and Justice. Milwaukee, WI: Rethinking Schools, Ltd., 1994. Rethinking Schools, 1001 E. Keefe Ave., Milwaukee, WI 53212; 1-800-669-4192; 414-964-722(fax); RSBusiness@aol.com; www.rethinkingschools.org.

A collection of articles describing successful classroom practices in teaching about social justice issues. Includes a useful resource section of curricula, books, videos, and journals.

Shiman, David. Teaching Human Rights. Denver, CO: Center for Teaching International Relations, 1999.*

Now in a new edition, this thought-provoking activity book makes students aware of issues of justice and rights in the USA and abroad, encourages cross-cultural comparisons, and challenges students to define their own values and consider how they could contribute to a better world.

ECONOMIC AND SOCIAL RIGHTS

Center for Economic Conversion. Sustainable Economics: A Supplementary Curriculum for High School Economic Courses. Mountain View, CA: Center for Economic Conversion, 1999.*

An innovative curriculum supplements high school economics courses by introducing and explicating concepts of sustainability and sustainable economic development.

Mittal, Anuradha, and Peter Rosset. America Needs Human Rights. Oakland, CA: Food First/ Institute for Food and Development Policy, 1999.*

Millions of people are left out of American prosperity. This book and its companion video makes a powerful case that both the letter and spirit of universally recognized human rights are routinely violated by US government policies that safeguard corporate profits rather than people. Topics include understanding human rights, the new American crisis, poverty in America, welfare reform and human rights, and movement building. 23-minute video.

Sanders, Amy and Meredith Sommers. Child Labor is Not Cheap. Minneapolis, MN: Resource Center for the Americas, 1997.*

An innovative curriculum that focuses on the more than 250 million children who spend most of their days on the job, including hundreds of thousands in maquiladoras across the Americas where they sew clothing and other goods for the US market. Comes with the video Zoned for Slavery.

Shiman, David. Economic and Social Justice: A Human Rights Perspective. Minneapolis, MN: Human Rights Resource Center, University of Minnesota, 1999*

Topic Book 1 in the Human Rights Education Series and a companion to Human Rights Here and Now: Celebrating the Universal Declaration of Human Rights, this resource curriculum treats economic and social rights as inalienable human rights. The book gives both a local and global perspective on social and economic rights, illustrating their interdependence with civil/political rights. Intended for adults as well as young people, it provides a brief history and explanation of these rights and nine activities for further learning.

EVALUATION

Amnesty International. Evaluation: A Beginner's Guide. AI Index POL32/03/99. London: Amnesty International, 1999.

A user-friendly primer for evaluating human rights education projects.

Patton, Michael Quinn. Utilization Focused Evaluations. Thousand Oaks, CA: Sage Publications, 1997.

Describes a pragmatic approach to evaluation especially effective for programs addressing on-going social problems.

Tibbitts, Felisa. Evaluation in the Human Rights Education Field: Getting Started. The Hague: Netherlands Helsinki Committee, 1997.

A technical assistance guide for evaluation in the field of human rights education and training. It presents different methods and data collection techniques for human rights education program evaluation, classroom-based assessments, teacher trainings and text field testing, including sample instruments and a bibliography of sources. Text available on line: http://www.hrea.org/pubs/EvaluationGuide/index.html.

GLOBAL STUDIES

Mattson, Alexandra, Octavio Ruiz, and Meredith Sommers. Translation by Manuel Fern·ndez. Buen Viaje: Mutually Beneficial Tourism. Minneapolis, MN: Resource Center of the Americas, 1999.*

A bilingual curriculum for grades 2-12 and adults about traveling with care in Mexico. Creates curiosity for travel while examining the impact of tourism on visitors, the host community, and the environment.

Resource Center of the Americas. Central American Children Speak: Our Lives and Our Dreams. Minneapolis, MN: Resource Center of the Americas, 1999.*

Winner of the National Educational Media Network's Bronze Apple Award, this video opens in a Minneapolis classroom where fourth-graders ask questions about their peers in Central America. It then shows the daily lives of children in Guatemala and Nicaragua, beautifully illustrating that all kids have similar dreams, fears, and hopes. 40-minute video and 28-page educator's guide. Available in English or Spanish.

Resource Center of the Americas. Rigoberta Menchu: The Prize That Broke the Silence. Minneapolis, MN: Resource Center of the Americas, 1992.

This education packet profiles the Guatemalan indigenous human-rights leader who won the 1992 Nobel Peace Prize. It incorporates photographs, journal exercises, maps, a simulation about family life, and group decision making to help participants examine relationships between indigenous and non-indigenous peoples.

Ruiz, Octavio, Amy Sanders, and Meredith Sommers. Many Faces of Mexico, 2nd Edition. Minneapolis, MN: Resource Center of the Americas, 1998.*

An interdisciplinary guide to teaching about contemporary Mexico and the rich diversity of the Mexican people, this curriculum contains background, primary source materials, clearly designed lesson plans, maps, 250 pages of reproducible handouts, and dozens of activities for the classroom.

MULTICULTURAL EDUCATION

Lee, Enid and Deborah Menkart and Margo Okazawa-Rey, eds. Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington, DC: Network of Educators for Central America, 1998*

Offers classroom lesson plans, staff development activities, reflections on teaching, and an extensive resource guide for any educator who wants to to include more than the "heroes and holidays" approach as they address multicultural education in their school.

REFERENCE AND BACKGROUND RESOURCES

Amnesty International. Amnesty International Annual Report. New York, NY: Amnesty International USA.*

This report details human rights violations in over 142 countries and territories during the past year, including the imprisonment of prisoners of conscience, torture, unfair trials, and the death penalty. It shows that abuses by governments and armed political groups are still continuing in all regions of the world. It also shows what Amnesty International members have done to expose and prevent those abuses.

CondÈ, H. Victor. A Handbook of International Human Rights Terminology. Lincoln, NE: University of Nebraska, 1999.*

A useful guide to the specialized language of international human rights law. Also contains text of the International Bill of Rights documents.

Lauren, Paul Gordon. The Evolution of International Human Rights: Visions Seen. Philadelphia, PA: University of Pennsylvania, 1998.*

A comprehensive survey of the history and development of the human rights movement that includes not only the contributions of governments and global institutions, but also of ordinary women and men toward the building of a global culture of human rights. An excellent reference resource for educators.

TAKING ACTION FOR HUMAN RIGHTS

Elliott, RoAnne. WE: Lessons on Equal Worth and Dignity, the United Nations and Human Rightsó Upper Elementary and Middle School. Minneapolis, MN: United Nations Association of Minnesota, 1992.*

Provide opportunities for students to develop awareness concerning issues and events of inter-group relations and the dynamics of intolerance.

Gonzalez, Susan. WE: Lessons on Equal Worth and Dignity, the United Nations and Human RightsóPrimary Edition. Minneapolis, MN: United Nations Association of Minnesota, 1999.*

The lessons in this curriculum focus on the classroom environment, respect for self and others, looking at one's own behavior, the United Nations story and the role of human rights in local and global communities.

Partners in Human Rights Education. Good Things Happen When Students Take Action. Minneapolis, MN: Minnesota Advocates for Human Rights, 1997.*

A three-part curriculum to motivate students to take action on local human rights concerns. Each section contains lesson plans, classroom activities, bibliographies, and background information necessary to prepare students for a lifetime of social involvement and activism.

Simon, Ken. WE: Lessons on Equal Worth and Dignity, the United Nations and Human RightsóMiddle and Secondary Grades. Minneapolis, MN: United Nations Association of Minnesota, 1993.*

Challenges student to define tolerance, reflect on the positive and negative power of words and symbols, and examine intolerance in their own personal and school environments, as well as on a global level.

United Nations Association of Minnesota. Understanding the United Nations. Minneapolis, MN: United Nations Association of Minnesota, 1999.*

This resource helps students to understand the major problems facing today's world and encourages them to explore the role that the United Nations might play in resolving them. The resource includes lessons about the origin, purpose and principles of the UN, the UN's membership and system, and a Model UN activity.