Acknowledgment
This publication benefited from the work of Northeast Asian educators who attended
meetings, researched relevant information, and drafted lesson plans.
We therefore acknowledge the following contributors in this publication: (inalphabetical order)
Ms. Bai Guimei
Executive Director, The Research Center for Human Rights
Peking University, Beijing, China
Mr. Altangerel Choijoo
Project Coordinator, National Human Rights Commission of Mongolia
Ulaanbaatar, Mongolia
Ms. Arah GohDoctoral Student
Seoul National University
Seoul, Korea
Mr. Akio Hige
Math Teacher, Nishinari Senior High SchoolOsaka, Japan
Ms. Mei Ying TangProfessor, Taipei Municipal University of Education
Taipei, Taiwan
Mr. Yang Songcai
Executive Director, Guangzhou University Research Center for Human Rights
Guangzhou, China
Mr. Law Yu Kai
Executive Director, Hong Kong Human Rights Monitor
Hong Kong SAR, China
We acknowledge Ms. Shu Chang of Guangzhou University Research Center for HumanRights and Ms. Mariko Akuzawa of Osaka City University who helped in the translationof some lesson plans.
We acknowledge the participants in the September 2012 meeting who in one way or
another helped in the review of the draft lesson plans.
We also acknowledge Mr Jefferson R. Plantilla of HURIGHTS OSAKA for coordinating
the whole project and editing the publication.
Finally, we acknowledge Mr. Fidel Rillo of Mind Guerilla, Inc. for designing and doing
the lay-out of this publication.

human rights: Principles and Rights

Foreword
In our effort to promote human rights education in Asia and the Pacific, we
produce materials that offer practical support to educators. This publication is
the latest example of such materials.
This publication was produced in close collaboration with educators fromNortheast Asia. It tries to represent as much as possible the Northeast Asian context, while discussing the international human rights standards.
The main principle behind this publication is the promotion of human rights
education as an important component of the mainstream education system.
Human rights and human rights education must be seen as essential in the fulldevelopment of the potentials of students in Northeast Asian school systems.
We therefore hope that this publication adds significant support to the national and local human rights education initiatives.

Osamu Shiraishi
Director
HURIGHTS OSAKA

Table of Contents
Acknowledgment
Foreword
Introduction

349Human Rights: Principles and Rights
Human Rights Education: Duty and Definition
Human Rights Education: Pedagogy
Northeast Asia and Human Rights Education
Northeast Asian School Systems
Government Policies
Local Government Initiatives
Teachers for Human Rights Education
Civil Society Support for Human Rights Education
Human Rights Curricular Framework

152735

Human Rights Lesson Plans
1. Primary Level
Self-esteem and Human dignity
My Neighborhood
I am the Little Master
Happy Childhood
Rules in the Classroom
Introducing Human Rights
Human Rights for All
Rights and Responsibility
Respect and Protection
Rights of the Child
Human Rights Violations
Human Rights Protection
Participation in Governance
2. Lower Secondary Level
Cherish Life
Right to Protection
Caring for Each Other
Family and Social Security
Taking Human Rights Action

4167
81101109
120

124
127
130
134
138
141
148
152
156
162
166
170
174
178
186
192
196
200

3. Upper Secondary Level
Human Rights Principles
Universality of Human Rights and Asian Values
Human Rights and Underprivileged People
Public Place: Protestors, Street Performers, and Hawkers
Burning National Flag and Freedom of Expression
Freedom of expression and assemblyInternational Labor Law
Right to Vote
Equal Opportunity and Poverty
Breaking the Poverty Spiral!

206
212
216
232
239
244
249
265
271
279

Appendices
Universal Declaration of Human Rights
284
Convention on the Rights of the Child290					Introduction:This publication is the latest subregional material of HURIGHTS OSAKA. It focuses on Northeast Asia, one of the three Asian subregions under the HURIGHTSOSAKA regional program.
HURIGHTS OSAKA, employing the subregional approach, engages subregional educators as partners in program implementation. Since 1997, HURIGHTSOSAKA has been working with educators in three Asian subregions: Southeast,South and Northeast.
It has also adopted a particular set of subregional activities, consisting ofresearch, consultation workshop, material development, and training workshop.
By and large, these activities have been undertaken in the three subregions.
One of the outputs of these subregional activities is in the form of resource
material for human rights education in the school system. In Southeast Asia,HURIGHTS OSAKA organized with partner institutions in the subregion the2001 writeshop (writing workshop) where educators from Cambodia, Indonesia,Malaysia, Philippines, Thailand and Vietnam produced human rights lessonplans.1 Based on the output of this 2001 writeshop, a Southeast Asian editorial team developed a set of human rights lesson plans for primary and secondary levels.2 In 2003, the Human Right Lesson Plans for Southeast Asian Schools waspublished in Bangkok.3 Partner-institutions in the countries involved subsequently printed versions of the publication in Southeast Asian languages (BahasaIndonesia, Bahasa Melayu, Khmer, and Vietnamese).4
In South Asia, participants in a workshop held in 2005 proposed the development of a human rights education material for the subregion.5 A team of South
Asian educators was subsequently formed to assist HURUGHTS OSAKA in preparing the South Asian Teachers and Human Rights Education - A Training Resource
Material.6 This resource material was published in 2009 in New Delhi.
While both Southeast and South Asian publications contain lesson plans,
the South Asian publication is a compilation of existing lesson plans (in differentformats) that have been developed by institutions in different countries in thesubregion.
Also, the South Asian publication has a section discussing what human rights
mean, what mechanisms exist to promote, protect and realize human rights, anda discussion on the human rights situation in the subregion. The section discussing human rights complements the lesson plans section.

9HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSNortheast Asia
HURIGHTS OSAKA organized a meeting of Northeast Asian educators in March
2008 to discuss the state of human rights education in Northeast Asia. As a result of the meeting, HURIGHTS OSAKA implemented a research project on thechallenges and opportunities for human rights education in the Northeast Asian
school systems. A research report was published in 2010 entitled The State ofHuman Rights Education in Northeast Asian School Systems: Obstacles, Challenges,Opportunities.7 HURIGHTS OSAKA convened a meeting of educators from China,Hong Kong, Japan, Korea, Mongolia and Taiwan in September 2011 in Osakato discuss a follow-up project. This meeting led to an agreement to develop lesson plans based on existing materials in Northeast Asia, and reflecting Northeast
Asian experiences. The Northeast Asian educators agreed to take part in the follow-up project and met for the second time on 1-2 September 2012 to review thelesson plans they had prepared.
Project Objectives and Content
The development of this Northeast Asian human rights education resource material is designed to help in the institutionalization of human rights education
within the school systems in the subregion. It builds on the two previous subregional publications.
Similar to the Southeast and South Asian projects, this publication isa) Contextualized in a subregion (Northeast Asia)b) Composed as much as possible of some of the good teaching and learningmaterials for human rights education that are available in the subregionc) Embodying the perspectives and experiences of the human rights educators in the subregion particularly those that relate to the challenges of teaching/learning human rights within the school systems in Northeast Asiad) Promoting the international human rights standards through their concrete application as lesson plans content, teaching/learning process, school rules
and regulations, teachers’ guides, and school-community relationse) An appropriate material for teacher-training as well as teaching and learning, andf) Supportive of networking among Northeast Asian educators that facilitates exchange of information on the development of human rights education in
the different school systems.
The partner-educators/contributors in this publication agreed to adopt thefollowing HURIGHTS OSAKA proposal on the contents of the resource material:

10introduction

a. Human Rights: Principles and Rights – this is a brief discussion on thebasic principles underlying the international human rights standards, list of basicrights, and the United Nations human rights mechanism.
b. Human Rights Education Pedagogy – this is a discussion of the pedagogical techniques for human rights education.
c. Northeast Asian School Systems – this is a general introduction of theschool systems in Northeast Asia and the related human rights education initiatives implemented within the school curriculums.
d. Government policies – this presents the existing policies of the governments in Northeast Asia that support human rights/human rights education.
e. Local Government initiatives – this discusses the programs and projectsof Northeast Asian local governments in promoting human rights/human rights
education.
f. Teachers and human rights education – this highlights the significant
role of the teachers and their organizations in providing support to human rights
education in the school system.
g. Civil Society initiatives on human rights education – this presents a number of non-governmental organization programs and projects that support human rights/human rights education.
h. Human Rights Curricular Framework – this presents the issues as well as
the scope and sequence of the lesson plans covered by the resource material.
i. Human Rights Lesson Plans – as the major content of the resource material, these lesson plans discuss a number of issues appropriate to each level ofschool education – primary, lower secondary and upper secondary.
j. Appendices – they include the basic human rights instruments (Universal
Declaration of Human Rights and the Convention on the Rights of the Child)that apply to Northeast Asian countries.
A discussion on the definition of human rights education was subsequentlyadded.
The discussions on human rights and human rights education are taken frommaterials (print and online) of the different United Nations agencies, offices andprograms.
The lesson plans, on the other hand, are adaptations from existing materials
in Northeast Asia. They were edited for wider application within the subregion.
Contributors
As a policy, HURIGHTS OSAKA implements regional projects in close collaboration with educators and human rights workers in the different countries inthe Asian region. In the Southeast and South Asian projects, HURIGHTS OSAKA
sought the collaboration of school teachers, education ministry officials, officials

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSof national human rights institutions, and educators from non-governmentalorganizations. This regional project implementation policy has two objectives:
1) to ensure the consideration of the different perspectives coming from the collaborating institutions in undertaking the projects; and 2) to facilitate beyondthe-project cooperation on human rights education among the institutions andindividuals.
Following this regional project implementation policy, HURIGHTS OSAKA
invited Northeast Asian educators with varied educational roles to discuss andimplement a project for the subregion. The educators consisted of law professors
who head human rights centers and teach human rights courses as well, professors in education department/university, a staff of a national human rights institution working on human rights education, two school teachers (primary andsecondary levels), and a head of a non-governmental organization.
Such varied backgrounds of contributors ensured, to some extent, a variety ofperspective in the development of this publication.
Lesson Plans
The lesson plans in this publication follow the format used in the Human Right
Lesson Plans for Southeast Asian Schools. The lesson plan has the following format:8
HUMAN RIGHTS LESSON PLAN FORMAT
1. Notes: Explanation of what the lesson plan is
2. Title: (topic, year level, subject, human rights concept, time)
3. Objective: Learning human rights is the last objective
4. Resources: Quotation of specific human rights provisions is included
5. Materials: Listed separately
6. Procedure:a. Opener: Short information leading to the Activity (song,quotation, statement, questions, etc.)
b. Activity: Participatory tasks/ exercises pertaining to the humanrights issue and subject topic
The tasks/exercises should cover the following elements:<Content>			<Process>Concern (Values/Attitude) :Analysis
Cause (Knowledge):
Analysis
Concept (Knowledge):
Abstraction/Generalization
Contribution (Skill):
Applicationc. Closure: Recap of the message of the lesson plan.
7. Assignment: This is an optional part of the lesson plan
8. Evaluation: Suggestions on how to evaluate the whole process, coveringvarious aspects of the lesson plans

12introduction

9. Notes about the topic:
Additional information about the human rights concept discussed in thelesson planAs explained in the Human Right Lesson Plans for Southeast Asian Schools,9[T]he lesson plan follows the 4As approach (Activity, Analysis, Abstraction
and Application). For the primary school lesson plans, however, the subtitles referring to Activity, Analysis, and Abstraction are not included to make the lessonplans look more simple.

The Northeast Asian lesson plans collected for this publication were necessarily edited (including the addition of contents that were not in the original
version of the lesson plans) to fit the standard lesson plan format.
Using the Lesson Plans
The lesson plans attempt to embody both human rights and human-rights-based
pedagogy. They also attempt to relate as much as possible to the existing school
curriculums of primary, lower secondary and upper secondary levels in NortheastAsia.
Research shows the lack of human rights education subject in the existing
Northeast Asian school curriculums. But there are compulsory and other subjects
that contain human rights or provide space for discussing human rights. Thus
the lesson plans in this publication refer to subjects that provide space for discussing human rights:• Moral education• Civic education• Social studies• Integrated studies, and• Extra-curricular subjects.
The actual names of the subjects vary, and include Liberal Studies (HongKong), Integrative Activities (Taiwan), Synthetic Learning (Japan), and Life
Curriculum (Taiwan).
The lesson plans in this publication are illustrative of the way by which theexisting subjects in the school curriculum are used for human rights education.
They inform teachers of the relevance to human rights of the different issues inthe subjects.
The lesson plans, and the publication as a whole, encourage teachers to makeuse of resources within the school and the community (such as materials andfacilities provided by local governments) to be able to facilitate the teaching andlearning of human rights in the most relevant and effective manner.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSAt the very least, the publication as a whole is meant to help trigger interest
among teachers on human rights education and for them to attempt using thelesson plans inside the classroom, and to encourage school and education officials and other educators to see human rights education as integral part of school
curriculums.
Endnotes1
See “SEA Writeshop: Developing Human Rights Lesson Plans,” Human Rights Educationin Asian Schools, vol. 5, www.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/2002/03/sea-writeshop-developing-human-rights-lesson-plans.html.
2
See Southeast Asian Human Rights Lesson Plans, www.hurights.or.jp/archives/focus/section2/2002/09/southeast-asian-human-rights-lesson-plans.html.
3
The preparation of this publication received support from Friedrich Naumann Foundation,
through its Bangkok office, and also UNESCO Asia and Pacific Regional Bureau for Education (BangkokOffice).
4The Bahasa Indonesia, Bahasa Melayu, Khmer and Vietnamese versions of the Human Rights
Lesson Plans for Southeast Asian Schools are downloadable at HURIGHTS OSAKA website (visit: www.
hurights.or.jp/english/publication.html). The original English version is available in the same website
as well as in many other websites and blogs.
5HURIGHTS OSAKA, “South Asia Workshop on Human Rights Education in Schools,” FOCUS
Asia-Pacific 42, available at www.hurights.or.jp/archives/focus/section2/2005/12/south-asia-workshop-on-human-rights-education-in-schools.html.
6This publication is available at online publication sellers in India.
7
Available in pdf file at www.hurights.or.jp/english/publication.html.
8
Taken from Annex 1 on page 9 of the Human Right Lesson Plans for Southeast Asian Schools.
9Ibid., page 6.

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