HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Human Rights Curricular Framework
Primary Level
Subjects

Topic

Human Rights
Concepts

Social Studies

Self-esteem andHuman dignity

Human dignity

Moral Education

My Neighborhood

Respect for Others

Moral Education

I am a Little Master

Right of participation
Political rights,
Constitutional rights
and obligations

Integrative Activities

Happy Childhood

Right to recreationand leisureIntegrative Activities

Rules in theclassroom

Right to freedom of
expression

Social studies

Introducing Human
RightsHuman rights ingeneralLife Curriculum(including Social
Studies, Arts andHumanities, Scienceand Technology)

Human Rights for All

Rights of the childSocial studies

Respect andResponsibility

Rights, rules andresponsibility

Integrative Activities

Respect andProtection

Right to preservationof identity, right tolife

Integrative Activities

Rights of the Child

Right to protection
from all forms ofviolence

Social Studies

Human Rights
Violations

Right to protection

Social Studies

Human Rights
Protection

Duty of thegovernment
Protection of rights

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human rights curricular framework

Lower Secondary Level
Subjects

IssuesHuman Rights
Concepts

Thought and Morality

Cherish Life

Right to life

Extracurricular
activity

Right to Protection

Right to protection/
care

Extracurricular
activity

Caring for Each Other

Human rights
violations in school

Social Studies

Family and Social
Security

Right to social
security
Equal opportunity
Social protection
Social welfare system

Taking Human
Rights Action

Rule of law andhuman rights
Legal aspects ofhuman rights

Social Studies

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Upper Secondary Level
Subjects

IssuesHuman Rights
Concepts

Liberal Studies,
Human Rights
Education, Civic
Education

Human Rights
Principles

Inalienable,interrelated,interdependent &indivisible rights
Equality
Legal protection
Lack of precondition
for enjoying humanrightsRespect

Universality of
Human Rights and“Asian Values”

Human rights areuniversal, inalienable
and of equal
importance
Equality of rights

Human Rights andUnderprivileged
PeopleEquality
Non-discrimination
Economic and social
rightsPublic Place:
Protestors, Street
Performers, andHawkers

Political rights
including freedom of
expression
Economic and social
rightsBurning the National
Flag and Freedom ofExpression

Freedom of expression

Freedom ofExpression andAssembly

Concept and limit of
freedom of expression
Right to hold peacefulassembly122

PRIMARY LEVELHUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N1

N PLA

LESSO

Self-esteem and Human Dignity
We are all different, yet we are all the same. Even though each person
has diverse background, we, human beings, have the same dignity. Humandignity is inherent when we are born. It must be respected and protected.
The 1948 Universal Declaration of Human Rights enshrined this principle inits preamble: ‘Whereas recognition of the inherent dignity and of the equal
and inalienable rights of all members of the human family is the foundationof freedom, justice and peace in the world’.
Topic				Level				Subject				Human Rights Concept 				Time Allotment				: Self-esteem and Human Dignity: Primary: Social studies: Human dignity: One session

I

OBJECTIVES
Students will be able to explain the concept of self-esteem and humandignity.
II

RESOURCES• Different kinds of fruits or vegetables• Gu Jung Hwa, Seol Gu Ju, Song Hyun Jung, Understanding for
Human Rights Education for Teacher (Seoul: National Human Rights
Commission of Korea, 2007).

124

primary level

III

PROCEDURE
A. Opener
The teacher hands out fruits and vegetables to the students (one fruit orvegetable per student) and asks them to give them names and observe theirfeatures. The teacher encourages the students to think of any connection
between the fruits and vegetables to people such as friends or family members,
or to imaginary characters.
After the students have given names to the fruits and vegetables, theteacher pretends to have made a mistake, and gathers all the fruit andvegetables and put them in one pile.
B. Development of Activities
The teacher asks the students to get their own fruit or vegetables from thepile and tell the class their respective names and characteristics. The teacher
lists on the board the positive descriptions of the fruits and vegetables by thestudents.
Examples of stories of the students:
Example 1
I’d like to name it ‘Tiny’…
My carrot is as small as my little finger…
I think my ‘Tiny’ like traveling before because it has soil on the face…
I want to become a friend of ‘Tiny’. I like traveling too.
Example 2
I like this banana a lot, because it has a lot of spots like me…
Sometimes I don’t like my freckles. This banana’s spots are bigger thanmine…
I hope it can be my brother or sister.
I am the only one who has freckles in my family…
After the students have introduced them to the class, the teacher asks:
How were you able to find your fruit/vegetable?
The students are expected to say that they can easily know each fruit/
vegetable and thus can find their own fruit/vegetable quickly.
The teacher asks another question: What if these were human beings,
will you be able to easily find them also?

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe expected answer to this question is yes.
Thus the teacher makes these statements:
Everybody is special in the same way that each fruit or vegetableis special. And because of the special quality of each person or humanbeing, each one has good value.
The teacher further adds:
Each person is not only different from each other but has value likeanyone else. Thus each person is unique and also equally important.
You are all individually unique and important. You should be
proud of yourself.
C. Closure:
The teacher concludes the session by asking the students to rememberthat each student is important. And also to remember that each person must
recognize his/her value as much as he/she recognizes the value of otherpersons.
IV

EVALUATION
The teacher observes the whole process of learning and teaching toevaluate the session.

126

human rights: Principles and Rights

N2

N PLA

LESSO

My Neighborhood
People normally live with their families in small neighborhoods. In somecases, traditional ties among neighbors provide much support in caring
for children and old people, in maintaining cleanliness and order, and incontinuing old traditions such as festivals. In other cases, neighborhoods areplaces where people hardly know each other, especially in big cities where
people from various places gather to reside. Good relations among neighbors
provide the best opportunity for people to live with a sense of security andsatisfaction as members of the same neighborhood.
Topic				Level				Subject				Human Rights Concept 				Time Allotment				: My neighborhood: Primary: “Virtue & Society” – Moral education: Respect of others: One session

I

OBJECTIVES
Students will be able to express the importance of the good relations
among people in the neighborhood.
II

RESOURCES• Big pieces of paper, colored pens/crayons

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

III

PROCEDURE
A. Opener
The teacher asks some students to tell the class where they live and whotheir neighbors are. The teacher asks other students about the activities thatneighbors do.
The teacher lists on the board the answers of the students.
B. Development of Activities
Using the responses of the students to the questions raised at the startof the class, the teacher points out several characteristics of neighbors. They
can be similar to the following:• Families consist the neighbors• Neighbors are the people they meet everyday• There are many types of people in the neighborhood• Activities are sometimes held by members of the neighborhood suchas traditional festivals.
The teacher also points out that the students come from different
neighborhoods, that consist the many neighborhoods of their town. And sincedifferent types of people are in the neighborhood, there are also different
activities happening in the place.
The teacher tells the students to form small groups (not more than 5 pergroup) and discuss how different types of neighbors relate to each other. The
teacher provides a big piece of paper and colored pens/crayons to each groupwhere they draw how neighbors relate to each other.
The teacher asks the groups to report to the whole class the results of the
discussion using the group drawings.
Based on the group reports, the teacher highlights points that show thevalue of good relationship among neighbors, such as:• Neighbors can extend help to each other when needed• Neighbors work together to keep the neighborhood clean and holdfestivities• Good neighborhood helps ensure that young and old people members
are cared for.
C. Closure:
The teacher concludes the session by saying that mutual respect amongneighbors creates a good neighborhood where people can do their activities
freely and without conflict.

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primary level

IV

EVALUATION
The teacher observes the whole process of learning and teaching toevaluate the session.
Notes
Under the Universal Declaration of Human Rights (UDHR), the community is the place
where the “free and full development” of a person’s personality is possible. (Article 29) It also
provides that each person has duty to the community. Another article of the UDHR states:“Everyone has the right freely to participate in the cultural life of the community, to enjoy thearts and to share in scientific advancement and its benefits.” (Article 27) The neighborhood ispart of the larger community where a person lives. And thus good relations among the people
in the neighborhoods enhance life in the community as a whole, including realization andprotection of human rights.
The Convention on the Rights of the Child also mentions the role of the community. It
provides in Article 5:
States Parties shall respect the responsibilities, rights and duties of parents or,where applicable, the members of the extended family or community as provided forby local custom, legal guardians or other persons legally responsible for the child, toprovide, in a manner consistent with the evolving capacities of the child, appropriate
direction and guidance in the exercise by the child of the rights recognized in thepresent Convention.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N3

N PLA

LESSO

I Am the Little Master
The classroom is a small version of the society. There is a need for asystem to make the society decide on matters such as who should lead thegovernment and what should the government do for the people. Students
have to learn the idea of electing leaders in order for them to understandtheir right to vote, their right to be elected into office, and the responsibilityof being leaders. Having an election exercise to choose the members of theclass “government” can provide the experience of the elections in society.
Topic				Level				Subject				Human Rights Concept				
				
				
Time Allotment				I: I am the little master: Primary: Virtue and Society - Moral education: Right of participation, politicalrights, constitutional rights andobligations: Two sessions

OBJECTIVES
Students will be able to• Put into practice the idea of collective life within the class, and discuss
the importance of the group to the individual, and the individual to
the group• Explore everyone’s potential leadership capability.

130primary level

II

RESOURCES• Photos of class activities

III

PROCEDURE
A. Opener
The teacher gives a small lecture about the concept of class committee andthe policy of the school in encouraging each class to have one. The teacher
may show photos of previous class committees and explain their activities.
B. Development of Activities
The teacher informs the students that they will do an exercise of forminga class committee.
The teacher explains the following rules in forming the class committee:• Several (not more than 7) students have to express willingness
to become members of the class committee, and they become thecandidates• The candidates will explain to the whole class why they want tobecome class committee members and what they will do as members• All students in the class will participate (vote) in electing who shouldbe the members of the class committee. Three candidates will bechosen as members of the class committee.
• Each student will write on a piece of paper (the ballot) the names ofthree students who she/he is choosing to become members of the classcommittee, fold the paper, and put it inside a box• After all students have put their ballots inside the box, the teacher willcount all ballots one by one, and will write on the board the number ofvotes for each candidate.
The teacher will proclaim as members of the class committee threecandidates with the highest number of votes.
In the exercise, several students have to volunteer as candidates, andprepare what they will say to the class why they are candidates.
After the exercise, the teacher asks the students to form small groups(not more than 5 per group) to discuss the following:• Is the process of electing members of the class committee a good
process? Why? Why not?
• Who should be the head of the class committee?
• What are the most important tasks for the class committee?

131

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher tells the groups to report the results of their discussion to
the whole class. The teacher summarizes the group reports and points out
the similarity of ideas among them.
The expected ideas from the groups are the following:
1. Having an election of members of the class committee is good because• it gives every student a fair chance to decide who to vote for• it gives every student the chance to become a candidate• it is a process that involves every student in class
2. The candidate who received the highest should become the head of theclass committee because she/he has the support of many voters (students),
and probably the one considered as leader
3. The class committee should do activities for the benefit of the classsuch as leading class discussions, making preparations for class or school
activities, keeping the room clean, turning lights off after class, etc.
The teacher stresses that the exercise of electing members of the classcommittee is an important experience because it shows how the students
are able to show leadership (as candidates) and sense of responsibility to thewhole class (as voters).
The teacher also points out that this exercise is part of the system of
the society according to law. This is part of what is called democracy, whichmeans people have the power to decide on who their leaders should be andwhat they want the leaders to do as elected officials.
C. Closure:
The teacher concludes the two sessions by saying that• it is good for the students to think of the welfare of the whole classby engaging in an exercise such as electing the members of the classcommittee• it also means that each student’s decision is important and consideredby the whole class during the exercise• the exercise means that class leaders are elected to serve the needs ofthe whole class.
IV

EVALUATION
The teacher observes the whole process of learning and teaching toevaluate the session.
Notes
The system of electing leaders of government is part of human rights. Article 21 of the
Universal Declaration of Human Rights provides:
1. Everyone has the right to take part in the government of his country, directlyor through freely chosen representatives.

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primary level
2. Everyone has the right of equal access to public service in his country.
3. The will of the people shall be the basis of the authority of government; this will
shall be expressed in periodic and genuine elections which shall be by universal andequal suffrage and shall be held by secret vote or by equivalent free voting procedures.
The need for candidates to explain to the voters why they are seeking to be elected
as leaders in government is also supportive of the right to freedom of opinion andexpression as stated in Article 19:
Everyone has the right to freedom of opinion and expression; this rightincludes freedom to hold opinions without interference and to seek, receive
and impart information and ideas through any media and regardless offrontiers.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N4

N PLA

LESSO

Happy Childhood
Because of limited time, places and facilities for children to play, there
are more concerns on the issue of the provision of safe and appropriate
recreational activities to children who are supposed to enjoy their childhoodby living carefree and happy. Therefore, it is important to promote the rightto recreation/leisure and encourage children to express their opinions andengage in play creatively. It is hoped that children will choose appropriate
activities and balance work and play through this lesson plan.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment 				

I: Happy childhood: Primary: Integrative Activities: Right to recreation and leisure: Two sessions

OBJECTIVES
Students will be able to
1. Explain the necessity of the right to recreation and leisure and to
express one’s opinions and expectations
2. Choose appropriate activities and understand the balance between
work and play
3. Use the facilities and follow the regulations in the neighborhoodparks and recreation centers134primary level

4. Develop social skills and relationship with peers through play andgames.
IIRESOURCES• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Have Fun after School, ECPAT Taiwan (NGO), http://www.ecpat.org.
tw/children/knowledge.asp?qbid=167• Mei-Ying Tang, editor, 2005. Issues on Human Rights Education
Integrated into School Curriculum: Samples of Teaching Activities
and Lesson Plans (Taiwan: Ministry of Education, 2005)• Worksheets

III

PROCEDURE
A. Opener
The teacher introduces the daily lives of children in different parts of theworld. Audio-visual aids, such as powerpoint presentation, would be usefulfor this purpose.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks students to discuss the following question: Comparing
the situation of children living in different places with your own situation,
what are the similarities and differences?
The teacher asks the students to share their experience and opinions by
answering a number of questions such as the following:• What do you usually do every day?
• Can you share with us the happiness you felt in one day?
• How would you like to arrange your daily life?
• What role does play have in your daily activities?
• Is play/rest a necessity for kids?
• How would you balance work and play?
The teacher writes on the board a summary of the common and unique
responses of the students.
The teacher brings the students to a neighborhood park and allows themto play games. The teacher asks the students to find out and take notes about
the rules or regulations of the park.

135

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher distributes the worksheets “My Favorite Game” and “Create
Your Own Game” and asks the students to individually write their answers
in the two worksheets.
The teacher instructs them to form several small groups to discuss theanswers in the worksheets. The students discuss the rules that have been
modified, and answer several questions:• How and why rules/regulations are so important to the game?
• If there are rules, can we change them?
• Why should the rules be modified or be followed?
• How should we use facilities and follow the regulations in the gameand the neighborhood parks?
C. Closure
The teacher emphasizes that children should be allowed to enjoy theirchildhood by having the time and a safe place to play and do other activities(such as participation in cultural activities of the community). All children
have the right to play, leisure and participation in cultural and artistic
activities.
IV

EVALUATION
The teacher asks the students to compare their own answers on theworksheets with those of the group discussion and encourages the students
to reflect on how to choose appropriate activities and to balance work andplay.
Worksheet no. 1
My Favorite Game
Name:
Date:

						Name of the game
Where to play
How to play
Resources
Rules or instructions
Note

136

Number:primary level

Worksheet no. 2
Create Your Own Game
Group:					 Name:
Number:				 Date:
Name of the original game
Changes/modifications
Name of the new game
How to play
Number of players
Resources
Rules or instructions
Note

Notes
According to Article 31 of the Convention on the Rights of the Child, children have theright to play, leisure and participation in cultural and artistic activities. It is of importance toprovide safe and healthy environments for children to rest and play.
Play is one of the most distinctive features of early childhood. Through play, children bothenjoy and challenge their current capacities, whether they are playing alone or with others.
The value of creative play and exploratory learning is widely recognized in early childhood
education. Yet realizing the right to rest, leisure and play is often hindered by a shortage ofopportunities for young children to meet, play and interact in child-centered, secure, supportive,
stimulating and stress-free environments. Children’s right-to-play space is especially at risk
in many urban environments, where the design and density of housing, commercial centers
and transport systems combine with noise, pollution and all manner of dangers to create ahazardous environment for young children.
Children’s right to play can also be frustrated by excessive domestic chores (especiallyaffecting girls) or by competitive schooling. Accordingly, the Committee appeals to States
parties, non-governmental organizations and private actors to identify and remove potential
obstacles to the enjoyment of these rights by the youngest children, including as part of poverty
reduction strategies. In all these respects, States parties are encouraged to pay greater attention
and allocate adequate resources (human and financial) to the implementation of the right torest, leisure and play.
Center for Human Rights, Human Rights: The Rights of The Child, Fact Sheet No.10[Rev.1]) (Geneva: United Nations, 2001), page 29.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N5

N PLA

LESSO

Rules in the Classroom“Children only have ears but no mouth” is an old Taiwanese saying,
which means children should listen carefully instead of talk nonsense.
However, the assumption of this popular saying should be examined andchallenged. This lesson plan is significant in providing an opportunity forstudents to practise the right to express their own opinions and to participate
in classroom activities.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment 				
I: Rules in the classroom: Primary: Integrative Activities: Right to freedom of expression: Two sessions

OBJECTIVES
Students will be able to
1. Make and implement classroom rules
2. Express one’s own opinions and listen to other’s thoughts while
participating in classroom activities
3. Explain that participation in classroom activities is part of the rightto express one’s own opinions
4. Develop self-esteem and respect each other.

138primary level

II

RESOURCES• The Foundations of Democracy Series, Authority (Chinese version),
Civic and Law-Related Education Foundation, http://www.lre.org.tw/
newlre/english.asp.
• Mei-Ying Tang (ed.), Human Rights Education Integrated into School
Curriculum: Samples of Teaching Activities and Lesson Plans on
Social Studies (Taiwan: Ministry of Education, 2005).
• Relevant information and teaching materials from Human Rights
Education Advisory and Resources Center, http://hre.pro.edu.tw/2-3.
php.

III

PROCEDURE
A. Opener
The teacher explains an old Taiwanese saying, “children only have ears
but no mouth” implying that children should follow the rules or listen to what
they are told to do. Then the teacher asks students to share their experienceand viewpoints about this old saying.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to discuss the following questions:• What kind of rules do we have in the classroom?
• Why do we have these classroom rules?
• What would happen if these rules did not exist in the classroom?
• Is there any rule in the classroom that is inappropriate or should bechanged, why do you think so?
The teacher informs the students to feel free to share with members of
their respective groups their opinions on why following classroom rules is
so important and how to make appropriate rules.
Each group brainstorms, debates and agrees on a list of rules that areappropriate. The groups report their respective lists of rules.
The teacher helps the students adopt a list of rules that all students willagree to practice and follow in the classroom.
The teacher asks the students to reflect on the process of participating inmaking classroom rules and share their experiences and feelings in taking
part in classroom activities.
To help the students in thinking about their experience, the teacher
provides the following questions:• How do you express your own opinions?
• Do you listen to other’s thoughts?

139

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

•
•
•
•
•

If you do not agree with the other’s viewpoints, what would you do?
Do you think participation in the group is important?
Why do you think so?
How would you feel if you were not allowed to take part in the group?
How should we participate in classroom activities?
Why should we have the right to participation?

C. Closure
The teacher emphasizes that freely expressing their own opinions isimportant in making every student participate in the learning process.
IV EVALUATION
The teacher asks students to reflect on how to express own opinions
and respect others’ thoughts while participating in classroom activities asdecision-makers.
Notes
Children have the right to express their opinions freely and to have these opinions
taken into account in any matter affecting them, as stated in Article 12 of the United Nations
Convention on the Rights of the Child. Therefore, parents and teachers shall respect children’s
right to freedom of expression and provide them opportunities to participate in activities andcommunities as decision-makers under appropriate guidance.
Children have the right to hold their own opinions and to express them freely without
government interference. This includes the right to express your views aloud or through:published articles, books or leaflets, television or radio broadcasting, works of art, communicationon the internet.
Text based on Equality and Human Rights Commission, www.equalityhumanrights.com/
human-rights/what-are-human-rights/the-human-rights-act/freedom-of-expression/140

human rights: Principles and Rights

N6

N PLA

LESSO

Introducing Human Rights
We all are aware of the importance of human rights, but it is hard foryoung students to capture this abstract concept. However, the educator andteacher can gain and use human rights materials from the world around us,
because human rights are related to our every day’s life. Story comes fromour daily life which contains many meanings. With story, we can explore
the vivid human rights in authentic situation, rather than abstractive
phenomenon. It can provide students with fun and lessons as human rights
materials.
Topic				Level				Subject				Human Rights Concept 				Time Allotment				: Introducing human rights: Primary: Social studies: Human rights: One session

I

OBJECTIVES
Students will be able to• Explain the concept and importance of human rights• Cite situations in which human rights are violated.

II

RESOURCES• Old Korean tale, ‘Konjui and Patjui’ – text of the story in the Annexof this lesson plan as well as online.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

III

PROCEDURE
A. Opener
The teacher reads the story of Konjui and Patjui, the old Korean tale, tothe class using the text of the story in the Annex.
In case the classroom has internet connection, the teacher shows theanimation of the story of Konjui and Patjui available online.
B. Development of Activities
The teacher asks the students to identify the characters in the story, andsay what the theme of the story is.
After the students have answered, the teacher follows up with anotherset of questions:• What happened to Kongjui? Give examples of what she suffered from,and what good things happened to her.
• What did Patjui do to Kongjui? Give examples. Does Kongjui deserve
to suffer? If yes, why? If no, why not?
• Did Kongjui go to school?
• Did Kongjui eat well?
• Did Kongjui play adequately or enjoy her leisure time?
• Was Kongui free to choose what she wants?
• Did Kongjui get the pay for her labor?
• Did the stepmother offer protection to Kongjui?
• Could Kongjui ask help from outside the house?
• Was Kongjui raised with love?
• Were Patjui’s mother and Patjui right in doing what they did to
Kongjui? If yes, why? If no, why not?
The teacher writes on the board the responses of the students, andhighlights responses that say that Kongjui does not deserve to suffer from
Patjui’s mother and Patjui’s behavior.
The teacher explains that each person should not suffer what Kongjui
suffered because that would be against human dignity. The teacher stresses
the following points:
a. Every person’s human dignity is enhanced as well as protected by what
we call human rights.
b. Because they are based on human dignity, human rights are inherent
in all human beings. Regardless of the personal characteristics, source of
livelihood, or status in life, each person has human rights that should beenjoyed, and protected from any infringement (especially by the government).
c. Actions that cause people to suffer and violate their human dignity canbe considered as violations of human rights.

142

primary leveld. A basic human right is right to life. Kongjui deserves to live, and has
a right to live, just like anyone else and thus saving her life when she fell
into the water is necessary. No one should deprive her of her life, or of her
right to life.
e. Another human right is freedom to do many things. Kongjui wants
Patjui to enjoy her freedom and so she (Kongjui) pleaded with the Governor(her husband) to release her (Patjui) from prison.
C. Closure
The teacher closes the session by giving the final word about the story of
Kongjui and Patjui:
All human rights should be enjoyed by all human beings. Even those
who committed something wrong should enjoy their human rights, and try
not to do the wrong thing again. This is the message the story of Kongjui
and Patjui wants to express.
IV

EVALUATION
Observation evaluation on the whole process of learning and teaching.
The teacher asks the students to complete the worksheets below.

Let’s discuss our feelings when our human rights are violated and why
human rights are important.
“If I were Konjui, I would feel like...”Let’s express our feelings and thinking by drawing something

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Let’s find common ground among the feelings and thinking shared byeveryone

If my human rights are important, what should I do for the other people?
Let’s discuss about it.

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primary level

Annex
The Story of Kongjui and Patijui
A baby girl is born “Waaahhh!” The baby’s father and mother are sohappy. They look at the baby. “Oh, she is so small.” says the mother.
“And beautiful,” says the father. They name her Kongjui.
Shortly after Kongjui’s birth, her mother gets very sick. She
does not get better. “Take good care of Kongjui for me,” she says toher husband and passes away. Kongjui’s father has no time to be sad.
He has to take care of little Kongjui by himself.
Years pass, Kongjui is now fourteen years old. She has turned
into a beautiful girl. All the villagers talk about Kongjui. “Kongjui issuch a lovely girl,” says a woman. “And kind,” says a man. Everyone
loves Kongjui. Still, Kongjui’s father is always worried. “Um, Kongjui
needs a mother,” he thinks.
One day he brings a woman and her daughter home. “Kongjui,
this is your stepmother and stepsister,” he says. Kongjui is very
excited. She is happy to have a new mother and sister. “Hi! My nameis Kongjui,” she says to the girl. “Blaaaa!” the girl says and sticks
out her tongue at Kongjui. The girl’s name is Patjui. Kongjui and
Patjui are the same age. But they are so very different. Kongjui is akind and loving girl. Patjui is not. She is mean and greedy. Kongjui’s
stepmother is nice to Kongjui when Kongjui’s father is at home. But
when he goes out to work, she makes Kongjui do all the housework.
Patjui does nothing. Still Kongjui does not complain. She does notwant to worry her father. But Kongjui’s father gets sick and also
passes away. Kongjui is now all alone.
Today there is a big feast in the village. Everyone is invited.
Kongjui also wants to go. So she asks her stepmother, “Can I go
to the feast too, mother?” “You can go after you fill this vat withwater, thresh all the rice, and weave a large cloth,” she answers.
Poor Kongjui! Patjui goes to the feast with her mother, Kongjui
stays home.
“Boo-hoo-hoo! I can’t do all this by today!” she cries. There isa big hole in the vat. Just then, a toad comes by. “Croak! Croak!”“Don’t worry, Kongjui. I’ll help,” he says. He covers the hole with his
body. Kongjui fills the vat with water. A flock of sparrows fly down.
“Chirp, chirp, chirp!” Don’t worry, Kongjui. We’ll help,” they say.
They thresh all the rice. Then a fairy appears. “Don’t worry, Kongjui.
I’ll help you,” she says. She weaves a large cloth. She even gives
Kongjui a new dress and a new pair of shoes. Kongjui puts on the
new dress and shoes. She looks even more beautiful. Miracles reallydo happen.

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On her way to the feast, Kongjui comes to a river. She is about tocross it when she hears soldiers shout. “Make way! Make way for thegovernor!” Kongjui slips and a shoe comes off. “Oh no! My shoe!” shecries. The shoe goes down the river. The governor picks up Kongjui’s
shoe. “It is so beautiful! The owner must also be beautiful,” thinks
the governor. “Find the owner of this shoe,” he says to his soldiers.
The soldiers search around the village. They can’t find the owner.
Finally, they come to Kongjui’s house. Patjui tries on the shoes. It is
too small. “Please try it on,” says a soldier to Kongjui. Kongjui tries
it on. It fits perfectly. Patjui and her mother can’t believe their eyes.
They shout, “Kongjui? It can’t be!” Kongjui marries the governor.
Patjui is very jealous.
One afternoon, Patjui visits Kongjui. They walk to a pond
together. There, Patjui pushes Kongjui into the water. “Help me,
Patjui, ” Kongjui shouts. “Help me! I cannot swim!” But Patjui justruns away. The governor’s soldiers hear Kongjui’s cry and run to thepond. They save Kongjui just in time. Thank goodness! The governor
is very angry. He puts Patjui in prison. But Kongjui asks him to freePatjui. “Patjui is my only sister. Please free her!” she says. Patjui
feels ashamed. “Please forgive me, Kongjui, I will be a good sisterfrom now on,” she says.
Patjui is truly sorry. Kongjui and Patjui hug each other andpromises to become good friends.
Source:Kongjui and Patjui
Retold by Kang Yoong-jun(Junior Naver)
http://study.jr.naver.com/donghwa/view.nhn?donghwaNo=1514&categoryId=
7&donghwaSort=regDate&ageType=ALL&viewAgeType=ALL

Notes
Human rights are rights inherent to all human beings, whatever our nationality, placeof residence, sex, national or ethnic origin, colour, religion, language or any other status. We
are all equally entitled to our human rights without discrimination.(www.ohchr.org/en/issues/
Pages/WhatareHumanrights.aspx). All human beings are holders of human rights, therefore
human rights are universal. The member-states of the United Nations adopted the Convention
on the Rights of the Child to prevent the violation of the rights of children. This convention
stresses that every child has rights to life, survival and development. For more details, see below.
A common approach to the UNCRC is to group these articles together under the following
themes:•Survival rights: include the child’s right to life and the needs that are most basic
to existence, such as nutrition, shelter, an adequate living standard, and access to
medical services.
•
Development rights: include the right to education, play, leisure, cultural activities,
access to information, and freedom of thought, conscience and religion.

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primary level••

Protection rights: ensure children are safeguarded against all forms of abuse, neglect
and exploitation, including special care for refugee children; safeguards for children
in the criminal justice system; protection for children in employment; protection andrehabilitation for children who have suffered exploitation or abuse of any kind.
Participation rights: encompass children’s freedom to express opinions, to have a say
in matters affecting their own lives, to join associations and to assemble peacefully.
As their abilities develop, children are to have increasing opportunities to participate
in the activities of their society, in preparation for responsible adulthood (www.
childrensrights.ie/childrens-rights-ireland/un-convention-rights-child)

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N7

N PLA

LESSO

Human Rights for All
Human rights are universal, inalienable and indivisible, which means
all people everywhere in the world are entitled to all the rights with equal
status. While the significance of human rights principles is well-recognized,
there are still children who suffer discrimination on the basis of race,
ethnicity, gender, religion, birth or other status. It is important for children
to understand that the rights of the child apply to all children without
exception. Thus this lesson plan focuses on how to protect the rights of thechildren and help them develop their potential.
Topic 				Level 				Subject 				
				
				
Human Rights Concept 				Time Allotment 				

I: Human rights for all: Primary: Life Curriculum (including social
studies, arts and humanities, scienceand technology): Rights of the child: Four sessions

OBJECTIVES
Students will be able to
1. Discuss how families and schools influence the growth anddevelopment of children
2. Explain the need to protect the rights of the child and to help children
grow and develop their potential
3. Identify specific rights of the child.

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primary level

II

RESOURCES• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior. www.cbi.gov.tw/CBI_2/internet/main/index.aspx• What we all should know: Understanding the UN Convention on
the Rights of the Child, ECPAT Taiwan. www.ecpat.org.tw/children/
knowledge.asp?qbid=167• Mei-Ying Tang, editor, Human Rights Education in Schools: Teaching
Activities and Lesson Plans (Taiwan: Ministry of Education, 2004).
• Mei-Ying Tang, editor, Issues on Human Rights Education Integrated
into School Curriculum: Samples of Teaching Activities and Lesson
Plans (Taiwan: Ministry of Education, 2005)• Relevant information and teaching materials from Human Rights
Education Curriculum and Instruction Team, http://hretw.blogspot.
com/

III

PROCEDURE
A. Opener
The teacher asks the students to read the children’s picture book on theConvention on the Rights of the Child. Then the teacher asks the students toshare their opinions about the book.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to discuss the following questions:• What is the main factor that can influence your growth anddevelopment?
• Do you think a child can live without a family?
• How do families and schools influence the growth and developmentof a child?
• How can children protect their own rights?
• How can we protect and help children to develop their potential?
The teacher summarizes students’ responses and emphasizes the factthat every child needs special care and protection before and after birth.
The teacher emphasizes that it is the obligation of families, schools andgovernments to provide appropriate environments for children to grow up
healthy and free.
The teacher asks the groups to role-play their respective ideas discussed
in the group discussion on protecting and helping children develop theirpotential.

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C. Closure
The teacher emphasizes the value of each child and the need to allow eachchild to enjoy life and be protected in order for the child to grow and develop
full potentials.
IV

EVALUATION
The teacher asks the students to alphabetically arrange the rights under
the United Nations Convention on the Rights of the Child using Worksheet
no. 1. The teacher explains that each alphabet letter should represent one orpart of one of the articles of the Convention. Students can pick one word fromeach article to select the alphabet letter. For example:
A - Article 3 (Adults)
B - Article 17 (Books)
C - Article 30 (Culture)

Worksheet no. 1
Articles from the United Nations Convention on the Rights of the Child
Article 3 - Adults should do what is best for you
Article 6 - You have the right to live
Article 14 - You have the right to think what you like and be whateverreligion you want to be. Your parents should help you learn what is rightand wrong
Article 15 - You have the right to join any group of friends
Article 17 - You have the right to collect information from the radio,
newspapers, television, books, etc. from all around the world
Article 19 - No one should hurt you in any way
Article 24 - You have a right to good health
Article 27 - You have the right to food, clothing, and a place to live
Article 28 - You have a right to education
Article 30 - You have the right to enjoy your own culture, practice yourown religion and use your own language
Article 31 - You have the right to play
Article 37 - You should not be put in prison

Notes
Every individual has dignity. The principles of human rights were drawn up by humanbeings as a way of ensuring that the dignity of everyone is properly and equally respected, thatis, to ensure that a human being will be able to fully develop and use human qualities such as
intelligence, talent and conscience and satisfy his or her spiritual and other needs.

150primary level
Dignity gives an individual a sense of value and worth. The existence of human rights
demonstrates that human beings are aware of each other’s worth. Human dignity is not an
individual, exclusive and isolated sense. It is a part of our common humanity.
Human rights are universal because they are based on every human being’s dignity,
irrespective of race, colour, sex, ethnic or social origin, religion, language, nationality, age,sexual orientation, disability or any other distinguishing characteristic. Since they are acceptedby all States and peoples, they apply equally and indiscriminately to every person and are thesame for everyone everywhere.
In the words of Article 1 of Universal Declaration of Human Rights “All human beings areborn free and equal in dignity and rights”.
Understanding Human Rights, at www.un.org/cyberschoolbus/humanrights/about/understanding.asp
Human Rights: Handbook for Parliamentarians, Inter-Parliamentary Union and the United
Nations Office of the High Commissioner for Human Rights, 2005, page 4.

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N8

N PLA

LESSO

Rights and Responsibility“Freedom means I am free to do whatever I want” is a popular slogan
for young people who cannot understand the difference between rights andresponsibilities. Therefore, it is important that young people recognize thatrights and responsibilities are inextricably linked. Through this lesson
plan, it is hoped that students will gain a wider sense of their rights andresponsibilities; they will better understand how to be a good member in thegroups or communities they live in.
Topic 				Level 				Subject 				Human Rights Concept 				Time Allotment 				

I: Rights and responsibility: Primary: Social studies: Rights, rules and responsibility: Three sessions

OBJECTIVES
Students will be able to1. Identify one’s own rights through daily experiences
2. Describe one’s responsibilities in the family, classroom or other groups
3. Examine the rights and responsibilities to meet the values of freedom
and liberty
4. Explain the responsibilities taken by people and their influence in a
group

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primary level

5. Acknowledge one’s own identity and take responsibilities for thegroups (such as family, class, etc.) through daily life.
II

RESOURCES• The Foundations of Democracy Series, Responsibility (Chineseversion), Civic and Law-Related Education Foundation, www.lre.org.
tw/newlre/english.asp• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005)• Mei-Ying Tang, editor, Issues on Human Rights Education Integrated
into School Curriculum: Samples of Teaching Activities and Lesson
Plans (Taiwan: Ministry of Education, 2005)• Relevant information and teaching materials from Human Rights
Education Advisory and Resources Center, http://hre.pro.edu.
tw/2-3.php.

III

PROCEDURE
A. Opener
The teacher asks the students several questions:• Do you do chores or run errands at home?
• What and when do you usually do the tasks?
• How do you feel?
• Do you think you are responsible for doing the chores?
• Is there any dispute or tension in doing the household tasks?

B. Development of Activities
The teacher asks the students to role-play the conflicts within families
regarding the assignment of responsibilities on everyday chores.
The teacher divides students into several groups (not more than 5 foreach group), and asks them to read The Foundations of Democracy Series:
Responsibility and discuss the following questions:• What kind of rights and responsibilities do you have at home and ina group?
• How do you know that these are rights and responsibilities?
• What is your experience on rights and responsibilities?
• Would it be possible to have rights without taking any responsibility?
• What happens when people do not take any responsibility in a group?

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS•

Why should we have rules to follow and responsibilities to take in thefamily and inside the classroom?

The teacher asks each group to discuss the rules and assignments of
responsibilities on daily tasks in the classroom. Based on the results of the
discussion, the teacher tells the students to make a chart on the rules andduties inside the classroom.
The teacher asks the groups to report their charts to the whole class.
After the group reports, the teacher highlights rules that might improperly
restrict the rights of students, and thus should be changed.
The teacher asks the students to reflect on their own rights andresponsibilities. The teacher gives several questions to discuss in the groups:• When you belong to a group, what does that mean?
• How would you feel if you were not a member in the group?
• Do you agree with the idea that freedom means “I am free to do
whatever I want”?
• How do you explain rights and responsibilities in the context of
freedom?
C. Closure
The teacher stresses that every student has rights to enjoy inside andoutside the classroom. But rights do not exist alone. They relate to otheraspects of life including the responsibility that each student performs insideand outside the classroom.
IV

EVALUATION
The teacher tells the students to match “rights” with “responsibilities”
using Worksheet no. 1 below.
Worksheet no. 1
I’ve Got Rights and I’ve Got Responsibilities
Please draw a line to link the rights with the corresponding responsibilities
and think of one right and a matching responsibility to write them on thebottom columns.
RightsResponsibilities

1. Children have the right to beprotected and looked after...

a. … and everyone has the
responsibility to listen to others.

154primary level

2. All children have the right toexpress their opinion...

b. … and everyone has the
responsibility to help others havegood health.

3. Children have the right to a safe
and comfortable home...

c. … and everyone has the
responsibility to work as well as
they are able.

4. Children have the right to be well
fed...

D. ... and everyone has the
responsibility not to hurt others.

5. Children have the right to a goodschool...

E. ... and everyone has the
responsibility to help prevent
people from starving.

6. Children have the right to belooked after by doctors and nurses...

G. ... and everyone has the
responsibility to make sure all
children have a home.

This is a modified version from I’ve Got Rights and I’ve Got Responsibilities
lesson plan, at www.unicef.org.nz/store/doc/1_RightsActivities.pdf.

Notes
The Universal Declaration of Human Rights affirms that the exercise of a person’s rights
and freedoms may be subject to certain limitations, which must be determined by law, solely forthe purpose of securing due recognition of the rights and freedoms of others and of meetingthe just requirements of morality, public order and the general welfare in a democratic society.
Rights may not be exercised contrary to the purposes and principles of the United Nations, orif they are aimed at destroying any of the rights set forth in the Declaration (arts. 29 and 30).
The International Bill of Human Rights, Fact Sheet No.2 (Rev.1), Centre for Human Rights(Geneva, 1988), page 11.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N9

N PLA

LESSO

Respect and Protection
It is not unusual for students to call someone by an abusive or insulting
name. To prevent this kind of bullying in schools, children need to learn that
we all live in social contexts and our identities often represent our existence.
The basic aspects of children's identity including name, nationality andfamily ties should be preserved and respected as long as they live.
Topic 				Level 				Subject 				Human Rights Concept 								Time Allotment 				

I: Respect and protection: Primary: Social studies: Right to preservation of identity,right to life
: Three sessions

OBJECTIVES
Students will be able to
1. Express the importance of the right to preservation of identity andthe right to life
2. Explain the relationship of the right to preservation of identity to theright to life and self-esteem
3. Describe the importance of equality.

156

primary level

II

RESOURCES• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• The Street for All, ECPAT Taiwan, in www.ecpat.org.tw/children/
knowledge.asp?qbid=167.
• The Foundations of Democracy Series, Responsibility (Chineseversion), Civic and Law-Related Education Foundation www.lre.org.
tw/newlre/english.asp• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005).
• Worksheet 1 – My Petition on Human Rights

III

PROCEDURE
A. Opener
The teacher introduces the children’s picture book The Street for All andexplains the main theme of the book, including self-esteem, identity andequality. Powerpoint would be useful for teacher to show the picture book.
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and distributes to each group a copy of the children’s picturebook The Street for All. The teacher asks the students to read the following
story:The Street for All
There was a street with beautiful flowers and trees on eachside. On one end of the street lived a group of white people and on
the other end was the home of the people with green color. Bothgroups claimed the street and tried to block each other in using
it. After fighting against each other for many years, the street
had become filthy and deserted. One day a little girl from anothercountry walked by and asked why the street was so desolate thatno one wanted to play on it. While people from the two groups
were shouting and blaming each other, the little girl solved the
problem. With a smile she calmly said: The street is for all, comeand play! All children from both ends run out to the street andplay with each other happily ever after.

157

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher provides the students with several questions to discuss in
the groups:• What kind of groups do you belong to?
• How do you know you are part of a group?
• Is it important for us to be a member of a group?
• Share your opinion on having the right to preservation of identity?
• What do you think about the relationship of the right to preserve
one’s identity to the right to life and self-esteem?
• Does everyone have the same rights?
Referring to the book What We All Should Know: Understanding the UN
Convention on the Rights of the Child (Chinese version), the teacher asks
the students to reflect on their own situation and discuss in their respective
groups the following questions:• What is the most important right to you?
• What would you do if you were not allowed to enjoy this right?
C. Closure
The teacher explains the right to preservation of identity and the right tolife, and their relevance to the students’ discussions.
The teacher asks students to reflect on how to respect different opinions
in the group and how to protect one’s own rights.

IV

EVALUATION
The teacher asks the students to complete the Worksheet no. 1 on making
a petition about a right the students choose as the most important and urgent,
then discuss the contents of their respective petitions.

158

primary level

Worksheet no. 1
My Petition on Human Rights
Name:

Number:Date:

I want to make a petition on the right tobecauseThis is the petition by
Petition on the right toStatement

My suggestions on how to protect
and ensure thefulfillment of the right:

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS
Notes
The nationality, name and family relations have a constitutive relevance for children’s
identity and often affect the fundamental characteristics of their existence. Therefore, Article 8of the Convention on the Rights of the Child (CRC) is meant to create a legal basis for the provisionof appropriate assistance and to protect and preserve children’s identity. In addition, Articles 7,
9, 18 and 21 of the CRC are covering the matter of identity and providing for protection in caseof deprivation of parental care and adoption.
Article 7
The child shall be registered immediately after birth and shall have the right from birth toa name, the right to acquire a nationality and, as far as possible, the right to know and be cared
for by his or her parents.
States Parties shall ensure the implementation of these rights in accordance with theirnational law and their obligations under the relevant international instruments in this field, inparticular where the child would otherwise be stateless.
Article 8
States Parties undertake to respect the right of the child to preserve his or her identity,
including nationality, name and family relations as recognized by law without unlawfulinterference.
Where a child is illegally deprived of some or all of the elements of his or her identity,
States Parties shall provide appropriate assistance and protection, with a view to re-establishing
speedily his or her identity.
Article 9
States Parties shall ensure that a child shall not be separated from his or her parents
against their will, except when competent authorities subject to judicial review determine, in
accordance with applicable law and procedures, that such separation is necessary for the bestinterests of the child. Such determination may be necessary in a particular case such as one
involving abuse or neglect of the child by the parents, or one where the parents are living
separately and a decision must be made as to the child’s place of residence.
In any proceedings pursuant to paragraph 1 of the present article, all interested parties
shall be given an opportunity to participate in the proceedings and make their views known.
States Parties shall respect the right of the child who is separated from one or both parents
to maintain personal relations and direct contact with both parents on a regular basis, except if
it is contrary to the child’s best interests.
Where such separation results from any action initiated by a State Party, such as thedetention, imprisonment, exile, deportation or death (including death arising from any cause
while the person is in the custody of the State) of one or both parents or of the child, that State
Party shall, upon request, provide the parents, the child or, if appropriate, another member ofthe family with the essential information concerning the whereabouts of the absent member(s)of the family unless the provision of the information would be detrimental to the well-being of
the child. States Parties shall further ensure that the submission of such a request shall of itself
entail no adverse consequences for the person(s) concerned.
Article 18
States Parties shall use their best efforts to ensure recognition of the principle that bothparents have common responsibilities for the upbringing and development of the child. Parents
or, as the case may be, legal guardians, have the primary responsibility for the upbringing anddevelopment of the child. The best interests of the child will be their basic concern.
For the purpose of guaranteeing and promoting the rights set forth in the present
Convention, States Parties shall render appropriate assistance to parents and legal guardiansin the performance of their child-rearing responsibilities and shall ensure the development ofinstitutions, facilities and services for the care of children.

160

primary level
States Parties shall take all appropriate measures to ensure that children of working parents
have the right to benefit from child-care services and facilities for which they are eligible.
Article 21
States Parties that recognize and/or permit the system of adoption shall ensure that the bestinterests of the child shall be the paramount consideration and they shall:(a) Ensure that the adoption of a child is authorized only by competent authorities who
determine, in accordance with applicable law and procedures and on the basis of all pertinentand reliable information, that the adoption is permissible in view of the child’s status concerning
parents, relatives and legal guardians and that, if required, the persons concerned have given
their informed consent to the adoption on the basis of such counselling as may be necessary;(b) Recognize that inter-country adoption may be considered as an alternative means ofchild’s care, if the child cannot be placed in a foster or an adoptive family or cannot in any
suitable manner be cared for in the child’s country of origin;(c) Ensure that the child concerned by inter-country adoption enjoys safeguards andstandards equivalent to those existing in the case of national adoption;(d) Take all appropriate measures to ensure that, in inter-country adoption, the placement
does not result in improper financial gain for those involved in it;(e) Promote, where appropriate, the objectives of the present article by concluding bilateralor multilateral arrangements or agreements and endeavour, within this framework, to ensurethat the placement of the child in another country is carried out by competent authorities ororgans.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N
LESSO

PLAN

10

Rights of the Child
Every child has the right to live a decent life and be free from any
exploitative or harmful activity. It is the duty of governments to preventchildren from all forms of violence. In order to protect children from harmand exploitation, it is essential for them to know the basic rights of the child,and to be aware and concerned of the issues of child neglect, exploitation, orabuse.
Topic 				Level 				Subject 				Human Rights Concept 								Time Allotment 				
I: Rights of the child: Primary: Integrative Activities: Right to protection fromall forms of violence: Two sessions

OBJECTIVES
Students will be able to1. Identify the basic rights of human beings
2. Explain that every child has the right to live a decent life and to be
free from any exploitation
3. Express awareness and concern about issues of child neglect,
exploitation, or abuse.

162

primary level

II

RESOURCES• Magical Night and What We All Should Know: Understanding the
UN Convention on the Rights of the Child (Chinese version), ECPAT
Taiwan, www.ecpat.org.tw/children/knowledge.asp?qbid=167.
• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Children’s Books (Taiwan: Ministry of Education, 2005).
• Mei-Ying Tang, editor, Human Rights Education in Schools: Teaching
Activities and Lesson Plans. (Taiwan: Ministry of Education, 2004).
• Worksheet 1 – Searching for the Rights of the ChildIII

PROCEDURE
A. Opener
The teacher asks the students to read the Magical Night and What We All
Should Know: Understanding the UN Convention on the Rights of the Child(Chinese version).
B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to discuss issues regarding child neglect
and abuse from the story of Magical Night.

Magical Night
Two boys lived in the same building near the center of thecity. They were good friends and always played together after
school. They liked reading detective stories and investigatingwhatever they found suspicious. One night, after supper, both ofthem heard a little girl crying from the upper level of the building
they lived in. They run to meet each other in the corridor andasked: ‘What’s up? There’s such a loud noise.’ After investigating
for several days, they found out the exact unit of the sound of alittle girl crying and who seemed to have been brutally beaten.
They looked for helpful resources and information on action totake to bring her immediate assistance. Finally, they rescued thegirl from her misery and made a magical night for her.

163

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher asks the students the following questions:• What is the main concern of the story?
• How do you know when children are neglected or abused?
• If you were mistreated or abused by someone, what would you do?
• What kind of resources would be helpful to children who are abused?
The teacher asks the groups to report their discussions to the wholeclass. The teacher notes specific items in the group reports that relate tohuman rights.
Starting with the relevant items in the group reports, the teacher explains
the Convention on the Rights of the Child and its relevance to the students’
discussions.
C. Closure
The teacher concludes the discussion by telling students that every childhas the right to live a decent life and to be free from any exploitation. The
teacher stresses that students should be aware and concerned of the issuesof child neglect, exploitation, or abuse.
IV

EVALUATION
The teacher asks the students to complete and explain their respective
worksheets on “Searching for the Rights of the Child” by stressing theimportance of the specific rights cited.

164primary level

Worksheet no. 1
Searching for the Rights of the Child
Name:

Number:Date:

Find out the information on the rights of the child, fill in the blanks.

What I am searching for is the right
Give examples:••

What benefits do you derive from this right?
If you don’t have this right, what impact would there be in your life?
What are those things you are not allowed to do? What would you doto protect and fight for your own rights?
只要努力爭取自己的權益，人權的種子就會開花結果！
Notes
Children need special care and protection because of their vulnerability. The Convention on
the Rights of the Child (CRC) places special emphasis on the primary responsibility of the family
to care and protect the children. As stated in Article 19 of the CRC, children have the right to beprotected from being hurt and mistreated, physically or mentally. Governments should ensurethat children are properly cared for and protected from violence, abuse and neglect by theirparents, or anyone else who looks after them.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N 11

N PLA

LESSO

Human Rights Violations
Confucian ideology, materialism, ethno-centrism, drastic changes
in societies and other matters violate human rights. For human rights
protection, it is important to know how and why the violations occur andunderstand ways to address them. We should, for example, consider thevictims of discrimination. Also, in cases of conflict, it is necessary to find asolution based on the principle of fairness and equality.
Topic				: Human rights violations
Level				: Primary
Subject				: Social studies
Human Rights Concept		
: Right to protection
Time Allotment			: One session
I

OBJECTIVES
Students will be able to1. Identify various kinds of human rights violations
2. Discuss ways to protect human rights.

II

RESOURCES• Visual materials about gender discrimination, child abuse, race
discrimination, immigrant worker problem, excessive entrance exam
culture, criminals, abuse of old people, etc.

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primary level•

Ministry of Education, Science and Technology, 6-2 Social Science
Textbook, (Seoul: Ministry of Education, Science and Technology,2012), pages 32-33, 38-42.

III PROCEDURE
A. Opener
The teacher tells the students that a number of problems occur in thepresent society. The teacher stresses that those problems generally affectparticular groups of people.
The teacher also says that their stories are publicly known because they
appear in newspapers and magazines, and discussed by ordinary people.
The teacher then asks the students: What problems do you get to hear orread about many times?
The teacher lists on the board the answers of the students.
B. Development of Activities
The teacher uses the list of problems expressed by the students, and may
add a few more if necessary, to note that they affect the following groups ofpeople: women, children, students, foreigners, old people, etc.
The teacher asks the students why these people are generally affected bythese problems. The teacher lists on the board the answers of the students.
The teacher then presents visual aids regarding the problems (some ofthem are likely already mentioned by the students, while some are not).
These problems may include gender discrimination, child abuse, racial
discrimination, foreign migrant worker problem, excessive entrance exam
culture, etc.
The teacher goes back to the list of reasons why the problems occur
according to the students and asks them: Are these the same reasons for the
problems I explained to you?
The list of the students may or may not cover all the reasons in thepresentation of the teacher. If not all reasons were covered, the teacher adds
the reasons that have been missed out. The teacher tells the students thatthese problems are human rights problems, and that they generally relate to
the issue of discrimination.
The teacher explains the meaning of discrimination, and emphasizes
its basic nature of excluding people through various ways as shown in thevisual aids of problems.
The teacher also mentions that there are existing domestic laws
(Constitution probably) that make acts of discrimination against anotherperson or group of persons illegal. The teacher cites a few laws to support
this point.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

Listing some of the problems and their respective reasons on the board,
the teacher asks the students, what do you think can be done to solve these
problems?
The teacher asks the students to form small groups to discuss the answer
to this question.
After the group discussion is done, the teacher asks the groups to present
their discussions to the class.
The teacher lists on the board the suggested solutions to the problems,and asks clarificatory questions or give some comments.
C. Closure
The teacher asks the students to go back to their respective groups anddiscuss a plan on resolving one problem and include ways to protect humanrights.
IV EVALUATION
The teacher undertake an observation evaluation on the whole process oflearning and teaching, or uses the following survey:

QuestionFully
disagreeDisagreeInter­­
mediate

Agree

Fully
agree

If a woman became amilitary officer it will lose
in warMigrant workers cannot
receive the same amountof salary as otherworkers.
Since prisoners are
guilty, having heating or
cooling systems in theirprison are inappropriate
for them.
(This evaluation survey is adapted from the original Korean language material
entitled Assessment Tool of Human Rights Education and Key Practices by the National
Human Rights Commission of Korea, available at: http://academic.naver.com/view.nhn?doc_
id=46555194&dir_id=0&field=0&unFold=false&gk_adt=0&sort=0&qvt=1&query=%EC%9D%B8%EA%B6%8C%EA%B5%90%EC%9C%A1%20%ED%8F%89%EA%B0%80%EB%8F%84%E
A%B5%AC%20%EB%B0%8F%20%EC%8B%A4%ED%96%89%EC%A7%80%EC%B9%A8&gk_
qvt=0&citedSearch=false&page.page=1&ndsCategoryId=20300)

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primary level
Notes
The act of “discrimination” includes any distinction, exclusion, limitation or preference
based on any consideration (such as race, colour, sex, language, religion, political or other
opinion, national or social origin, economic condition or birth) that has the purpose or effect ofnullifying or impairing human rights.
Article 2 of the CRC states:
States Parties shall respect and ensure the rights set forth in the present Convention to eachchild within their jurisdiction without discrimination of any kind, irrespective of the child’s or
his or her parent’s or legal guardian’s race, colour, sex, language, religion, political or other
opinion, national, ethnic or social origin, property, disability, birth or other status.

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HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMS

N
LESSO

PLAN

12

Human Rights Protection
By what authority do governments govern? What is the source of theirauthority? Authority is questioned almost everywhere, thus it is importantfor students to learn the authority and the role of government under theConstitution. It is hoped that through the lesson plan students understandthe obligation of government and the responsibility of a citizen regarding
human rights protection.

Topic 				Level 				Subject 				Human Rights Concept								Time Allotment 				
I: Human rights protection: Primary: Social studies: The duty of the government
Protection of rights: Two sessions

OBJECTIVES
Students will be able to
1. Discuss ways and means by which public issues can be solved withthe authority of government
2. Explain the role of government under the Constitution
3. Identify the checks and balance system between executive andlegislative branches of the government
4. Explain the duty of the government to promote, protect and realize
human rights.

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primary level

II

RESOURCES• The Foundations of Democracy Series, Responsibility and Authority(Chinese version), Civic and Law-Related Education Foundation,www.lre.org.tw/newlre• The Foundations of Democracy Series, Authority (Chinese version),
Civic and Law-Related Education Foundation, www.lre.org.tw/newlre• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005).
• Relevant information and teaching materials from Human Rights
Education Advisory and Resources Center, http://hre.pro.edu.
tw/2-3.php.

III

PROCEDURE
A. Opener
The teacher asks the students the following questions:• Do you know what services are provided by the government?
• Why do we need the government?
• What is the role of the government?

B. Development of Activities
The teacher divides the students into several groups (not more than 5 foreach group), and asks each group to brainstorm and write on paper a listof government services related to daily life. The groups post the lists on thewall.
The teacher explains the authority of the government and displays achart on the role of government under the Constitution. The teacher asks
the students to categorize the government services they have identified
according to the roles that the government assumes as stated in the chart.
The teacher provides the students with old newspapers to search forreports or news and asks the students to discuss in their respective groups
how the government resolves public issues. The students report the resultsof group discussion to the whole class.
Using the group reports, the teacher introduces specific human rightsthat relate to the roles and services of the government cited. The teachersemphasizes that many of the ordinary roles and services of the government
relate to thea. realization of specific rights:• public school – right to education

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public hospital – right to healthissuance of license for business activities – right to livelihood

b. protection of rights
1. role of the police in crime prevention – right to life, liberty andpersonal security
2. role of social welfare institutions – right to protection from harm(such as domestic violence).
C. Closure
The teacher concludes the session by explaining the concept of government
duty to protect, promote and realize human rights.
IV

EVALUATION
The teacher asks the students to reflect on how the government relates tohuman rights in terms of the services it provides to the people.
Notes
Unlike other societal aspirations or claims, human rights carry not only moral force, butalso legal validity. They create obligations for duty-bearers or the duty of government to ensure
the fulfillment of these rights. As stated in Article 4 of the Convention on the Rights of theChild, governments have a responsibility to take all available measures to make sure children’s
rights are respected, protected and fulfilled. When the Convention is ratified, governments arethen obliged to take all necessary steps to protect children’s rights and create an environment
where they can grow and reach their potential.
Rights holder and duty bearer
One of the most fundamental dynamics of a human rights, and consequently of a rightsbased approach, is that every human being is a rights-holder and that every human right has acorresponding duty-bearer.
A rights-holder• is entitled to rights• is entitled to claim rights• is entitled to hold the duty-bearer accountable• has a responsibility to respect the rights of others.
Consequently, those who have the obligation to respect, protect, and fulfill the rights of therights-holder are duty-bearers. The overall responsibility for meeting human rights obligations
rests with the state. This responsibility includes all the organs of the state such as parliaments,
ministries, local authorities, judges and justice authorities, police, teachers or extension
workers. All these are legal duty-bearers. Every rights-holder has the responsibility to respect therights of others. In this sense you can say that every individual or institution that has the power
to affect the lives of rights–holders is a moral duty-bearer – the greater the power the larger the
obligation to fulfill and especially to respect and protect the human rights of others. In this sense,
private companies, local leaders, civil society organizations, international organizations, headsof households, and parents, and in principle every individual are moral duty-bearers. You should172primary level
remember that the state as a legal duty-bearer also has a duty to regulate the actions of moral
duty-bearers – e.g. parents, companies etc. to ensure that they respect human rights.
Boesen, J, and Martin, T., The Danish institute for human rights (2007). Denmark.
Retrieved
fromwww.humanrights.dk/files/pdf/Publikationer/applying%20a%20rights%20
based%20approach.pdf.

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N
LESSO

PLAN

13

Participation in GovernanceIn a democratic society, it is quite common for people to participate
in political gatherings and demonstrations as an important means bywhich citizens can address issues of common concern and take part in
the government. Thus, it is important for students to understand how toparticipate in the government and recognize the right to freedom of peacefulassembly as one of the foundations of a functioning democracy.
Topic 				: Participation in Governance
Level 				: Primary
Subject 				: Social studies
Human Rights Concept 		
: Right to freedom of peaceful assemblyTime Allotment 		
: Two sessionsI

OBJECTIVES
Students will be able to
1. Express the meaning of taking part in the political affairs of one’s
country
2. Identify the ways and means by which people exercise the right toparticipate in the government
3. Recognize the right to freedom of peaceful assembly as one of thefoundations of a functioning democracy.
.

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primary level

II

RESOURCES• Documentary film “Demonstration against Corruption”, available
at Human Rights Education Advisory and Resources Center,
http://hre.pro.edu.tw/2-3.php•
The Foundations of Democracy Series, Responsibility (Chineseversion), Civic and Law-Related Education Foundation, www.lre.org.
tw/newlre/english.asp• Convention on the Rights of the Child, Child Welfare Bureau, Ministryof Interior, www.cbi.gov.tw/CBI_2/internet/main/index.aspx.
• Mei-Ying Tang, editor, Human Rights Education Integrated into
School Curriculum: Samples of Teaching Activities and Lesson Plans
on Social Studies (Taiwan: Ministry of Education, 2005).
• Relevant information and teaching materials from Human Rights
Education Curriculum and Instruction Team, http://hretw.blogspot.
com/

III

PROCEDURE
A. Opener
The teacher shows the documentary film “Demonstration against
Corruption” and asks the students to think about the concept of“demonstration.”
B. Development of Activities
The teacher shows another documentary, “The Foundations of Democracy
Series: Authority” (Chinese version), and divides the students into several
groups ((not more than 5 for each group), to discuss the documentary.
The teacher asks each group to identify the main issues of the film, andprepare a presentation on those issues.
After the presentation of the groups, the teacher cites specific items in thepresentations that relate to human rights, particularly right to freedom ofpeaceful assembly. The teacher explains what this right means, emphasizing
the following points:• peaceful gathering• voluntary participation of people• expression of matters of public concern (issues that affect people ingeneral), or problems that require resolution by the government, or
any other interests such as social or cultural activities• protection by the government of the public – both the people
participating in the demonstration and those not involved – from any
harm.

175

HUMAN RIGHTS EDUCATION IN THE NORTHEAST ASIAN SCHOOL SYSTEMSThe teacher asks the students to collect newspaper clippings on the rightto freedom of assembly. The teacher also asks the groups to discuss the
freedom of assembly and how to exercise this right in a peaceful way.
C. Closure
The teacher highlights the responses of the students. The teacher
concludes that freedom of peaceful assembly, recognized as means ofparticipating in the government, can serve the expression of views and thedefense of common interests.
IV

EVALUATION
The teacher asks the students to reflect on the right to participation, andthe right to freedom of peaceful assembly after the above activities.
Notes
Peaceful assemblies can serve many purposes, including the expression of views and thedefense of common interests. It is also recognized as one of the foundations of a functioning
democracy. The right to peaceful assembly is stated in the Convention on the Rights of the Child,
Article 20, “Everyone has the right to freedom of peaceful assembly and association. No one may
be compelled to belong to an association”.

176