Section outline

  • Human Rights, the United Nations and the Universal Declaration of Human Rights (UDHR)


    Instructions: 

    • Read the sources on human rights and then respond to the questions below. Be prepared to share your answers with your classmates.


    Source A: What are human rights?


    Excerpt from the Advocates for Human Rights


    Human rights are standards that allow all people to live with dignity, freedom, equality, justice, and peace. Every person has these rights simply because they are human beings. They are guaranteed to everyone without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Human rights are essential to the full development of individuals and communities.

    Many people view human rights as a set of moral principles that apply to everyone. Human rights are also part of international law, contained in treaties and declarations that spell out specific rights that countries are required to uphold. Countries often incorporate human rights in their own national, state, and local laws.



    1. In your own words, what are human rights?

    Type your answer here.



    Source B: What is the United Nations and the UN Charter?

     

    Human rights entered into international law in June 1945 when the United Nations was created. 


    The preamble of the Charter of the United Nations, which was adopted by 50 countries in 1945, makes clear that human rights are fundamental to the UN. It reads  “… to reaffirm faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women and of nations large and small…” Moreover, article 1 of the United Nations Charter makes it very clear that one of the main purposes of the UN is to promote and encourage "respect for human rights and fundamental freedoms for all without distinction as to race, sex, language or religion."


    The UN Charter is not the same thing as the Universal Declaration of Human Rights. The UN Charter was written in 1945. It states the purpose of the UN, criteria for membership in the UN, arrangements about international law and sets up the UN bodies. 



    1. When was the UN created? By how many countries?

    Type your answer here.

    1. What is the UN charter?

    Type your answer here.

    Source C: What is the Universal Declaration of Human Rights (UDHR)?



    The Universal Declaration of Human Rights (UDHR) was adopted by the UN General Assembly on December 10th, 1948, three years after the UN was created and in the aftermath of WWII. According to the UN: “With the end of that war, and the creation of the United Nations, the international community vowed to never again allow atrocities like those of that conflict to happen again. World leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere.”


    The Universal Declaration of Human Rights emphasizes that human rights are:

     

    • Universal: belong to all people regardless of status

    • Inalienable: cannot be taken away

    • Interconnected: the fulfillment or violation of one right affects the fulfillment of others

    • Indivisible: no right can be treated in isolation


    This document contains 30 articles and sets out the basic civil, political, economic, social and cultural rights that belong to all humans. The UDHR has since been translated into over 500 languages.


    1. What rights are listed among the 30 articles in the UDHR?


    Here is a very brief summary of the UDHR:


    • Article 1: Right to Equality

    • Article 2: Freedom from Discrimination

    • Article 3: Right to Life, Liberty, Personal Security

    • Article 4: Freedom from Slavery

    • Article 5: Freedom from Torture and Degrading Treatment

    • Article 6: Right to Recognition as a Person before the Law

    • Article 7: Right to Equality before the Law

    • Article 8: Right to Remedy by Competent Tribunal

    • Article 9: Freedom from Arbitrary Arrest and Exile

    • Article 10: Right to Fair Public Hearing

    • Article 11:Right to be Considered Innocent until Proven Guilty

    • Article 12: Right to Privacy 

    • Article 13: Right to Free Movement in and out of the Country

    • Article 14: Right to Asylum

    • Article 15: Right to a Nationality and the Freedom to Change It

    • Article 16: Right to Marriage and Family

    • Article 17: Right to Own Property

    • Article 18: Freedom of Thought and Religion

    • Article 19: Freedom of Opinion and Expression

    • Article 20: Right of Peaceful Assembly and Association

    • Article 21: Right to Participate in Government and in Free Elections

    • Article 22: Right to Social Security

    • Article 23: Right to Desirable Work and to Join Trade Unions

    • Article 24: Right to Rest and Leisure

    • Article 25: Right to Adequate Living Standard

    • Article 26: Right to Education

    • Article 27: Right to Participate in the Cultural Life of Community

    • Article 28: Right to a Social Order that Articulates this Document

    • Article 29: Community Duties Essential to Free and Full Development

    • Article 30: Freedom from State or Personal Interference in the above Rights


    You can also click here for a summary of the UDHR by Amnesty International  and/or here to read the full UDHR.



    1. What is the UDHR? 

    1. What is significant about the time period when the UN was created and the UDHR was written and then adopted?

    1. What did you learn while reading the summary of the UDHR or the full document?

    1. Which rights do you feel are protected by your government? Are there rights that you enjoy that may not be enjoyed by others? Which ones? 



    Source D: Who wrote the Universal Declaration of Human Rights? 


    The UDHR was written by the Commission on Human Rights, which was made up of 18 members from various political, cultural and religious backgrounds. Representatives came from France, Lebanon, China, Canada, Australia, Chile, France, the United Kingdom and the Union of Soviet Socialist Republics. 


    Eleanor Roosevelt, widow of American President Franklin D. Roosevelt, was the chair of the UDHR drafting committee and is seen as the driving force for the Declaration’s adoption.


    1. Give evidence from the text to support the claim that the UDHR was written by representatives from a variety of legal traditions and cultural backgrounds.



    Source E: Which UN member countries voted against the UDHR?


    Not one UN member country voted against the UDHR. In 1948, at the time of the adoption of the UDHR, there were 56 UN member countries. Of these, 48 countries voted in favor of the UDHR and 8 countries abstained. None voted against it. One of the abstaining states was South Africa because it was just beginning to put into place its apartheid policy and was opposed to a declaration that states would have to prohibit racial discrimination. The other abstaining states were Saudi Arabia, which objected to the right to choose and change one's religion, and the USSR and its satellite states who feared the UDHR might be a pretext for other states to interfere in their national affairs (their sovereignty).


    1. How many countries voted in favor of the UDHR? How many countries voted against it? How many countries abstained from voting?

    1. What is the UN charter?



    Source F: Is the UDHR a law?


    No, the UDHR is not legally binding and does not have the force of law. However, it is the framework for over 70 treaties which do have the force of law and which have been ratified by countries around the world. (We will look at treaties in a later lesson). 


    According to the Advocates for Human Rights: “The 30 articles of the Declaration together form a comprehensive statement covering economic, social, cultural, political, and civil rights. The document is both universal and indivisible. A declaration, however, is not a treaty and lacks any enforcement provisions. Rather it is a statement of intent, a set of principles to which United Nations member states commit themselves.” 


    1. Does the UDHR have the force of law?

    1. What is one question you have about the UDHR?


    Lesson 2

    Review of NCEA Exemplars
    Refer to Google Classroom for marking scheme and past exemplars for the NCEA unit 

    This assessment activity requires you to become informed about Child Poverty in Aotearoa which is a social justice/human rights issue. You are also required to investigate the possible Social Actions organisation / Social Actions a person could take in response to this issue.  Your Social Action must be associated with an established Social Action organisation. You are then required to participate in your chosen social justice and human rights action. Finally, you will then prepare a report describing your personal involvement in the social action.

    If you wish to attempt the NCEA Achievement Standard, within your prepared report describing your personal involvement, you will need to:

    • provide personal reasons for involvement/an evaluation of personal involvement/

    • reflect on personal involvement that includes alternative and/or additional actions/evaluate the effectiveness of these alternative and/or additional actions.


    Lesson 3

    Readings and Video Evidence

    Child Poverty in New Zealand

    Child poverty is a pressing issue in New Zealand, affecting the lives of thousands of children. Despite being a developed country, New Zealand has one of the highest child poverty rates among OECD nations. This means that a significant number of children in the country are living in households with limited access to basic necessities such as food, healthcare, and education.

    One of the main causes of child poverty in New Zealand is income inequality. The gap between the rich and the poor has been widening over the years, resulting in a disproportionate distribution of wealth. Families with low incomes struggle to make ends meet, often living paycheck to paycheck. This financial strain makes it difficult for parents to provide for their children's needs adequately.
    Another contributing factor to child poverty is the high cost of living. Housing, in particular, poses a significant challenge for low-income families. Rent prices have skyrocketed in recent years, making it increasingly difficult for families to find affordable and suitable accommodation. As a result, some families are forced to live in overcrowded or substandard housing, which can have detrimental effects on children's health and well-being.

    Limited access to quality education is also a consequence of child poverty in New Zealand. Children from low-income families often face barriers to educational opportunities. They may lack access to resources such as books, computers, and educational support, which can hinder their academic progress. This achievement gap perpetuates the cycle of poverty, making it harder for these children to break free from the constraints of their circumstances.

    Furthermore, child poverty has adverse effects on children's physical and mental health. Limited access to nutritious food and healthcare services can lead to malnutrition and preventable illnesses. The stress and uncertainty associated with poverty can also have long-lasting psychological impacts on children, affecting their overall well-being and future prospects.

    Addressing child poverty requires a multi-faceted approach involving government policies, community support, and individual actions. The New Zealand government has implemented various initiatives to alleviate child poverty, such as increasing the minimum wage and providing targeted financial assistance to low-income families. Additionally, community organizations and charities play a crucial role in providing support and resources to families in need.

    In conclusion, child poverty remains a significant issue in New Zealand, with far-reaching consequences for the affected children. Income inequality, high living costs, limited access to education, and adverse health outcomes are all interconnected factors that contribute to this problem. Efforts from the government, communities, and individuals are necessary to address child poverty and ensure that every child in New Zealand has the opportunity to thrive and reach their full potential.



    Reading Summary

    • Child poverty is a pressing issue in New Zealand, affecting thousands of children.

    • Income inequality and high living costs contribute to child poverty.

    • Limited access to education and adverse health outcomes are consequences of child poverty.


    Key Vocabulary Words

    pressing (adjective) requiring immediate attention; urgent
        Example Sentence: The issue of climate change is pressing and needs to be addressed.

    disproportionate (adjective) not in correct relation or balance; unequal
        Example Sentence: The punishment for a minor offense seems disproportionate to the crime.

    constrain (verb) to restrict or limit someone or something's actions or behavior
        Example Sentence: Financial constraints prevented us from taking a vacation this year.

    alleviate (verb) to make suffering, pain, or a problem less severe or intense
        Example Sentence: Taking a hot bath can help alleviate muscle soreness.

    faceted (adjective) having many different aspects or features
        Example Sentence: The issue of climate change is multi-faceted, involving environmental, economic, and social factors.


    Multiple Choice Questions

    What is the main idea of this passage?

    1. Child poverty is a significant issue in New Zealand.

    2. Income inequality is the main cause of child poverty in New Zealand.

    3. Limited access to education perpetuates the cycle of child poverty in New Zealand.

    4. Efforts from the government, communities, and individuals are necessary to address child poverty in New Zealand.


    According to the text, what is one contributing factor to child poverty in New Zealand?

    1. Limited access to quality education.

    2. High living costs.

    3. Adverse health outcomes.

    4. Income inequality.


    What is one adverse effect of child poverty on children's well-being?

    1. Limited access to nutritious food.

    2. Lack of educational resources.

    3. Long-lasting psychological impacts.

    4. Inability to find suitable accommodation.


    Short Answer Questions

    1. What is one of the main causes of child poverty in New Zealand


    1. What are some adverse effects of child poverty on children's health?


    1. What are some initiatives implemented by the New Zealand government to alleviate child poverty?


    Open-ended Prompts

    1. Have you ever seen child poverty in your community? How do you think it affects the lives of children?

    1. What are some possible causes of child poverty in your country? How do you think it can be addressed?

    1. How do you think individuals and communities can contribute to reducing child poverty and supporting affected families?

    1. …