Why teach it?
- the world we live in is unequal and citizenship promotes
the challenging and changing of this inequality
- we live in a diverse society, and citizenship gives youth
the tools to counter ignorance and intolerance
- citizenship enables the challenging of misinformation and
stereotyped views that exist
- We live in an interdependent world and citizenship encourages
us to recognize our responsibilities toward each other
- citizenship is about flexibility and adaptability as well as a
positive image of the future
- Citizenship acknowledges that we have the power as individuals,
each of us can change things and each of us has choices
about how we behave
- Teaching citizenship has a positive impact on students
Key Elements of Citizenship
Knowledge and understanding
- social justice and equity
- diversity
- globalization and interdependence
- sustainable development
- peace and conflict
Skills
- critical thinking
- ability to argue effectively
- ability to challenge injustice and inequalities
- respect for people and things
- cooperation and conflict resolution
Values and attitudes
- sense of identity and self-esteem
- empathy
- commitment to social justice and equity
- value and respect for diversity
Universal Declaration of Human Rights—www.un.org
On December 10, 1948, the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights. Following this historic proclamation, the General Assembly called upon all Member countries to promote the text of the Declaration and “ to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories.”
All educators and youth should familiarize themselves
with the following:
Do Citizens have rights? If so, what are they?
“…The General Assembly proclaims This Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.”
For example:
- Article 1: All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.
- Article 3: Everyone has the right to life, liberty
and security of person.
- Article 4: No one shall be held in
slavery or servitude; slavery
and the slave trade shall be
prohibited in all their forms.
- Article 5: No one shall be
subjected to torture or to cruel,
inhuman or degrading treatment
or punishment.
- Article 6: Everyone has the right to
recognition everywhere
as a person before the law.
- Article 9: No one shall be subjected to arbitrary arrest,
detention or exile.
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In all, there are 30 Articles that comprise the Universal
Declaration of Human Rights
With Rights, however, come Responsibilities:
- Understand and obey international laws
- Participate in democratic political systems
- Vote in elections
- Allow others to enjoy their rights and freedoms
- Appreciate and help preserve the world’s cultural heritage
- Acquire knowledge and understanding of people and places around the world
- Become stewards of the environment
- Speak out against social injustice, discrimination and racism
- Challenge institutional thinking when it abrogates human rights
“Whether we live together in confidence and cohesion, with more faith and pride in ourselves and less self-doubt and hesitation; strong in the conviction that the destiny of Canada is to unite, not divide; sharing in cooperation, not in separation or in conflict; respecting our past and welcoming our future.”—Lester B. Pearson
About This Resource:
The purpose of this resource is to stimulate a dialogue among youth; to bring the idea of citizenship, multiculturalism and diversity into their consciousness. How can this be accomplished? Using this resource is a good beginning.
You will find Four lesson plans for youth in grades 9-12 who are studying History and Geography and Civics as part of the curriculum.
Curriculum Links:
An educational resource is only useful if it is connected to the curriculum. We know that is what teachers look for first. To make this step as easy as possible, TEACH Magazine examined the curricula from across Canada. You may go to the Web site and download a version of this resource in a PDF format as well as the Curriculum Links: http://www.teachmag.com/canadianstudies |
