CHILDREN DRAW THE WORLD - · PDF fileglobalclassroom .unicef .ca . ABOUT UNICEF WORLDWIDE UNICEF (United Nations Children’s Fund) is a leading advocate for children, helping to build

CHILDREN DRAW THE WORLD

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© UNICEF/NYHQ2005-1781/Pirozzi

SEEING THE WORLD THROUGH DIFFERENT EYES MAPPING AND ATLAS ACTIVITIES, GRADES 6 – 8

Every child.

Every opportunity.

No exceptions.

CHILDREN DRAW THEWORLDSEEING THE WORLD THROUGH DIFFERENT EYES MAPPING AND ATLAS ACTIVITIES, GRADES 6 – 8

globalclassroom.unicef.ca

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TABLE OF CONTENTSAcknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

UNICEF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Using this Resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Activity OneThe World through Different Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Activity Two Maps from the Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Activity ThreeUniversal Rights for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Activity FourCreating a Global Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Activity FiveDesign Your Own Planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Activity SixThe Message in the Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Activity SevenWhich is Bigger? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Activity EightPictographic Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Appendix A: UN Convention on the Rights of the Child, Child Friendly Version . . . . 22

Appendix B: Map Index and Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25


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ACKNOWLEDGEMENTS


This resource is adapted from a UNICEF Canada 1997 publication, originally produced as a large format publication. UNICEF expresses its thanks to the volunteers who generously donated their time to the production and promotion of the original resource, without whom this publication would not be possible. In particular, UNICEF would like to thank the members of the International Cartographic Association (ICA) for their support, UNICEF’s Education for Development Section, New York, the national UNICEF committees and cartographic associations around the world, Sharon Adams (large format poster designer), and especially the children who drew maps for the ICA competition.

WRITINGTom Scanlan, Shelley Laskin

PROJECT LEADERSNarine Galvin, Kelly Quinlan

GRAPHIC DESIGNChristina Thiele

EDITORNicki Scrimger

Copyright © 1997, 2011 UNICEF Canada.

email: [email protected]: [email protected]

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UNICEF


ABOUT UNICEF CANADA’S GLOBAL CLASSROOM PROGRAMUNICEF Canada’s mission is to mobilize and empower Canadians to invest in the positive transformation of every child’s future . UNICEF Canada’s Global Classroom program is a partnership with Canadian teachers and their students to inspire, educate and promote action on social justice, humanitarian issues and human rights—especially the rights of all children .

This acclaimed program provides educators with classroom-ready resources and engagement tools . Designed to foster global citizenship and understanding, the Global Classroom program shows how each of us can create a better world for all children and the communities in which they live .

For more information about UNICEF Canada’s Global Classroom program, visit globalclassroom .unicef .ca .

ABOUT UNICEF WORLDWIDEUNICEF (United Nations Children’s Fund) is a leading advocate for children, helping to build a world where the rights of every child are realized . Unique among world organizations and among those working with the young, UNICEF has the global authority to influence decision-makers and the grassroots partnerships to turn innovative, life-saving ideas into reality .

UNICEF’s work as a charitable foundation is carried out in 190 countries throughout the world . The heart of UNICEF’s work is in the field with programs developed in cooperation with the host country . Guided by the United Nations Convention on the Rights of the Child (Convention) UNICEF believes that the survival, protection, and development of children must be a global priority, and that every child has the right to health, education, equality, and protection .

In 1989 the Convention was created . World leaders decided that children needed a special convention just for them because people under 18 years old often need special care and protection that adults do not . The leaders also wanted to make sure that the world recognized that children have human rights too. The Convention on the Rights of the Child is the first legally binding international instrument to incorporate the full range of human rights—including civil, cultural, economic, political, and social rights . The Convention has achieved near-universal acceptance, having now been ratified by 193 parties.


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USING THIS RESOURCE


INTRODUCTIONMaps are pictures of reality . They can range from simple drawings at large scales (sketch of a classroom, blueprint of a house, route to a friend’s home, items on a playground) to more abstract representations of the larger world (topographical map of a region, population distribution in a country, physical map of the world) .

Mapmakers, like artists, communicate their views of reality . They include certain details and omit others . Mapmakers help map readers to focus on specific information: the best route from home to school, the location of parks and playgrounds, sources of environmental hazards, habitats of endangered species, places of political unrest . . . virtually any issue of local, national, and global concern .

Maps help children to see the world and their place in it . Even though maps are symbolic representations of space—a complex concept—young children have demonstrated an ability to learn and apply basic mapping concepts, including size, distance, scale, area, direction, distribution, and use of symbols .

Learning OutcomesThis UNICEF Canada Global Classroom resource encourages children to:

understand how their own lives are inextricably linked to those of people around the world• see the global patterns of issues that concern them, through the eyes and minds of children from other • countriesrecognize that all children have rights to adequate nutrition, health care, education, protection from • violence and abuse, a clean environment, and other fundamentals for survival and developmentexplore how their images and perceptions of the world are similar to and different from other children’s• realize that perceptions of the world are coloured by the conditions and places in which people live• apply basic mapping skills to receive and communicate different types of information about local and global • concerns .

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GRADE CURRICULUM CONNECTIONS FOR BRITISH COLUMBIA

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Language Arts• usewritingandrepresentingtoextendthinkingby

-developingexplanationsandanalysingtherelationshipsinideasandinformation• exploringnewideas(e.g.,examiningalternativeviewpoints,transposingwritingfromoneformtoanother)SocialStudies• applycriticalthinkingskills—includingcomparing,classifying,inferring,imagining,verifying,identifyingrelationships,

summarizing,anddrawingconclusions—toarangeofproblemsandissues• interpretgraphs,tables,aerialphotos,andvarioustypesofmaps• evaluatethecredibilityandreliabilityofselectedsourcesVisualArts• create2-Dand3-Dimages

-thatexpressbeliefsandvalues -thatreflectartstylesfromavarietyofsocial,historical,andculturalcontexts

• identifythehistoricalandculturalcontextsofavarietyofimages

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Language Arts• respondtoselectionstheyreadorview,by

-expressingopinionsandmakingjudgmentssupportedbyexplanationsandevidence -explainingconnections(text-to-self,text-to-text,andtext-to-world) -identifyingpersonallymeaningfulselections,passages,andimages

• readandviewtoimproveandextendthinking,by -analysingandevaluatingideasandinformation -comparingvariousviewpoints

• createmeaningfulvisualrepresentationsforavarietyofpurposesandaudiencesthatcommunicatepersonalresponse,information,andideasrelevanttothetopic,featuring -developmentofideasbymakingconnectionstopersonalfeelings,experiences,opinions,andinformation -anexpressiveandindividualisticvoice -anorganizationinwhichkeyideasareevident

SocialStudies• applycriticalthinkingskills—includingcomparing,classifying,inferring,imagining,verifying,usinganalogies,identifying

relationships,summarizing,anddrawingconclusions—toarangeofproblemsandissues• usevarioustypesofgraphs,tables,timelines,andmapstoobtainorcommunicateinformationVisualArts• create2-Dand3-Dimages

-thatconveypersonalorsocialbeliefsandvalues -thatincorporatethestylesofselectedartistsfromavarietyofsocial,historical,andculturalcontexts

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Language Arts• createthoughtfulrepresentationsthatcommunicateideasandinformationto -exploreandrespond -recordanddescribe -explain,persuade,andengageSocialStudies• identifyandclarifyaproblem,anissue,oraninquiry• gatherandorganizeabodyofinformationfromprimaryandsecondaryprintandnon-printsources,includingelectronic

sources • interpretandevaluateavarietyofprimaryandsecondarysources• demonstrateawarenessofartisticexpressionasareflectionofthecultureinwhichitisproducedVisualArts• identifypossiblepurposesforthecreationofgivenimages• developandmakeimages:

-forspecificpurposessuchassocialcommentary,self-analysis,entertainment• createimages:thatsupportorchallengepersonalandsocietalbeliefs,values,traditions,orpractices;thatincorporate

stylisticelementsfromvariousartists,movements,andperiodsinresponsetohistoricalandcontemporaryimagesorissues;thatreflectasenseofpersonalandsocialresponsibility


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THE WORLD THROUGH DIFFERENT EYES


This activity gives students the opportunity to explore maps made by children from a variety of countries and identify common global concerns .

1 . Explain that the Children Draw the World maps were winners in the International Cartographic Association’s mapping contest . Then suggest that the students each:

• choose a Children Draw the World map that particularly interests them• write a paragraph or short story to explain what they think the mapmaker is saying about

the world and about the country in which the mapmaker lives: begin with “I think (name of mapmaker) is telling me . . .”

• draw their own world map to show the same theme as the Children Draw the World map, but from their own point of view

• present their map to the class, comparing it with the Children Draw the World map that inspired them, and pointing out on a globe or world map the country from which the Children Draw the World map comes

• discuss with classmates their feelings about the issue or theme portrayed.

Each student needs: • Children Draw the World maps (Appendix B) • access to a conventional world map or globe • blank sheet of paper • drawing tools • writing paper

ACTIVITY ONE

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MAPS FROM THE MIND


These activities help students express their views of a particular local place or issue .

1 . Discuss how maps can visually show what you think and feel about a place: • a conventional map shows water as blue; a mental map may show water as dirty

brown with garbage floating on top • a conventional map is drawn exactly to scale; a mental map allows size, colour,

and shape to emphasize a viewpoint or an impression .

Have each group compare a Children Draw the World map with a conventional map of the same area for accuracy, size, and location of continents, scale, direction .

How is the information in the two maps different? What information is portrayed in the Children Draw the World map that is not on a conventional map?

Each small group needs: • Children Draw the World maps (Appendix B) • atlas or road map • blank sheets of paper • drawing tools • writing paper for each student • neighbourhood maps

What idea do these “mental maps” of the world convey?

ACTIVITY TWO


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2 . Ask each student to draw a conventional map of a small familiar area (classroom, bedroom, sports arena, library, dentist's office...). Then ask the students to think about that same area and draw a mental map illustrating how they feel about that space. (To help students who have difficulty defining their viewpoints, ask their opinions on such issues as health, safety, environment, peace, poverty .) . Invite the students to present their map to elicit their classmates' interpretations and answer any questions they may have . 3 . Have each student draw a mental map of the school or neighbourhood and then choose a partner and exchange maps . The students then write a paragraph explaining what they think their partners are saying about the area .

The following questions could guide their writing: • What feature stands out most strongly in the map? • What do you think has been left out of the map? Why? • What do you think is the main theme or emotion being expressed? • How different is this map from a conventional map of the same area? • Is this map similar to the Children Draw the World maps? In what ways? • What local concerns seem to be global concerns? • How might you as part of the school or neighbourhood respond to these concerns?

As a class or in small groups, students could choose a theme based on a local issue or concern and make a mental map of the neighbourhood showing that theme . (It may be helpful to go on a class walk of the neighbourhood .) The students could then compile a class atlas of the maps, which would show different ways of looking at the neighbourhood, or join their maps of different parts of the neighbourhood to make a large wall map .

ACTIVITY TWO

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Quick PickPassport around the world

To introduce the concept of lines of latitude and longitude on a globe, have each student choose a country represented by one of the Children Draw the World maps, locate the capital city on a globe and trace the line of latitude nearest the city around the globe, naming each country and body of water through which the line passes .

Discuss how the locations along this line have similar climates, moderated by landforms, water bodies, and air and ocean currents . Have the students repeat the process for their own country .

4 . Encourage students who have lived in different neighbourhoods or countries to draw maps of these places and compare them with their current area of residence . 5 . Invite a town planner, active local resident or city councillor to discuss with the students their views and concerns about the neighbourhood (more recreation areas, cleaner or safer areas, more or different transportation routes . . .) . The class could then develop an appropriate action plan to promote change .

ACTIVITY TWO

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UNIvERSAL RIGHTS FOR CHILDREN


This activity enables students to develop an understanding of some of their rights under the UN Convention on the Rights of the Child and how they are expressed by children around the world through maps .

Each student needs:one of the Children Draw the World maps (Appendix B) OR• one “right” (cut from two photocopies of the list of rights below)•

1 . Explain that almost every country in the world has adopted the UN Convention on the Rights of the Child, which is a list of needs that all children (under age 18) should have or be able to do . 2 . Brainstorm a list of rights the students think should be in the Convention . Discuss each, classifying it as a right or a want. Add any rights not yet identified from the list provided, and discuss why they are important . 3 . Divide the class into four equal-sized groups . Give each student in two of the groups one of the Children Draw the World maps; give each student in the other two groups one of the rights from the list. 4 . Invite the students to move around the room, matching each right with a map that illustrates that right . Since there may be more than one map that “goes with” a particular right and more than one right that “goes with” a particular map, encourage the students to discuss and negotiate to make the “best” matches . Conclude the activity by having each pair of students explain to the class why they think their right(s) and map(s) go together .

5 . Encourage the students to work in pairs to choose a right from the Convention and make a world map that illustrates that right .

Selected rights from the UN Convention on the Rights of the Child• All children have the same rights.• All children have the right to express their opinions. • All children have the right to be protected from violence and abuse.• All children have the right to the best health care and nutrition available.• All children of a minority or indigenous group have the right to practice their culture.• All children have the right to leisure time and play.• All children have the right to an education.• All children have the right to a clean environment.

ACTIVITY THREE

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CREATING A GLObAL PERSPECTIvEThese activities will help students to become more familiar with a globe, to understand the concept of “generalization” (selectively representing features of the real world on a map), to think about global patterns of resources and wealth, and to gain a better understanding of their country’s position relative to the rest of the world .

Each student needs:access to a globe(s)• a Children Draw the World map (Appendix B)•

1 . Have the students look at a globe and point out these features:equator• north and south poles• hemispheres (north, south, east, west)• continents and their relative sizes• land / water ratio .•

Use the following questions to create discussion:What other features can you identify?• Which of these features are visible on Earth? Which are not?• Which features are natural? Which are decided by people?• What kinds of features or information are not shown (individual homes, people, • some political borders…)?What information do you think would be useful to show on a world map?• What information does Google Earth provide that can’t be identified on a globe?• What are the limitations of Google Earth?•

2. If a soft or inflatable globe is available, students could play catch and identify the features on which their hands land .

3 . Arrange the students in small groups, give each group a Children Draw the World map, and ask them to locate the country of origin of their map on the globe . Then have the groups position themselves on the floor, representing the location of the “country” relative to each other to form a “human world map .”

ACTIVITY FOUR


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4 . Invite the students to answer these questions:Which countries are the richest? Which are the poorest?• In general, which hemisphere has the richest countries? The poorest?• What issues are portrayed in the Children Draw the World maps? Which countries share • the same issues?How would you explain the patterns? •

5 . Encourage the students to monitor newspapers or television news programs for reports on any of the countries represented by the Children Draw the World maps . This can be the starting point for a discussion on how media report international news, and how they portray other countries . The students could also draw some conclusions about how the media portray their own country and use them to create a map of the country . What would a person in another country think of the students’ country based on the news and on the students’ maps?

ACTIVITY FOUR

Quick PickFor love of the outdoors Set up an orienteering course around the school or in a suitable local outdoor area, and have students use an orienteering map to find their way through the course .

OR

Go Geocaching at www .geocaching .com .

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DESIGN YOUR OWN PLANET

1 . Draw an imaginary planet on the ball using a waterproof marker, showing four land masses .

Arrange the students in groups and explain that each group is a team of cartographers (mapmakers) whose job is to make a map of the whole imaginary planet on paper . As they draw the map from the ball, they should decide which land mass will be drawn in the middle, what is the top of the planet, and how each land mass will fit on the page. Suggest that they make a rough draft before drawing their final map. To complete the map, the students should:

name the planet, each land mass, and the bodies of water• add any information they wish (mountains, lakes, rivers, forest and desert regions, • ice caps,…)include a legend, north-arrow, border (and scale, if this concept has been learned)• write a caption describing life on the planet .•

While waiting for their group’s turn with the ball, each student should:draw a few simple shapes on an orange, in waterproof marker• carefully peel their oranges, if possible in one whole piece, and press the peels flat on • their deskswrite a short description of what happens to the shapes when the orange peels are • pressed flat eat their oranges •

These activities reveal how, by transferring the round globe to a flat map, the shapes, sizes, and relative locations of continents and countries are distorted, which in turn can distort the map reader’s perceptions of the world .

Each student needs:

Children Draw the World maps (Appendix B)access to a large, plain ball• an orange• plain sheets of paper• crayons, pencil crayons, waterproof markers•

ACTIVITY FIVE


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Quick PickShapes and sizesTrace and cut out the outlines of different countries and water bodies from a world map . Challenge the students to a team race: which partners or group can fit the pieces together to make a world map the fastest? After the activity, have them discuss how cooperation or lack of it helped or hindered this activity . Students can then develop map games (mix and match, trivia, board game, word search,…) and hold a World Map Day to play the games .

Explain that to draw a world map, the globe has to be “flattened out” onto a piece of paper, and the different ways to map the round globe onto a flat page are called projections. For each projection, the size, shape, location, and distances between land masses are drawn differently . The top, bottom, and centre of the map are all choices made by the mapmaker, because the real Earth has no top, bottom or centre .

3 . Display the Children Draw the World maps and discuss how each mapmaker has chosen the top and centre of the map and drawn the shapes of continents . What are some possible reasons for these choices (consider the region from which the mapmaker comes, the type of information portrayed . . .)?

Adapted from Mapping our World, a geography pack produced by Oxfam (UK and Ireland), 1993.

ACTIVITY FIVE

display the completed maps and encourage • the students to discuss similarities and differences, problems encountered in drawing them, how they were resolved, and conclusions they made when they pressed the orange peels flat.

2 . Display various world maps of different projections from the classroom and library and discuss apparent differences:

what is at the top, bottom and centre of • each map?where is the students’ continent? Where is • the equator?do some continents seem upside down, • stretched, too small, too big, too close, too far?which seems to be the “right” map? Why?•

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THE MESSAGE IN THE MAP

Each small group or pair of students needs:one or more Children Draw the World maps (Appendix B)• list of statements (below) on chalkboard, computer, or chart paper to which • students can add new statements

This activity gives students an opportunity to explore specific global issues related to children’s well-being .

The environment can be protected if we act now .1 . Most of the casualties of wars today are not soldiers but civilians, many of them children .2 . Children have the right to adequate nutrition .3 . The richest 20% of the world’s population consumes 80% of the world’s resources .4 . Children have the right to express their opinions on matters that concern them .5 . The truest measure of the value of a society is the health of its children .6 . Women hold up half the sky (African proverb) .7 . I wondered why somebody didn’t do something for peace…then I realized that I am somebody .8 . UNICEF works in over 190 countries through country programs and national committees9 .

1 . Post the statements around the room . Invite the students to work in small groups or pairs to:

choose a Children Draw the World map• move around the room reading the statements, and decide which statement best • describes their mapcreate an exhibit, “newspaper,” or display of materials based on the map and • statement (with articles, poems, interviews, surveys, photos, drawings, real objects, and maps about the local and global dimensions of the statement) .

ACTIVITY SIX


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WHICH IS bIGGER?

Each student needs:one copy of the student handout (pg . 18)•

This activity shows that the sizes and locations of countries are not always shown accurately on world maps .

1. Explain to the class that to create a map, the round globe must be “flattened out” onto a piece of paper. This is difficult to do, because the size or shape or distances between the land masses are distorted from reality in the process (try the activity Design Your Own Planet to demonstrate this concept) . The type of distortion varies depending on who made the map, and the methods they used to project the round globe onto a flat page.

Quick PickAll in your headWhat continent is this cat’s head? Draw your own animal with a head or body shaped like a country or continent .

ACTIVITY SEVEN

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2 . Ask each student to compare the sizes of the shaded areas on the four maps and answer the questions on the sheet . Then have the students draw a line on one of the Mercator maps and on one of the Peters’ maps, from the east side of the map to the west, that divides the world into the northern, industrialized countries and the southern, developing countries . The students can compare their answers with a partner’s and list any other differences between the pairs of maps they can identify .

3 . Bring the students together to share the differences they noted and discuss:what are the differences between the Mercator and Peters projections?• which of the two projections is used in the maps in your classroom? Why do you • think this is?which kind of projection would a ship’s navigator prefer?• why would countries in the Southern Hemisphere and development agencies like • UNICEF prefer the Peters projection?why are developing countries often referred to as “the South”, the “Two-Thirds • World”, or the “Majority World”?how does a mapmaker’s choice of a projection, or choice of what is the centre of • the map, create different perceptions about countries, their importance, and their relationships?

ACTIVITY SEVEN

Quick PickThe world within your neighbourhoodTake the students on a walking tour of some specific area of the community to look for signs of international influences (street signs, products in store windows, restaurant names and menus, markets…) . Then have them map these signs to the countries of origin using pictographs, magazine cutouts, and other creative techniques . As an alternative, suggest that the students do an inventory of their home to list foods, clothes, dishes, toys, magazines, books,…and draw a blueprint or map that shows the items and their countries of origin .


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Peters map:shows size (area) accurately .

Mercator map:shows direction accurately .

On this map Greenland is • __________________________ than China .

On this map Greenland is • __________________________ than China .

On this map Europe is • _________________________ than South America .

On this map Europe is • _________________________ than South America .

STUDENT HANDOUT

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PICTOGRAPHIC MESSAGES

1 . To enable the students to compare and evaluate different formats for communicating information, have them, individually or in pairs:

identify Children Draw the World maps from Sri Lanka, Brazil or Vietnam and describe • the maps’ messages in a short paragraphexamine and record the statistics for the country and discuss what they reveal about the • situation of childrenshow the statistical information (for one or more categories) in a bar graph, pie chart • (circle graph) or some other appropriate type of graph .

This activity provides an opportunity for students to create pictographs to portray information of concern to children living in developing countries, and to compare different ways of conveying information .

Each student needs:Children Draw the World maps (Appendix B)• a copy of the chart, A Comparison of Development Statistics for Sri • Lanka, Brazil, and Vietnam (pg . 21) on chalkboard, paper or overheadblank or graph paper• ruler• geometry compass and protractor (or other instruments to draw pie • charts) coloured pencils•

Pie Chart

ACTIVITY EIGHT

0 5 10 15 20 25 30

bar Graph


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2 . Explain to the students that a pictograph is a kind of creative illustration which, like a map or chart, illustrates an idea in an informative, visual way . Show examples of pictographs (redraw or project on the computer the example provided below) . Ask the students to use the information they used to make their graph and illustrate it as a pictograph .

3 . Invite the students to share and compare their pictographs, then encourage them to evaluate the different means of communicating information (map, chart, bar graph, pie chart, pictograph) .

In what situations or for what purposes would you use each means of communication? • Why?Which presents information most clearly? Which most precisely? Which most persuasively?• Which presents information in a way that you’ll remember longest?• Which do you like best? Why? •

4 . Research the political, environmental, and social climate of these countries in 1996 when this reseach was conducted. How do the Children Draw the World maps reflect this?

5 . Develop an up-to-date comparison chart for Sri Lanka, Brazil, and Vietnam . How have the statistics changed? What do you think would account for these changes?

Pictograph

ACTIVITY EIGHT

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CATEGORY SRI LANKA bRAZIL vIETNAM

Total population (millions) 18 .1 159 .1 72 .91 . Infant mortality rate (infant deaths per 1000 births) 15 51 352 . % of children reaching grade 5 92 72 483 . % of population with access to safe water 53 87 364 . % of population with access to health care 61 83 2255 . Number of television sets per 1000 people 49 208 426 . Expected lifetime (years) 72 66 65

A Comparison of Development Statistics for Sri Lanka, brazil, and vietnam

Source: UNICEF, The State of the World’s Children Report, (New York: UNICEF, 1996) .

STUDENT HANDOUT


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APPENDIX A


Article 1 Definition of a child. A child is recognized as a person under 18, unless national laws recognize the age of majority earlier .

Article 2 Non-discrimination . All rights apply to all children, and children shall be protected from all forms of discrimination .

Article 3Best interests of the child . All actions concerning the child shall take full account of his or her best interests . The Governments shall provide the child with adequate care when parents, or others charged that responsibility, fail to do so .

Article 4Implementation of rights . The Government must do all it can to implement the rights contained in the Convention .

Article 5Parental guidance and the child’s evolving capacities . The Government must respect the rights and responsibilities of parents

to provide guidance for the child that is appropriate to her or his evolving capacities .

Article 6Survival and development . Every child has the right to life, and the Government has an obligation to ensure the child’s survival and development .

Article 7Name and nationality . Each child has the right to a name and nationality, to know his or her parents and be cared for by them .

Article 8Preservation of identity . The Government has an obligation to protect, and if necessary, to re-establish the child’s identity . This includes name, nationality and family ties .

Article 9Separation from parents . The child has a right to live with his or her parents unless this is not in the child’s best interest . The child has the right to maintain contact with both parents if separated from one or both .

Article 10Family reunification. Children and their parents have the right to leave any country or enter their own to be reunited, and maintain the parent-child relationship .

Article 11Illicit transfer and non-return . The Government has an obligation to prevent and remedy the kidnapping or holding of children abroad by a parent or third party .

Article 12The child’s opinion . Children have the right to express their opinions freely, and have their opinions taken into account in matters that affect them .

Article 13Freedom of expression . Children have the right to express their views, obtain information, and make ideas or information known, regardless of frontiers .

Article 14Freedom of thought, conscience and religion . Children have the right to freedom of thought,

conscience and religion, subject to appropriate parental guidance .

Article 15Freedom of association . Children have a right to meet with others, and to join or form associations .

Article 16Protection of privacy . Children have the right to protection from interference with privacy, family, home and correspondence, and from attacks on their character or reputation .

Article 17Access to appropriate information . Children shall have access to information from national and international sources . The media shall encourage materials that are beneficial, and discourage those which are harmful to children .

Article 18Parental responsibilities . Parents have joint responsibility for raising the child, and the Government shall support them in this .

United Nations Convention on the Rights of the Child —Child-friendly Version

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Article 19Protection from abuse and neglect . Children shall be protected from abuse and neglect . Governments shall provide programs for the prevention of abuse and treatment of those who have suffered abuse .

Article 20 Protection of a child without family . Children without a family are entitled to special protection, and appropriate alternative family or institutional care, with regard for the child’s cultural background .

Article 21Adoption . Where adoption is allowed, it shall be carried out in the best interests of the child, under the supervision of competent authorities, with safeguards for the child .

Article 22Refugee children . Children who are refugees, or seeking refugee status, are entitled to special protection .

Article 23Disabled children . Disabled children have the right to special care, education and training that will help them

to enjoy a full and decent life with the greatest degree of self-reliance and social integration possible .

Article 24Health and health services . Children have the right to the highest possible standard of health and access to health and medical services .

Article 25Periodic review of placement . A child who is placed by the Government for reasons of care, protection or treatment of his or her physical or mental health is entitled to have that placement evaluated regularly .

Article 26Social security . Children have the right to benefit from social security including social insurance .

Article 27Standard of living . Children have the right to a standard of living adequate for their physical, mental, spiritual, moral and social development . Parents have the primary responsibility to ensure that the child has an adequate standard of living . The Government’s duty is to

ensure that this responsibility is fulfilled.

Article 28Education . Children have the right to education . Primary education should be free and compulsory . Secondary education should be accessible to every child . Higher education should be available to all on the basis of capacity . School discipline shall be consistent with the child’s rights and dignity .

Article 29Aims of education . Education should develop the child’s personality, talents, mental and physical abilities . Children should be prepared for active participation in a free society, and learn to respect their own culture and that of others .

Article 30Children of minorities or indigenous populations . Children have a right, if members of a minority group, to practice their own culture, religion and language .

Article 31Leisure, recreation and cultural activities . Children have the right to rest, leisure,

play and participation in cultural and artistic activities .

Article 32Child labour . Children have the right to be protected from economic exploitation, from having to participate in work that threatens their health, education or development . The Government shall set minimum ages for employment and regulate working conditions .

Article 33Drug abuse . Children have the right to protection from the use of drugs, and from being involved in their production or distribution .

Article 34Sexual exploitation . Children shall be protected from sexual exploitation and abuse, including prostitution and involvement in pornography .

Article 35Sale, trafficking and abduction . The Government shall take all appropriate measures to prevent the sale, trafficking and abduction of children .


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Article 36Other forms of exploitation . The child has the right to protection from all forms of exploitation that can harm any aspects of the child’s welfare not covered in articles 32, 33, 34 and 35 .

Article 37Torture and deprivation of liberty . No child shall be subjected to torture, cruel treatment or punishment, unlawful arrest or deprivation of liberty . Capital punishment and life imprisonment are prohibited for offences committed by persons below 18 years of age . A child who is detained has the right to legal assistance and contact with the family .

Article 38Armed conflict. Children under age 15 shall have no direct part in armed conflict. Children who are affected by armed conflict are entitled to special protection and care .

Article 39Rehabilitative care . Children who have experienced armed conflict, torture, neglect or exploitation shall receive appropriate treatment for their recovery and social reintegration .

Article 40Administration of juvenile justice. Children in conflict with the law are entitled to legal guarantees and assistance, and treatment that promote their sense of dignity and aims to help them take a constructive role in society .

Article 41Respect for higher standards . Wherever standards set in applicable national and international law relevant to the rights of the child are higher than those in this Convention, the higher standard shall always apply .

Articles 42 – 54Implementation and entry into force . These refer to the administrative aspects of implementing the CRC .

©UNICEF/NYHQ2009-2386/GiacomoPirozzi

©UNICEF/NYHQ2009-2389/GiacomoPirozzi

©UNICEF/NYHQ2011-0944/MartaRamoneda

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MAP INDEX

APPENDIX B


Mapnumber Author’sname Country Title Age

1 AnondaniLarshikoH.Li-yanage

Sri Lanka TheEndoftheWorld 15

2 JaneDurankova Slovenia none 13

3 WendyMeakin Australia Children=theWorld 12

4 EvgiVajiraKumaraJayaranta Sri Lanka none 10

5 CandiceWinterboer SouthAfrica DistributionofEn-gangeredWildlifeduetoEnvironmentalPollution

14

6 NguyenThiPhuongAnh Vietnam TheWorldMapinMyCone Hat

12

7 Irena Juznic Slovenia Bla,bla 14

8 DhammikaWanakulasooriya Sri Lanka none

9 MiskoSajko Slovakia The Cat 7

10 LiinaTooming Estonia Hope 14

11 BellaKasza Hungary none 12

12 Marinko Cirkencic Croatia OnceIsNotEnough,Recycle

15

13 JuliaPapp Hungary none 14

14 AleksandrSemenov Ukraine FrailWorld 16

15 CaleMarthens USA none 13

16 KathleenBarry Canada ANuclearFreeWorld

17 AgnesHorvarnh Hungary NoSmoking 15

18 AndreFernandoVasconcellos Brazil none 12

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Documents

CHILDREN DRAW THE WORLD - · PDF fileglobalclassroom .unicef .ca . ABOUT UNICEF WORLDWIDE UNICEF (United Nations Children’s Fund) is a leading advocate for children, helping to build