Children's Rights for You and Me - An Educational Curriculum

children’s

rights for you & meAn EducAtionAl REsouRcE foR Young PEoPlE in gRAdEs 3-6

children’s

rights for you & me

This educational resource was produced by World Vision Canada and adapted by World Vision Resources, World Vision United States, 2008.

World Vision United States is grateful to Education and Public Engagement of World Vision Canada for allowing this resource to be adapted for use in the United States.

Copyright © World Vision Inc., 2008.

Editorial Director: Milana McLeadEditor-in-Chief: Jane Sutton-RednerProject Editor: Laurie DelgattoCopy Editor: Brooke SaronDesign: Journey Group, Inc.Sales and Distribution Manager: JoJo Palmer

The Children’s Rights for You and Me study guide may be reproduced only with the written permission of World Vision Resources, Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, [email protected].

Printed in the United States of America

ISBN 978-0-9817927-7-4

During the preparation of this resource, all citations, facts, figures, names, addresses, telephone numbers, Internet URLs, and other pieces of information cited within were verified for accuracy. World Vision Resources has made every attempt to reference current and valid sources, but we cannot guarantee the content of any source and we are not responsible for any changes that may have occurred since our verification. If you find an error in, or have a question or concern about, any of the information or sources listed within, please contact World Vision Resources.

5c h i l d r e n ’ s r i g h t s f o r yo u a n d m e

overviewChildren’s Rights for You and Me provides young people in grades 3-6 the opportunity to learn about their rights as children. By actively participating in simulations and reading real-life stories from children around the world, the participants will begin to empathize with other children in difficult situations.

A brief overview of the United Nations Convention on the Rights of the Child is presented on resource 1, “A Brief Overview: United Nations Convention on the Rights of the Child,” on page 24. However, if you are interested in further background information, visit the UNICEF Web site.

objectivesThrough the study guide, participants will:

» become aware that they, as children, are born with inherent rights

» explore why many children are denied the right to survival

» experience the consequences of unequal access to education

» practice their right to express themselves

leader PreparationChoose which activities you will incorporate into a specific session based on time and objectives. Photocopy relevant pages and prepare newsprint and other relevant materials.

Time required30–60 minutes per activity

Table of contents» Rights and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

» What Are Children’s Rights? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

» The Right to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

» The Right to Survival. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

» The Right to Develop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

» The Right to Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

» The Right to Participate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

» What Every Child Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

» God-Given Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

c h i l d r e n ’ s r i g h t s . . . 6

Activity StepsAsk the pArticipAnts for their definition of the term rights. Note their responses on a sheet of newsprint and post it where all can see.

Ask the pArticipAnts for their definition of the term responsibility. Note these re-sponses on a separate sheet of newsprint and post it where all can see.

Ask the group to talk about the differences between rights and responsibilities. Invite a few responses as well as a few examples.

DiviDe the lArge group into small groups of four or five. Provide each small group with a sheet of newsprint, a marker, a bottle of glue or a glue stick, and a set of cards created from resource 2.

Ask thAt someone from each small group draw a vertical line down the center of the group’s newsprint. On the left side of the top of the paper, someone in each group should write “right,” and on the top of the right side, someone should write “responsibility.” Explain that the small groups are now to review the cards you have given them to determine which be-long in the “right” column on the newsprint and which belong in the “responsibility” column. When a group makes a decision about a particular card, someone in the group should glue the card to the newsprint in the appropriate column. Under the card, someone should write the group’s explanation for why the card was placed there.

Rightsin this Activity, the participants identify the differences between rights and responsibilities.

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» sheets of newsprint, one for each small group of four or five, plus two extras

» markers, one for each small group of four or five, plus one extra

» a roll of masking tape

» bottles of glue or glue sticks, one for each small group of four or five

» copies of resource 2, “Rights and Responsibilities Cards,” found on page 29, enough for each small group of four or five to have one set of cards

invite the smAll groups to post their completed charts on a wall in the room. Invite everyone to briefly walk around and review the charts. Then lead a large-group dis-cussion about each card to determine whether the groups had varying opinions or views and why this may be. Conclude by discussing the following questions:

» What is the difference between a right and a responsibility?

» Discuss the differences in rationales behind placing a statement in the rights column.

» Do you think people can agree on what is a right?

» Do you think that following responsibilities leads to following rights? Why or why not?

(This activity is adapted from the activity “Rights and Responsibilities in the Classroom,” from the Amnesty International USA Web site, at amnestyusa.org, accessed June 30, 2008. Copyright © by Amnesty International USA. All rights reserved.)

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c h i l d r e n s r i g h t s . . .7

Rights and Responsibility (continued)


Activity StepsAsk the pArticipAnts whether there are rights and responsibilities that apply more specifically to them, not just as people, but as young people, as children. What might it be wrong to do (or not to do) to someone just because he or she happens, at that point in time, to be “a child”?

introDuce the Convention on the Rights of the Child, using the following key points:» The Convention on the Rights of the Child is a 1989 United Nations treaty that clearly

outlines the rights of all children around the world. It is the most universally accepted human rights treaty in history.

» The Convention on the Rights of the Child contains 54 articles, each specifying rights that are necessary to assure the well-being of children. These rights can be grouped into four categories:

» The Right to Survival: Children have the right to all basic needs, including the right to life, adequate shelter, food, water, and primary health care.

» The Right to Develop: Children have the right to reach their fullest potential. Devel-opment rights include the right to education; the right to constructive play; the right to advanced health care; the right to information access; and the right to freedom of thought, conscience, and religion.

» The Right to Protection: Children have the right to be protected from all forms of abuse, neglect, and exploitation. Protection rights refer to such issues as special pro-tection during war, child labor, drug abuse, abuses in the justice system, and sexual exploitation.

Whatin this Activity, the participants learn about the rights of young people.

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ls » construction paper, 10 sheets for each small group of four or five

» markers, several for each small group of four or five

» glue sticks, one for each small group of four or five

» various news magazines, three to four for each small group of four or five


are Children’s Rights?

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c h i l d r e n ’ s r i g h t s . . .9

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» The Right to Participation: Children have the right to participate in society. This includes the right to express their ideas freely, the right to have a say in matters af-fecting their own lives, and the right to join associations.

help the pArticipAnts understand the relationship between needs and rights by discussing the following questions:

» Why do you think the United Nations has adopted a document just for children’s hu-man rights?

» How are children’s needs different from those of adults?

» Why do children need special protection? Give some examples.

» Why do children need special provisions for their welfare?

» What do children need for their survival, happiness, and development?

» Why do children need to participate in their communities?

» Who is responsible for seeing that children’s rights are respected? Parents, teachers, other adults, other children, the government?

DiviDe the lArge group into small groups of four or five. Provide each small group with 10 sheets of construction paper, some markers, a glue stick, and some news magazines. Invite the small groups to create 10 large cards that illustrate things children need to be happy. The participants can cut pictures from the magazines or draw these things. Tell them to label the cards, naming the element of happiness they are showing.

invite eAch smAll group to come forward and present its cards to the large group. As each small group concludes its presentation, post the cards on a wall in the meeting space.

next Announce that the new government has found that it can provide only some of the items on the cards, so now everyone must agree on and eliminate 10 of the items that are posted on the wall. Allow for some discussion (and debate) on which cards should be elimi-nated.

What are Children’s Rights? (continued)


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As the pArticipAnts Determine which items to eliminate, remove their chosen cards and post them on a different wall. Then announce that more cuts are required, and the large group must eliminate 10 more items. Continue this process for as many rounds as you wish.

note thAt mAny if not all of the items eliminated were likely wants rather than needs. Engage the participants in a discussion using the following questions:

» What is the difference between wants and needs?

» Do wants and needs differ for different people?

» What would happen if the group had to continue eliminating needs?

(This activity is adapted from ABC: Teaching Human Rights: Practical Activities for Primary and Secondary Schools, by The United Nations [New York: United Nations Publications, 2003], pages 27–29. Copyright © 2003 by The United Nations. All rights reserved. Used with permission.)

What are Children’s Rights? (continued)


Activity Stepsinvite the pArticipAnts to close their eyes and imagine their large group with no teacher or leader and no behavior guidelines. Ask the following questions, with a brief pause between each, and invite the participants to visualize the answers in their mind:

» What does the group look like without the teacher or leader?

» Where are you in the room?

» What are you working on?

» What are the other participants doing?

» Imagine one person walks up to another and pushes him or her over. What happens?

Now ask the participants to open their eyes. Invite a few volunteers to share aloud the images they pictured.

explAin thAt you would like the participants to develop a group bill of rights so that everyone in the group is always treated fairly and can work in a healthy, safe, and productive environment. Write the word right on a sheet of newsprint and post it where all can see. Explain that a right is something that protects individuals and groups and helps them develop. Rights in the group would be a set of expectations that keeps everyone safe, ensures that everyone is treated fairly, and provides an environment where everyone can learn comfortably.

to help the pArticipAnts start brainstorming, write the following sentence starter on the newsprint, under the word right: “Every person in our group has the right to...” Ask for a vol-unteer to complete the sentence aloud. Encourage the participants to use this sentence starter to come up with ideas for their group bill of rights.

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TheRight to...in this Activity, the participants become aware that they, as children, are born with inherent rights. They will create their own bill of rights and list of responsibilities to be used throughout the times they gather.

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» sheets of newsprint, three for each small group of four or five, plus one extra

» markers, one for each small group of four or five, plus one extra



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4 now DiviDe the lArge group into small groups of four or five. Provide each small group with a marker and two sheets of newsprint. Again encourage the small groups to use the sentence starter you wrote on the board to brainstorm ideas for the group bill of rights. Ask that each small group choose a recorder who will write down all the ideas on the sheets of newsprint. Interrupt the small groups periodically and ask instructive questions, such as:

» Do you have something on your list that helps the participant who...

» wants to share information but is scared others will laugh?

» wants to join in the conversation but cannot hear very well?

» does not have a book to read because another person took two?

» is left out of things because she or he is not invited?

» is being threatened by someone?

when the smAll groups appear to be finished, ask them to look at their lists and select only five of the most important rights they wish to present to the large group. Distribute a third sheet of newsprint to each small group and ask the recorders to rewrite the five chosen rights on the new sheet. When the groups have their lists ready, ask them, one by one, to tape their lists to one of the walls and to present their work to the large group.

As the small groups read their rights one by one, have the rest of the participants agree or disagree on each right. If everyone (or the majority) agrees on a particular right, place a check mark beside that one and continue. If a small group presents something that you do not feel is a right, ask the participants if they think it is a right or a privilege (a privilege is more than a right; it is something granted as a particular benefit, advantage, or favor).

when All the smAll groups have presented, go through all the rights one by one and ask the participants to provide examples of the accompanying responsibilities (e.g., for the right to speak freely, a responsibility would be to not talk while others are talking). Note these responsibilities on the sheets of newsprint. Explain to the participants that they will be using their group bill of rights throughout the rest of the activities. Be sure to have these bill of rights sheets posted for each activity so the participants can reference them.

concluDe the Activity by asking the participants if they thought it was fair that they were the ones who decided on the group’s bill of rights. Ask them who they think should be involved in making a bill of rights for a country or the world. Explain that in the next activ-ity, they will begin exploring the Convention on the Rights of the Child, which was created by people all around the world.

The Right to... (continued)


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TheRight to Survivalin this Activity, the participants explore why children are denied the right to survival through the unequal distribution of resources in the world.

» 100 animal crackers

» a sheet of newsprint

» a marker


» copies of resource 3, “Chanry’s Story: Part 1,” found on page 28, one for every other pair of participants

» copies of resource 4, “Harris’s Story: Part 1,” found on page 27, one for every other pair of participants

» copies of handout 1, “Writing an Article,” found on pages 30-31, one for every two participants

» pens or pencils, one for every two participants

Activity StepsDiviDe the lArge group into five smaller groups. Distribute the animal crackers as follows: 86 to one group, 10 to another group, and the remaining four between the last three groups. Tell the participants to enjoy their snack. Allow them to resolve, or not resolve, the unequal distribution.

explAin thAt the Distribution of animal crackers to each group represents how money is shared among the world’s countries. Note the following:

» We use money to produce and purchase food and to provide health care, among other things. If the five groups represent the world’s population, we can see that many of the people in the last three groups go hungry and do not have adequate health care—all too often with serious consequences.

» About 27,000 thousand children under the age of 5—21 each minute—die every day, mainly from preventable causes.

Refer to a situation of hunger that is currently in the news. Help the participants understand that although a few countries make the news because of famine, many more face ongoing poverty and hunger that is not reported. Explain that although this situation is not fair, many people are working to change the situation so that everyone in the world can enjoy the rights to things such as food, health care, and education.


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write the title “Convention on the Rights of the Child” on a sheet of newsprint and post it where all can see. Explain that many countries in the world came together in 1989 to develop a bill of rights for the children in the world. Explain that this convention, or agree-ment, lists four kinds of rights, and that the participants will be reading about rights that can be grouped under a child’s right to survival.

unDer the title “Convention on the Rights of the Child,” write “Right to Survival.” Explain that the rights with this involve the most basic needs a child has. Ask the participants what they think some of these rights might be (e.g., food, shelter, clean water, primary health care) and list them on the newsprint as well.

Ask the pArticipAnts to form pairs. Provide half the pairs with a copy of resource 3, half the pairs with a copy of resource 4, and all the pairs with a copy of handout 1 and a pen or pencil. Explain that the stories they will read or hear about during this and other activities are based on real children’s lives. Tell the pairs to read the story on the resource and then to com-plete sections A, B, and C of the handout. Allow ample time for them to complete this task.

when the pAirs have completed parts A, B, and C of the handout, ask them to join with a pair that has read a different story. Invite the pairs to now ask each other questions 1–5 from part B of the handout and to offer their responses verbally, using their written answers as a guide.

gAther the pArticipAnts back into the large group and ask for volunteers to briefly explain the basic survival rights that were at risk in the stories they read. Then facilitate a brief discussion about how reducing poverty can help to ensure children’s survival rights.

Ask the pArticipAnts if they can see a connection between living in poverty and the survival rights of children (e.g., often poor people cannot meet their dietary, shelter, or health needs). Allow for a few responses. Then explain that in some parts of the world, including the United States, many people are getting poorer while others are becoming richer.

Ask the pArticipAnts what would help families meet the basic survival needs of their children. Distinguish between assistance-type responses such as food banks and clothing dona-tions, and justice-type responses such as adequate jobs and universal health care. Allow for a few responses.

concluDe by Asking the participants to summarize their learnings from this activity by completing this sentence starter: “The right to survival is...”

The Right to Survival (continued)


TheRight to Developin this Activity, the participants engage in a simulation activity to expe-rience the consequences of unequal access to education.

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» sheets of blank paper, one for each participant

» pens or pencils, one for each participant


» a marker

» copies of handout 1, “Writing an Article,” found on page 30-31, one for each participant

» copies of resource 5, “Chanry’s Story: Part 2,” found on page 32, one for every other pair of participants

» copies of resource 6, “Harris’ Story: Part 2,” found on page 33, one for every other pair of participants

Note: Using the masking tape, mark on the floor a section of the room where an eighth of the participants could sit comfortably. Then on the opposite side of the room, mark a sec-tion where the remaining seven-eighths could sit comfortably.

Activity Stepsinvite the pArticipAnts to sit in two groups. One group should consist of one-eighth of the participants and the other seven-eighths of the participants. Ask each group to sit in the designated locations you have marked with the tape. Place the sheets of blank paper and the pens or pencils at the front of the room. Ask two participants (one from each group) to come to the front of the room and divide the paper and pens or pencils into two piles, each person’s pile equivalent to the number of people in his or her group.

As this is being done, have the two groups switch places. The larger group will be crowded, while the smaller group will have more than enough space.

tell the pArticipAnts that they will be taking a spelling test. Explain that you will call out six words, and they must write them down on their own sheets of paper. Distribute the large pile of paper and pens or pencils to the smaller group and the smaller pile of paper and pens or pencils to the larger group.

begin cAlling out the spelling words (school, fair, share, group, problem, happy) quickly but at a speed at which most people in the small group will do well. Respond to any

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objections from the large group by telling them to do the best with what they have. Do not allow them to leave their places.

collect the pApers. Then explain that this was only a simulation. Ask the partici-pants in each group how they felt. Allow for several responses. Ask the two groups if they felt they should do anything about the unjust situation. If so what? Again, allow for several responses. Then ask why no one did do anything about the unjust situation. Again, allow for several responses. Finally, ask the participants what they think the activity was trying to show.

explAin thAt around 115 million children of primary school age, the majority of them girls, do not attend school. And that often in developing countries, even if there are schools, the students do not have enough materials or teachers. Explain that although this is not fair, many people are working to change the situation. write “Convention on the Rights of a Child” at the top of a sheet of newsprint, and just under it write “Right to Develop.” Post the newsprint where all can see. Explain that this set of rights deals with everything children need to reach their full potential, including education. Ask the participants if they can think of any other rights to develop (e.g., safe environment, con-structive play, advanced health care, opportunity to participate in music lessons and sports).

proviDe eAch pArticipAnt with a copy of handout 1. Be sure each participant also has a pen or pencil. Have the participants form pairs, and provide half the pairs with a copy of resource 5 and the other half with a copy of resource 6. Invite the pairs to read the story on the resource and then complete all of handout 1.

when the pAirs have completed the handout, ask them to join with a pair that has read a different story. Invite the pairs to now ask each other questions 1–5 from part B of the hand-out and to offer their responses verbally, using their written answers as a guide.

The Right to Develop (continued)


Thein this Activity, the participants create a drama based on their analysis and interpretation of real-life stories of children in need of protection.

» copies of resource 7, “Murugan’s Story,” found on page 34, one for half the participants in the large group

» copies of resource 8, “Marianna’s Story,” found on page 35, one for half the participants in the large group


» props for dramas (optional)


» a marker


Note: This is an extremely sensitive topic, and you should be prepared to react if a participant admits to being abused or to knowing someone who is being abused.

Activity Stepswrite “Convention on the Rights of the Child” at the top of a sheet of newsprint, and just under it write “Right to Protection.” Post the newsprint where all can see. Explain to the participants that today they are going to explore this right through stories and drama. Explain that this right means children have the right to be protected from all forms of abuse, neglect, and exploitation. Explain that this also means children have the right to be protected from war (you may wish to refer to a current area of conflict if possible).

DiviDe the lArge group into small groups of seven. Distribute to half the groups copies of resource 7, one for each participant. Distribute to the rest of the groups copies of resource 8, one for each participant. Ask the participants to read silently the story on the resource. When they have finished reading silently, ask one person in each small group to read the story aloud to the other group members.

invite the smAll groups to take some time to discuss their impressions of the story. Questions they may wish to consider and discuss include:

Right to Protection

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» Who is the main character?

» Where does the story take place?

» Why did the main character have this difficulty?

» What happened to change the main character’s life?

when the smAll groups have completed their discussions, explain that they are go-ing to act out their interpretation of the story and present it to the rest of the participants. Ex-plain that suggested roles are listed at the bottom of the resource. Explain that although they will be acting out what happened in the story, they may also go beyond the story and decide what might have happened before or after the story. Tell the participants that they must begin by creating a title for their improvisation and that they will have five minutes to present.

Note: For an alternative to drama, you might divide the large group into even smaller groups and ask the small groups to present the stories in a radio or TV version. You could also ask the participants to do various writing activities instead of the drama (e.g., rewrite the story with a different ending, write a journal entry as one of the characters in the story, create inter-view questions for one of the characters in the story and do the interview with a partner).

when the time is up, ask all the participants to sit on the floor. Ask each small group to state the title of its presentation and then present. At the end of each performance, congrat-ulate the performers and ask the following question:

» How else could the presentation have ended? Are there any other ways to ensure the char-acters would regain their rights?

concluDe the Activity by discussing with the participants what they should do if someone they know is being abused. It might be helpful to provide the participants with information such as guidance counselors’ names, names of local child assistance organizations, and child abuse hotlines.

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The Right to Protection (continued)


in this Activity, the participants practice their right to express them-selves by creating a children’s rights newsletter.

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» a sheet of newsprint » a marker » a roll of masking tape

» copies of handout 2, “Creating a Children’s Rights Newsletter,” found on page 36, one for each participant

Activity Stepswrite “Convention on the Rights of the Child” at the top of a sheet of newsprint, and just under it write “Right to Participate.” Post the newsprint where all can see. Explain that children have the right to take an active role in their community and country. This means that children can express their ideas and that their ideas should be considered, along with the ideas of others, in matters that affect their own lives. It does not mean that they, or anyone, should always get their own way. Explain that the Convention on the Rights of the Child recognizes that children can enrich decision-making processes and can participate as agents of change.

explAin to the pArticipAnts that they can participate in children’s rights in many ways. For example, they have already participated by creating the groups’ bill of rights in an ear-lier activity. Now they will participate in children’s rights by sharing their knowledge with others.

tell the pArticipAnts that they will be working in small groups to create a children’s rights newsletter. They will decide what to include in their newsletters and to whom to send it. Re-mind the participants that with the right to participate comes certain responsibilities. For example, they cannot use their right to speak freely to write about something that hurts someone.

explAin to the participants that in their small groups, they will collectively write an article and create one or more additional pieces for the newsletter (e.g., a cartoon or advertisement). Assure them that they will have plenty of time to produce their newsletters.

now DiviDe the large group into small groups of three and distribute to each person a copy of handout 2 and a pen or pencil. Review the handout with the participants. Provide plenty of time—at least 60 minutes—for the participants to complete the tasks listed. You may need to plan for additional gatherings for them to complete the assignment.

when the smAll groups have finished their newsletters, invite them to post their newsletters on a wall in the meeting space, and then invite everyone to spend some time read-ing and reviewing one another’s work.

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TheRight to Participate


Whatin this Activity, the participants discuss and determine the human and material resources every child needs to thrive.

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» sheets of newsprint large enough to make an outline of a participant’s body, one for each small group of three or four

» markers, one for each participant

Activity StepsDiviDe the lArge group into small groups of three or four. Provide each small group with a large sheet of newsprint. Distribute a marker to each participant. Invite the groups to draw an outline of a child by tracing one of their group members on the sheet of newsprint. Tell them to also give the child a name.

Ask them to DeciDe on the mental, physical, spiritual, and character qualities they want this ideal child to have as an adult (e.g., good health, a sense of humor, kindness). They should write these qualities inside the outline. They might also make symbols on or around the child to represent these ideal qualities (e.g., books to represent education). Allow ample time for the small groups to complete this task.

now invite the small groups to list the human and material resources the child will need to achieve these qualities (e.g., if the child is to be healthy, he or she will need food and health care). They should note these resources on the outside of the outline of the child. Again, allow ample time for the small groups to complete this task.

when All the groups are done, invite someone from each small group to come for-ward to “introduce” the new group member and to explain the choices his or her small group made for the child.

concluDe the Activity by engaging the participants in a large-group discussion about why these resources are necessary for any child to thrive, and what happens when these resources are not available.

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Every Child Needs


in this Activity, the participants explore the emphasis the Scriptures place on human rights.

» sheets of blank paper, one for each participant


» 11 copies of resource 9, “Prayer of the World’s Children,” found on page 37

» Bibles, one for each group of four or five

God-Given Rights

Activity Stepsbegin by Asking the participants to close their eyes and imagine what their lives might be like if they were children living in a developing country. You may wish to refer back to the sto-ries of Chanry, Harris, Murugan, or Mariana from previous activities, asking the participants to choose one of these children and to “put themselves in the shoes” of that child. Tell the partici-pants to consider what that child’s mornings, daytime, and evenings might be like; what kind of foods might he or she might eat (or not eat); what school might (or might not) be like; what the climate might be like, and so on. Allow a few moments for the participants to imagine.

Distribute to each participant a blank sheet of paper and a pen or pencil. Ask them to write a page expressing what came to mind as they experienced the visualization. Ask them to consider these questions:

» What did you experience during the day?

» How do you feel physically and emotionally?

» What are your fears?

» What are your hopes and dreams for the future?

Allow ample time for the participants to do their writing.

when All Are Done, invite a few volunteers to share their reflections with the large group. Then ask the participants why rights are so important. Allow for a few responses.

DiviDe the lArge group into small groups of three or four. Distribute a Bible to each group and assign each group one of the following passages:

1

2

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ne

ed

ed

ma

Te

ria

ls

Every Child Needs


» Micah 6:8

» Proverbs 31:8–9

» Matthew 18:1–5

» Matthew 19:13–14

Ask for one person in each small group to locate the Scripture passage and read it aloud to her or his group. Then ask the small groups to discuss the following questions:

» What is the key message of this passage?

» How does the passage relate to child rights?

gAther the pArticipAnts back into the large group and then invite a volunteer from each small group to read the small group’s assigned passage and offer a summary of the group’s discussion. Be sure the following key points are included in the discussion:

» Every human being is created in the image of God and is given a mandate to participate in God’s creation.

» God confirmed the value of each of us by the death and resurrection of Jesus Christ.

» We do not have rights simply because we exist, but because God chose to give us value and, therefore, rights.

» Allowing people to be what God intended them to be is the Christian basis for respect-ing human rights.

» Respect for the rights of others is a duty to God.

» We are to treat all as if they belong to God.

» The Scriptures calls us to continually think of the rights of others.

invite 11 volunteers to come forward to help lead the group in prayer. Provide each volunteer with a copy of resource 9. Ask that each volunteer read aloud one section of the prayer as noted on the resource. Invite everyone to take a moment to quiet themselves, and then invite all to pray.

(Steps 1–3 of this activity are drawn from ABC: Teaching Human Rights: Practical Activities for Primary and Second-ary Schools, by The United Nations [New York: United Nations Publications, 2003], page 29. Copyright © 2003 by The United Nations. All rights reserved. Used with permission.)

(The key points listed in step 5 of this activity are drawn from Protecting Children: A Biblical Perspective, by World Vision International [Monrovia, CA: World Vision International, 2002], pages 10–14. Copyright © 2002 by World Vision International. All rights reserved.)

» Matthew 21:14–16

» Mark 9:33–37

» Mark 10:13–16

» Luke 20:46–47

God-Given Rights (continued)

6

5


Poster, art, Video, and Writing contests and exhibitionsEncourage the participants to explore children’s human rights through poster, art, video, and writing contests. For example have the Convention on the Rights of the Child as a theme and ask the participants to design a poster illustrating one of the convention’s articles, or you could arrange an exhibition of the participants’ art at a gallery, library, or city hall.

“Best interests of the child” muralCreate a mural in a public space, such as on the boards outside a construction site or on a spe-cially created “wall” in a popular market area. Use poetry, art, and other imagery to explore what the “best interests of the child” means in the Convention on the Rights of the Child. Invite the participants and local artists in the community to take part. Organize a media event around a tour of the murals while they are being created or after they are completed.

declare your school or community “children’s rights conscious”Invite a prominent person (e.g., a school principal, the dean of a local university, the mayor of the town or city) to make the official declaration. Leave a permanent record of the event by hanging a plaque on the wall. Encourage people attending the event to make public statements about what they pledge to do to protect the human rights of children in their community or around the world. Invite the media to your event, and even have the Convention on the Rights of the Child (full text or plain-language version) reprinted in the local newspaper.

The Past and future of children’s rightsCreate a wall display highlighting significant national and international human rights events involving children during the first ten years of the Convention on the Rights of the Child. Cre-ate a parallel blank display—the same size as the first—and invite the participants to describe in images and words what they hope will happen in the next ten years and beyond. This activ-ity could also be conducted as part of an information fair or conference. An ideal location for this display would be along the sides of a well-traveled hallway.

(These activity ideas are drawn from the Amnesty International USA Web site, at amnestyusa.org, accessed June 30, 2008. Copyright © by Amnesty International USA. All rights reserved.)

AdditionalActivity Ideas


Cartoons for Children’s RightsCartoons for Children’s Rights is a UNICEF broadcast initiative that aims to inform people around the world about children’s rights. The cartoons are available for viewing at the UNICEF Web site.

ABC: Teaching Human Rights: Practical Activities for Primary and Secondary SchoolsAdditional curriculum resources are available for download at The United Nations Web site.

AdditionalChildren’s Rights Resources

HandoutsResources

c h i l d r e n ’ s r i g h t s . . .

and

Additional

c h i l d r e n ’ s r i g h t s f o r yo u a n d m e26

A Brief Overview: United Nations Convention on the Rights of the Child

THE CONvENTION ON THE RIGHTS Of THE CHIlD is the first legally binding inter-national instrument to incorporate the full range of human rights—civil, cultural, economic, politi-cal, and social rights. In 1989 world leaders decided that children needed a special convention just for them because people under age 18 often need special care and protection that adults do not. The leaders also wanted to make sure the world recognized that children have human rights too.

The convention sets out these rights in 54 articles and two optional protocol. It spells out the basic human rights that children everywhere have: the right to survival; to develop to the fullest; to protection from harmful influences, abuse, and exploitation; and to participate fully in family, cul-tural, and social life. The four core principles of the convention are nondiscrimination; devotion to the best interests of the child; the right to life, survival, and development; and respect for the views of the child. Every right spelled out in the convention is inherent to the human dignity and harmo-nious development of every child. The convention protects children’s rights by setting standards in health care; education; and legal, civil, and social services.

By agreeing to undertake the obligations of the convention (by ratifying or acceding to it), national governments have committed themselves to protecting and ensuring children’s rights, and they have agreed to hold themselves accountable for this commitment before the international community. 193 countries ratified the convention, the United States is not one of them.

survival and development rightsThese are rights to the resources, skills, and contributions necessary for the survival and full devel-opment of the child. They include rights to adequate food, shelter, clean water, formal education, primary health care, leisure and recreation, cultural activities, and information about their rights. These rights require not only the existence of the means to fulfill the rights but also access to them. Specific articles address the needs of child refugees, children with disabilities, and children of mi-nority or indigenous groups.

Protection rightsThese rights include protection from all forms of child abuse, neglect, exploitation, and cruelty, including the right to special protection in times of war and protection from abuse in the criminal justice system.

Participation rightsChildren are entitled to freedom to express their opinions and to have a say in matters affecting their social, economic, religious, cultural, and political life. Participation rights include the right to express opinions and to be heard, the right to information, and freedom of association. Engaging these rights as they mature helps children bring about the realization of all their rights and prepares them for an active role in society.

(The content of this resource is from the UNICEF Web site, at unicef.org, accessed June 30, 2008. Copyright © by UNICEF. All rights reserved.)

Resource 1: Permission to reproduce is granted. © 2008 by World vision Inc.

r e s o u r c e 1

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r e s o u r c e 2

Harris’ Story: Part 1hello, everyone. My name is Harris. I am 12 years old, and I live with my family in Malawi. If you look at a map, you will see that my country is in the middle of Africa surrounded by Zambia, Tanzania, and Mozambique. My country is very pretty and has a huge lake and a big range of mountains. I live in a small village with a river nearby. There are lots of hippopotami in the river, but we do not have to worry about them because they only come out to feed at night.

I have a very interesting story to tell you. I have to warn you... the first part is not very nice, but there is a good ending! Last year was one of the hardest years of my life. I had no energy to play or even eat. I was very, very sick. I had a disease called bilharzia. The disease is as bad as it sounds. I had a number of small worms living in my body. These worms feed on the blood inside people. They can produce hundreds of eggs inside some-one’s body in just one day. Because my body was working hard to get rid of the worms, my liver and kidneys became damaged. That made me very tired, and I had a lot of pain in my stomach. I can tell you how I got this disease. The river near my house has a special kind of snail where the eggs of these worms hatch. The worms then swim in the river, and if you walk or swim in the water, the small worms dig right through your skin.

I used to go swimming in the river, so I guess that is where I picked up the disease. My parents did not know what to do. The health center run by the government did not have the drugs I needed, and my parents could not afford to pay to take me to a private health center. My mother took me to my grandmother, and my grandmother gave me herbal tea to drink. Grandmother’s tea helps cure a lot of people with different diseases, but it did not help me this time.

The good news is that something did happen, so I did not stay sick. Our home is in an area with a program to help people with farming, school, and health care. I was tested along with other children in our area, and guess what? Half of us had the worms! So the people who run the program brought in some medicine. I took pills every day for two weeks, and now I feel great!

Once I got my energy back, I was able to return to school and to help my family with the chores. The program helped us to dig wells for clean water. And we all learned about why we got so sick and how to avoid it in the future. You can bet that I don’t go swim-ming in that river any more!

I know that eating good food will help me stay well, and I have decided to start my own garden. My father has given me a small piece of land and says I can grow what I want. I think I will grow corn and sweet potatoes. They will make me feel strong. Do you have a garden? I will write again soon.

Harris.

Resource 4: Permission to reproduce is granted. © 2008 by World vision, Inc.


Chanry’s Story: Part 1

r e s o u r c e 3

hello. My name is Chanry, and I am 11 years old. I live in Cambodia. Cambodia is in southeastern Asia. If you look on a map, you will find my country between Thailand and Vietnam. I live with my mother; father; 9-year-old sister, Bunthim; 7-year-old sister, Souvern; and thirteen-year-old brother, Bunthel. Because I am the oldest girl, I help take care of my younger sisters. My chores are to get water from the well, cut grass, and feed the two bullocks (big bulls), two pigs, twenty-seven chickens, and seven chicks. I also cook rice and soup. I started cooking when I was 6, and I like cooking the best.

When I was younger, life was more difficult. It was often hard to find food to cook. We did not have enough food in the house. Sometimes I did not get enough to eat and went to bed hungry. There are two main reasons why we did not have enough to eat. First, my father did not make enough money. He worked very hard and even had three jobs! He took care of rice production for the village, he grew rice in our fields and sold it, and he played the drums at festivals and marriages. But he still did not earn enough money for food. The second reason we did not have enough food is because of the drought. We had very little rain for two years. You probably know that rice needs a lot of water to grow, so with the dry weather, all our rice crops died. Without a crop, and with little money to buy rice, many people went hungry.

I am glad to tell you that things have changed now, and our lives are very different. I would like to tell you about two new programs in my village that help us to have enough food. The people in my village decided to create a rice bank. It is just like a bank, only you deposit and borrow rice instead of money! Here is how it works: If a family runs out of food during the dry season, the family can go to the rice bank and borrow rice. Then, when the rice crop comes in, the family gives back the rice and a little bit extra. That way, there is enough rice for everyone to eat all year, whether it is rainy or dry.

The other project that the people in my village started was the cow project. With some of the money donated by World Vision, our village bought cows. Of course we could not buy a cow for each family, so we decided to be creative. Some families now have a cow, and the rule is, when the cow has a female calf, the calf is given to another family! When that calf becomes a cow and has its own calf, the family gives the calf to someone else. That way all the families in the village get cows to keep or to sell and make money to buy food.

I am very happy now that my family and others are doing better. We all have more to eat. I still have to carry water, but even that has changed! We now have a well much closer to the house, and it is easier to carry water to the new vegetable garden we just started. I am very glad that people around the world care. With just a little bit of help to start out, we can do the work ourselves and make sure we all have enough to eat and drink.

Chanry


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Rights and Responsibility Cards

To be treated kindly To ask for help

To do my best To participate

To a clean and attractive meeting space To gather and meet in a safe place

To help others To be kind

To learn To tell adults what I am feeling

To be on time To follow directions

To use my time wisely To be listened to

To not be bullied by others To not bully others

To listen to others To treat others kindly




A. Read the story.

B. Reread the story and answer the following questions in writing:1. Who is the main character in the story?

2. Where does the story take place?

3. What difficulty did the main character have in the past?

4. Why did the main character have this difficulty?

5. What happened that changed the main character’s life?

C. Write a paragraph using the information from questions 1, 2, 3, and 4 (not 5).

Writing an Article

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Handout 1: Permission to reproduce is granted. © 2008 by World vision, Inc.

D. Write a paragraph using the information from question 5.

E. Write a paragraph explaining what you think about the story. How do you feel about what happened at the beginning of the story? At the end of the story? How is the main character’s life different from yours? What are your hopes for the main character?

Writing an Article



r e s o u r c e 5

hi, it’s chAnry, writing again from Cambodia. Did you have a chance to look on a map to see where I live? You may remember from my last letter that when I was younger, life was very dif-ficult. I want to tell you more about that time and how things have changed for me.

When I was younger, I could not go to school, even though I really wanted to. I knew that I wanted to be a teacher when I grew up—and I could only be a teacher if I attended school and passed my grades. Although I was upset about not being able to go to school, I understood the reasons. My parents did not have enough money to send me, and it was too difficult to get to the school when it rained.

In Cambodia students must pay money to go to school, to help pay for the teacher and school building. This does not usually cost too much, but the other things a student needs can be very expensive. Parents must pay for a school uniform (students cannot wear regular clothes to school), schoolbooks, paper, and other supplies. My parents simply could not afford to pay for school sup-plies when there was not enough money to put food on the table. Another reason I did not go to school is because when it rained, the river got bigger and bigger, and I wouldn’t be able to cross it to go to school. Sometimes students even got trapped on the other side and had to wait for hours to come home from school. That meant they got very wet and cold, and sometimes sick.

But the reason I wanted to write to you again is to tell you how much my life has changed and how happy I am. Now I can go to school because my father raises pigs! What do pigs have to do with school? Let me explain. My father has a lot of great ideas for projects; he just doesn’t have enough money to start them. In my last letter, I told you about how money from World Vision has been used in my village to help us start our own programs. Families can use some of this money to start small businesses. My father’s idea was to have a small business raising pigs. With the money he borrowed, my father bought a pig. When the pig was big enough, he sold it and made money. With this money, he bought two more pigs. When these pigs had piglets, he was able to sell them all. With the money he made, he was able to pay back his loan and now he does not owe any money. Best of all, my parents decided that they had enough money to buy food and send me and my brother and sisters to school!

I really like school. The school is about a mile away. We learn to read, draw, and count. We also learn about history and social science. I like reading the best, especially the traditional stories of my people, the Khmer. I also like school because I can play with my friends. At break, I play and skip rope with my five best friends.

My mother is also happy that I go to school. She never went to school. She likes the fact that I am learning, and she is happy that they teach us to respect adults and parents. Manners, such as greeting people properly, are very important in our culture.

You may be wondering what happens when it rains! With money from World Vision, we bought some cement, and the whole village worked for four days to build a canal to divert the water when it rains hard. My uncle is very smart and he designed the canal. When the river gets high, the water now goes through the canal and into the rice fields. When I grow up, I want to be smart like my uncle. I also want to be a teacher and help my village, just like my uncle. Now that I go to school, I know it is possible!

Chanry


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Harris’ Story: Part 2

r e s o u r c e 6

hello, everyone. This is Harris writing from Malawi again. Did you have a chance to look up where I live? I already told you we have a big lake. There are many fish in the lake, and a lot of people go fishing. I wonder if my country is anything like yours. It is very rainy from November to April, and it is very dry from May to October. It gets really hot in October.

I have some exciting news, but first I want to tell you what it was like last year. Last year was very difficult. For one thing, I was very sick, so it was hard to do my school-work. However, there was another problem. We did not have a good schoolhouse, and we had only one teacher for 60 children. Most days we held our classes outside under a tree because the old school was too small. That’s right—we had a school, but no walls or roof! The teacher would call us all in the morning, and we would sit on the grass and listen. It was hard to pay attention to the teacher when we had no blackboard. And I kept imagin-ing I heard elephants in the distance. It was also hard to learn because the teacher was so busy. With 60 children, she did not have time to make sure we all understood the lessons.

Our village did not have enough money to build a good schoolhouse. Teachers would not come to our school because they did not like teaching outside. I do have some good news, though. A few months ago, the parents in our area decided to do something about improving education in our village. They had a meeting, and everyone agreed—it’s hard to get a good education if you don’t have a decent building to learn in! So the first thing they did was raise money for a new school building. Some people in North America helped us with money for this project, and the work began!

One of the parents drew up plans. Next, the bricks, sand, cement, wood, doors, and windows were purchased. When everything was ready, all the families worked together to build the school. They even built a small house for a teacher so we would have a better chance of getting new teachers to come and teach us. The best part was when it was all ready. The whole community had a party! We love to dance in Malawi, and we did a lot of dancing that day!

Once the new school was finished, we were able to hire a second teacher. Most of the children go to school now. There are still some who miss school because they can’t afford the books or because their parents think it is better for them to be working. I think it is better to go to school. I am learning things that already help me. I like reading and writ-ing, but my favorite subject is farming. One of the fathers in the community comes in and teaches us how to plant seeds and take care of them.

Remember the little garden I told you about last time? I have a corn harvest already. Each day I pluck an ear of corn, roast it in a fire, and I have my lunch for school! When I finish school, I might become a truck driver, but my real dream is to be a pilot. I see the airplanes flying overhead, and I dream of what it would be like to be a pilot. I hope you can come visit sometime.

Harris




Murugan’s Storymy nAme is murugAn. I have a story to tell you, if you will listen. I am 12 years old, and I live in India. I live with my mother, father, and my younger brother and sister. My sister is married and has two children who also live with us. All nine of us live in our house, even though it has only one room with a porch!

The story I want to tell you begins three years ago. Both my mother and father were working hard. My father made Indian cigarettes, called beedis, and my mother worked in the fields. Together, by the end of the day, they made 30 rupees, or about one dollar. They did not earn very much, but with those 30 rupees, they could buy food for the nine of us. Two years ago, things began to get worse. My parents still earned about 30 rupees a day, but they could no longer buy enough food. Although they made the same amount of money, food was more expensive. We could only buy enough food for six people.

When my parents saw how hungry and sick we were, they went to a man in the village named Raja and asked to borrow some money. Raja gave them 3,000 rupees, or 100 dol-lars. A week later he came back to my parents and asked for the money back. They did not have it, so Raja said I would have to work for him until I had paid back the money my parents owed. I had to work, even though I was only 10 years old, because Raja would not wait for his money.

Every day I went to Raja’s house. There were two other children there. We would sit cross-legged and roll beedis until our fingers hurt. Raja made us put a matchbox between our chin and neck so we could not talk. I could not go home until I had made 2,000 ciga-rettes. That meant I had to work from 7 in the morning until 7 at night. I was very tired by the time I got home.

But all that has changed, and I am very happy now! Last year, on India’s Independence Day, a women’s group in my town paid Raja the money my parents owed him. I am now free! My parents will pay the women’s group the money used to set me free, but this group is not the same as Raja. They will wait for the money, and my parents can pay slowly. Best of all, I do not have to work to pay back the loan. I have never been to school, so I will not start now. I am learning how to be a tailor. This way I will earn a good living and be able to help my family so we will always have food. I am very glad that people from around the world care about children like me. The other two children I worked with are still there. It takes a long time to change things. I do not think it is fair for any child to work 12 hours a day, and I would like to see all children be free like me.

Murugan

Possible Roles: mother, father, Murugan, Raja, two other children that work with Muru-gan, woman from the women’s group


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Mariana’s Storyhello. My name is Mariana, and I am 10 years old. I have three little brothers. Mari-ana is a very popular name in Mexico where I live. Mexico is the country just south of the United States. Mexico has many cities, and I live in the biggest city of all, Mexico City. My mother came to Mexico City looking for work. Our father had left us to go to the city, saying he would find a job and buy a house for us to live in. We never heard from him again. In the country, it is very hard for women to get jobs, so we packed everything into suitcases, and off we went to the city!

It sure wasn’t easy. The rent and food and buses are all so expensive here! Finally my mother found a job as a security guard in a factory, and we were able to rent a small house. It had a kitchen, a bathroom, a small living room, and two small bedrooms. My mother had to work long hours at the factory, six days a week, and she was always tired.

To be honest, things were not going very well for our family. I could not go to school because I had to look after my brothers, even though I was only 9! Finally, my mother decided to leave us at my aunt’s house every day. My aunt did not like us very much. She used to yell at us and threaten us with a broom. Sometimes she would hit us. I wanted to tell my mother, but my aunt said that if I told anyone, she would beat us even more.

One day when my mother was helping me put on my dress, she noticed the bruises on my arm. She made me tell her what happened. She said that we would never have to go to our aunt’s house again. But where else could we go? We started staying at home again, but we were all so little. Our neighbors talked to my mother and told her about the Tlahuac shelter for children.

That’s when things started to get better. Until my mother is able to take care of us, my brothers and I now live at the shelter. I really miss my mother, but I also really like living here. I go to school and no longer have to worry about my brothers. We have good food, and I am given things like good clothes, toys, and schoolbooks that my mother would not be able to provide. The woman who takes care of us, Ana, is very nice, and I really like my teacher at the school. I am going to study very hard so I can make changes. I want to help other poor people like me. I would like to be a lawyer. I want to make sure that children are safe. I am going to make a difference.

Mariana

Possible Roles: Mariana, mother, brothers, aunt, Ana, teacher


Murugan’s Story


you will be creating a newsletter to share with others. There will be three people in your group. You will decide what to put in your newsletter. Follow the guidelines below, and have fun telling others about children’s rights!

» Your group will need to write one article and create at least one other piece for the newsletter (a cover, cartoon, picture, or advertisement). You have two choices for your article:

» Write about one of the stories presented in one of the previous activities, but choose a story that you have not worked on.

» Write about anything to do with children’s rights. For example:

» Identify an emergency somewhere in the world and write about how it affects children’s rights.

» Write about an environmental issue and how it affects children’s rights.

» Write a story on a child safety issue and what should be done about it.

» Write a story about violent TV messages and video games and how they affect children’s rights.

» Include a piece in your newsletter that encourages others to get involved in children’s rights and suggest ways for the readers to get involved (create posters, write letters to local authorities or media, raise funds, visit a local nongovernment organization, give to a food bank, and so on).

Handout 2: Permission to reproduce is granted. © 2008 by World vision, Inc.

Creating a Children’s Rights Newsletter

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We are the world’s children.We are the victims of exploitation and abuse.We are street children.We are the children of war.We are victims and orphans of HIV and AIDS.We are denied quality education and health care.We are victims of political, economic, cultural, religious, and environmental discrimination.We are children whose voices are not being heard.We pray for a world fit for children, because a world fit for us is a world fit for everyone.

We pray for respect for the rights of the child:We pray for governments and adults having a real and effective commitment to the prin-

ciple of children’s rights outlined in the United Nations Convention on the Rights of the Child to all children,

We pray for safe, secure, and healthy environments for children in families, communities, and nations.

We pray for an end to exploitation, abuse, and violence:We pray for laws that protect children from exploitation and abuse being implemented

and respected by all,We pray for programs that help to rebuild the lives of victimized children.

We pray for an end to war:We pray that world leaders resolve conflict through peaceful dialogue instead of through

force,We pray that child refugees and child victims of war are protected in every way and have

the same opportunities as all other children,We pray for disarmament, the elimination of the arms trade, and an end to the use of child

soldiers.

We pray for health care:We pray for affordable and accessible life-saving drugs and treatment for all children,We pray for strong and accountable partnerships established among all to promote better

health for children.

We pray for the eradication of HIV and AIDS:We pray for educational systems that include HIV prevention programs,We pray for available and accessible medical treatment for HIV and AIDS,We pray for orphans of AIDS,We pray that children living with HIV and AIDS are well cared for and enjoy the same

opportunities as all other children.

r e s o u r c e 9

Prayer of the World’s Children

—continued on page 36

Creating a Children’s Rights Newsletter


We pray for an end to the vicious cycle of poverty:We pray for anti-poverty programs that bring about transparency in expenditure and give

attention to the needs of all children,We pray for cancellation of countries’ debts so that all countries can invest in progress for

children.

We pray for education:We pray for equal opportunities and access to quality education that is free and compulsory,We pray for school environments in which children feel happy about learning,We pray for education for life that goes beyond the academic and includes lessons in un-

derstanding, human rights, peace, acceptance, and active citizenship.

We pray for the active participation of children:We pray for raised awareness and respect among people of all ages about every child’s

right to full and meaningful participation, in the spirit of the Convention on the Rights of the Child,

We pray that children are actively involved in decision making at all levels and in plan-ning, implementing, monitoring, and evaluating all matters affecting the rights of the child,

We pray for an equal partnership in this work for children’s rights,We pray for adults’ commitment and support.

We know, O Lord, we the children are not the sources of problems; we are the resources that are needed to solve them.

We are not expenses; we are investments.We are not just young people; we are people and citizens of this world.We pray that as adults we will defend children’s rights with the same passion we have now

as children.We pray that we will treat each other with dignity and respect.We pray that we are open and sensitive to our differences.

We are the children of the world, and despite our different backgrounds, we share a com-mon reality, O Lord.

We are all your children, uniting to make the world reflect your mercy and your justice.Hear our cries, O Lord, and let our bodies and souls be healed as the world is healed.

Amen.

(Adapted from a document prepared by the children of the world and delivered to the United Nations General Assembly at the Special Session on Children, May 2002.)

Resource 9: Permission to reproduce is granted. © 2008 by World Vision, Inc.

Prayer of the World’s Children (continued)

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»About World visionworlD vision is a Christian humanitarian organi-zation dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, World Vision serves along-side the poor and oppressed as a demonstration of God’s unconditional love for all people.

We see a world where each child experiences “fullness of life” as described in John 10:10. And we know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World Vision is unique: We bring 60 years of experience in three key areas needed to help children and families thrive: emergency relief, long-term development, and advocacy.

And we bring all of our skills across many areas of expertise to each community we work in, enabling us to care for children’s physical, social, emotional, and spiritual well-being. Partnering with World Vision provides tangible ways to honor God and put faith into action. By working, we can make a lasting difference in the lives of children and families who are struggling to overcome poverty. To find out more about how you can help, visit www.worldvision.org.

About worlD vision resources

Ending global poverty and injustice begins with education: understanding the magnitude and causes of poverty, its impact on human dignity, and our connection to those in need around the world.

World Vision Resources is the publishing ministry of World Vision. World Vision Resources educated Christians about global poverty, inspires them to respond, and equips them with innovative resources to make a difference in the world.

For more information about our resources, contact:

World Vision ResourcesMail Stop 321P.O. Box 9716Federal Way, WA 98063-9716Fax: [email protected]

Copyright © 2008 by World Vision, Inc.

Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716

worldvision.org

In 1989, world leaders decided that children needed a special convention just for them because people younger than 18 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 spells out the basic human rights that children everywhere have: to survival; to development to the fullest; to protec-tion from harmful influences, abuse and exploitation; and to full participation in family, cultural, and social life. The four core principles of the convention are nondiscrimination; devotion to the best interests of the child; the right to life, survival, and development; and respect for the views of the child.

The Children’s Rights for You and Me curriculum educates young people in grades 3 to 6, about the inherent rights of all children. By actively participating in simulations and by reading real-life stories, young people will begin to empathize with other children in dif-ficult situations.

The Children’s Rights for You and Me curriculum helps young people:

» become aware that they, as children, are born with inherent rights » explore why children are denied the right to survival through the unequal distribution

of resources in the world » recognize the consequences of unequal access to education » identify the differences between rights and responsibilities » discuss and determine the human and material resources every child needs to thrive » explore the emphasis the Scriptures place on human rights

Documents

Children's Rights for You and Me - An Educational Curriculum