legal or moral entitlements

of the species homo sapiens

Human Rights

basic freedoms and rights that all people are entitled to

Human Rights

basic freedoms and rights that all people are entitled to

Human Rights

Human rights treaties

UN Declaration of Human

Rights

International Criminal

Court

Women’s rights

Humanitarian rights

Indigenous people

Civil and political rights

Social, cultural and economic

rights

Children’s rights

DevelopmenDevelopmentt

People with a

disability

Stage 5

5A2 Changing Australian Communities

5A1 Investigating Australia’s Physical Environments

5A3 Issues in Australian Environments

Human Rights @ Stage 5

5A4 Australia in Its Regional and Global Contexts

Stage 5

Human Rights @ Stage 5

Students learn about

Future challenges for Australia in relation to human rights

Outcomes

5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information

5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales

5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship

8.2 Preliminary course

8.2.2 Global challenges

Option 3 – Development Geography

Option 4 – Natural Resource Use

8.2.1 Biophysical Interactions

8.2.3 Senior Geography Project

Option 2 – Political Geography

Option 1 – Cultural integration

Population Geography

Human Rights @ Stage 6

8.3 HSC course

8.2 Preliminary course

8.2.2 Global challenges

Human Rights @ Stage 6

Option 3 – Development Geography

Students learn about

The nature of development

Issues arising from spatial patterns of development such as access to food, shelter, social support, health and educational opportunities

@ Stage 6@ Stage 6Human Rights and Development

Investigate and communicate geographically by asking and addressing questions such as…

Students learn to

How can spatial inequality be defined?

What factors cause poverty and inequality?

How are human rights affected by poverty and inequality?

What are the impacts and issues of development?

How can we address these issues?

using information technology to collect and synthesise data relevant to development and human rights

the relevance of a geographical understanding of global challenges to a particular vocation

@ Stage 6@ Stage 6Human Rights and Development

Identify or apply methods and tools useful in the workplace such as…

Students learn to

Knowledge and understanding about

@ Stage 6@ Stage 6Human Rights and Development

Students will develop

the global and local forces which impacts on people, urban places and economic activity

the contribution of a geographical perspective

@ Stage 6@ Stage 6Human Rights and Development

Students will develop

Skills to

investigate geographically

communicate geographically

@ Stage 6@ Stage 6Human Rights and Development

Students will develop

Values and attitudes towards

a just society

active and informed citizenship

responsible, autonomous life-long learning

Understanding development

Gross Domestic Product (GDP)

Total market value of all goods and services produced by labour and property located in a region, usually a country

Human Development Index (HDI)

Measurement that combines indicators of life expectancy, educational attainment and income

Used by the United Nations Development Program (UNDP) in their annual Human Development Report

Understanding development

Source: UNDP

UN Human Development Index for 2006

Factors that cause inequality

©FA

O/A

mi V

itale

+

The International Covenant on Economic, Social and Cultural rights (1966) recognises the right to adequate food

Governments must ensure food security:

access, availability, utilisation and stability

Access to food

= essential

Global map of hunger

© Maplecroft Maps http://maps.maplecroft.com

Source data: UN FAO, UNICEF, WHO

Access to food

Some statistics…

Greater than one third of children are malnourished and

6 million children die of causes related to malnutrition

852 million people are chronically hungry due to extreme poverty

Between 1960 and 1990:

world cereal production more than doubled

food production increased by one-third

daily intake of calories increased by one-third

real food prices fell by almost half

How can we address these issues?

Source: Global Education Project, FAO

Development and access to food

Challenges this century…

Produce more food, fuel wood and other agricultural commodities with less land and less water

Conserve and sustain biodiversity and the natural environment

Did you know…there is no overall world food shortage?

Did you think…malnourishment was caused by a lack of food supply?

Access to food is not evenly distributed in the world.The main cause of malnourishment is poverty rather than lack of food supply.

©FAO/Ami Vitale

Millennium Development Goals

Written and declared by the UN in 2000

Agreed set of goals that address universal human rights and social justice

To be achieved by 2015

Example: Reduce by half the proportion of people who suffer from hunger

Questions

Are the goals achievable?

How are they measured?

Has any progress been made so far?

World Food Day

16th October every year

“The right to food is the inherent human right of every woman, man, girl and boy, wherever they live on this planet.”

http://www.fao.org/wfd2007

Assessment Task

Develop a slideshow, podcast or slidecast that analyses ONE of the following issues arising from spatial patterns of inequality:

Shelter

Social Support

Health

Educational opportunities

Proportion of total assessment: 20%

Length: Approximately 10 minutes

8.2 Preliminary course

8.2.2 Global challengesOption 3 – Development Geography

OutcomesP5 examines the geographical nature of global challenges confronting humanity

P8 selects, organises and analyses relevant geographical information from a variety of sources

P9 use maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries

P12 communicates geographical information, ideas and issues using written and/or oral, cartographic and graphic forms

Assessment Task

ToolsMaps, graphs, statistics, GIS where necessary

Assessment Task Marking CriteriaCriteria Mark

Presents a sustained, logical and well-structured answer to the questionDemonstrates deep understanding of the geographical issueIllustrates answer with the use of case studiesClearly selected, organised and analysed relevant geographic information from a range of appropriate resources and evaluated it for usefulness and accuracyUses maps, graphs and statistics and photographs to conduct geographical inquiries

16-20

Describes the geographical issueDemonstrates good understanding of the geographical issueSelects, organises and analyses relevant geographic information from a variety of sourcesUses maps, graphs and statistics and photographs to conduct geographical inquiries

10-15

Describes the geographical issueSelects, organises and analyses relevant geographic informationUses maps, graphs and statistics and photographs to conduct geographical inquiries

5-9

Describes the geographical issueSelects geographic informationUses appropriate geographic terms

0-4

This slideshow…Human Rights WatchUnited Nations (FAO, UNEP, UNDP, UNHCR, etc)UN Human Development ReportGlobal Education ProjectMaplecroft MapsAmnesty InternationalWorld Health OrganisationUnited Nations Children’s FundAustralian Human Rights and Equal Opportunity CommissionMillennium Development ProgramPermaculture Research Institute of AustraliaOXFAMAusAidWorld Development MovementFair Trade Association of Australia and New Zealand

Resources

these organisations for links…