Upload
teachers-without-borders
View
216
Download
0
Embed Size (px)
Citation preview
8/8/2019 PART 6 of 6 - Appendices
1/37
1
Appendices
1.UniversalDeclarationofHumanRightsPreambleWhereasrecognitionoftheinherentdignityandof
theequalandinalienablerightsofallmembersof
thehumanfamilyisthefoundationoffreedom,
justiceandpeaceintheworld,
Whereasdisregardandcontemptforhuman
rightshaveresultedinbarbarousactswhichhave
outragedtheconscienceofmankind,andthe
adventofaworldinwhichhumanbeingsshall
enjoyfreedomofspeechandbeliefandfreedom
fromfearandwanthasbeenproclaimedasthe
highestaspirationofthecommonpeople,
Whereasitisessential,ifmanisnottobecompelledtohaverecourse,asalastresort,to
rebellionagainsttyrannyandoppression,that
humanrightsshouldbeprotectedbytheruleof
law,
Whereasitisessentialtopromotethedevelopmentoffriendlyrelationsbetween
nations,
WhereasthepeoplesoftheUnitedNationshaveintheCharterreaffirmedtheirfaithinfundamental
humanrights,inthedignityandworthofthe
humanpersonandintheequalrightsofmenandwomenandhavedeterminedtopromotesocial
progressandbetterstandardsoflifeinlarger
freedom,
WhereasMemberStateshavepledgedthemselvestoachieve,incooperationwiththeUnitedNations,
thepromotionofuniversalrespectforand
observanceofhumanrightsandfundamental
freedoms,Whereasacommonunderstandingoftheserightsandfreedomsisofthegreatestimportanceforthe
fullrealizationofthispledge,
Now,therefore,
TheGeneralAssembly
proclaims
ThisUniversalDeclarationofHumanRights
asacommonstandardofachievementforall
peoplesandallnations,totheendthatevery
individualandeveryorganofsociety,keepingthis
Declarationconstantlyinmind,shallstriveby
teachingandeducationtopromoterespectfor
theserightsandfreedomsandbyprogressive
measures,nationalandinternational,tosecure
theiruniversalandeffectiverecognitionand
observance,bothamongthepeoplesofMember
Statesthemselvesandamongthepeoplesofterritoriesundertheirjurisdiction.
Article1Allhumanbeingsarebornfreeandequalin
dignityandrights.Theyareendowedwithreason
andconscienceandshouldacttowardsone
anotherinaspiritofbrotherhood.
Article2Everyoneisentitledtoalltherightsandfreedoms
setforthinthisDeclaration,withoutdistinctionof
anykind,suchasrace,colour,sex,language,
religion,politicalorotheropinion,nationalorsocialorigin,property,birthorotherstatus.
Furthermore,nodistinctionshallbemadeonthe
basisofthepolitical,jurisdictionalorinternational
statusofthecountryorterritorytowhicha
personbelongs,whetheritbeindependent,trust,
non-self-governingorunderanyotherlimitation
ofsovereignty.
Article3Everyonehastherighttolife,libertyandsecurity
ofperson.
Article4Nooneshallbeheldinslaveryorservitude;
slaveryandtheslavetradeshallbeprohibitedin
alltheirforms.
Article5Nooneshallbesubjectedtotortureortocruel,
inhumanordegradingtreatmentorpunishment.
8/8/2019 PART 6 of 6 - Appendices
2/37
2
Article6Everyonehastherighttorecognitioneverywhere
asapersonbeforethelaw.
Article7Allareequalbeforethelawandareentitled
withoutanydiscriminationtoequalprotectionofthelaw.Allareentitledtoequalprotectionagainst
anydiscriminationinviolationofthisDeclaration
andagainstanyincitementtosuchdiscrimination.
Article8Everyonehastherighttoaneffectiveremedyby
thecompetentnationaltribunalsforactsviolating
thefundamentalrightsgrantedhimbythe
constitutionorbylaw.
Article9Nooneshallbesubjectedtoarbitraryarrest,
detentionorexile.
Article10Everyoneisentitledinfullequalitytoafairand
publichearingbyanindependentandimpartial
tribunal,inthedeterminationofhisrightsand
obligationsandofanycriminalchargeagainst
him.
Article11(1)Everyonechargedwithapenaloffencehasthe
righttobepresumedinnocentuntilprovedguilty
accordingtolawinapublictrialatwhichhehas
hadalltheguaranteesnecessaryforhisdefence.
(2)Nooneshallbeheldguiltyofanypenaloffence
onaccountofanyactoromissionwhichdidnot
constituteapenaloffence,undernationalor
internationallaw,atthetimewhenitwas
committed.Norshallaheavierpenaltybe
imposedthantheonethatwasapplicableatthe
timethepenaloffencewascommitted.
Article12Nooneshallbesubjectedtoarbitraryinterference
withhisprivacy,family,homeorcorrespondence,
nortoattacksuponhishonourandreputation.
Everyonehastherighttotheprotectionofthelaw
againstsuchinterferenceorattacks.
Article13(1)Everyonehastherighttofreedomof
movementandresidencewithinthebordersof
eachState.
(2)Everyonehastherighttoleaveanycountry,
includinghisown,andtoreturntohiscountry.
Article14(1)Everyonehastherighttoseekandtoenjoyin
othercountriesasylumfrompersecution.
(2)Thisrightmaynotbeinvokedinthecaseof
prosecutionsgenuinelyarisingfromnon-political
crimesorfromactscontrarytothepurposesand
principlesoftheUnitedNations.
Article15(1)Everyonehastherighttoanationality.
(2)Nooneshallbearbitrarilydeprivedofhis
nationalitynordeniedtherighttochangehis
nationality.
Article16(1)Menandwomenoffullage,withoutany
limitationduetorace,nationalityorreligion,have
therighttomarryandtofoundafamily.Theyare
entitledtoequalrightsastomarriage,during
marriageandatitsdissolution.(2)Marriageshallbeenteredintoonlywiththe
freeandfullconsentoftheintendingspouses.
(3)Thefamilyisthenaturalandfundamental
groupunitofsocietyandisentitledtoprotection
bysocietyandtheState.
Article17(1)Everyonehastherighttoownpropertyalone
aswellasinassociationwithothers.
(2)Nooneshallbearbitrarilydeprivedofhis
property.
Article18Everyonehastherighttofreedomofthought,
conscienceandreligion;thisrightincludes
freedomtochangehisreligionorbelief,and
freedom,eitheraloneorincommunitywithothers
andinpublicorprivate,tomanifesthisreligionor
beliefinteaching,practice,worshipand
observance.
Article19Everyonehastherighttofreedomofopinionand
expression;thisrightincludesfreedomtohold
opinionswithoutinterferenceandtoseek,receive
andimpartinformationandideasthroughanymediaandregardlessoffrontiers.
Article20(1)Everyonehastherighttofreedomofpeaceful
assemblyandassociation.
(2)Noonemaybecompelledtobelongtoan
association.
8/8/2019 PART 6 of 6 - Appendices
3/37
3
Article21(1)Everyonehastherighttotakepartinthe
governmentofhiscountry,directlyorthrough
freelychosenrepresentatives.
(2)Everyonehastherighttoequalaccessto
publicserviceinhiscountry.
(3)Thewillofthepeopleshallbethebasisoftheauthorityofgovernment;thiswillshallbe
expressedinperiodicandgenuineelectionswhich
shallbebyuniversalandequalsuffrageandshall
beheldbysecretvoteorbyequivalentfreevoting
procedures.
Article22Everyone,asamemberofsociety,hastherightto
socialsecurityandisentitledtorealization,
throughnationaleffortandinternationalco-
operationandinaccordancewiththeorganizationandresourcesofeachState,oftheeconomic,
socialandculturalrightsindispensableforhisdignityandthefreedevelopmentofhis
personality.
Article23(1)Everyonehastherighttowork,tofreechoice
ofemployment,tojustandfavourableconditions
ofworkandtoprotectionagainstunemployment.
(2)Everyone,withoutanydiscrimination,hasthe
righttoequalpayforequalwork.
(3)Everyonewhoworkshastherighttojustand
favourableremunerationensuringforhimselfandhisfamilyanexistenceworthyofhumandignity,
andsupplemented,ifnecessary,byothermeansofsocialprotection.
(4)Everyonehastherighttoformandtojoin
tradeunionsfortheprotectionofhisinterests.
Article24Everyonehastherighttorestandleisure,
includingreasonablelimitationofworkinghours
andperiodicholidayswithpay.
Article25(1)Everyonehastherighttoastandardofliving
adequateforthehealthandwell-beingofhimself
andofhisfamily,includingfood,clothing,housingandmedicalcareandnecessarysocialservices,
andtherighttosecurityintheeventof
unemployment,sickness,disability,widowhood,
oldageorotherlackoflivelihoodin
circumstancesbeyondhiscontrol.
(2)Motherhoodandchildhoodareentitledto
specialcareandassistance.Allchildren,whether
borninoroutofwedlock,shallenjoythesame
socialprotection.
Article26(1)Everyonehastherighttoeducation.Education
shallbefree,atleastintheelementaryand
fundamentalstages.Elementaryeducationshallbecompulsory.Technicalandprofessional
educationshallbemadegenerallyavailableand
highereducationshallbeequallyaccessibletoall
onthebasisofmerit.
(2)Educationshallbedirectedtothefull
developmentofthehumanpersonalityandtothe
strengtheningofrespectforhumanrightsand
fundamentalfreedoms.Itshallpromote
understanding,toleranceandfriendshipamongall
nations,racialorreligiousgroups,andshall
furthertheactivitiesoftheUnitedNationsforthe
maintenanceofpeace.
(3)Parentshaveapriorrighttochoosethekindofeducationthatshallbegiventotheirchildren.
Article27(1)Everyonehastherightfreelytoparticipatein
theculturallifeofthecommunity,toenjoythearts
andtoshareinscientificadvancementandits
benefits.
(2)Everyonehastherighttotheprotectionofthe
moralandmaterialinterestsresultingfromany
scientific,literaryorartisticproductionofwhich
heistheauthor.
Article28Everyoneisentitledtoasocialandinternational
orderinwhichtherightsandfreedomssetforthin
thisDeclarationcanbefullyrealized.
Article29(1)Everyonehasdutiestothecommunityin
whichalonethefreeandfulldevelopmentofhis
personalityispossible.
(2)Intheexerciseofhisrightsandfreedoms,
everyoneshallbesubjectonlytosuchlimitations
asaredeterminedbylawsolelyforthepurposeof
securingduerecognitionandrespectfortherights
andfreedomsofothersandofmeetingthejustrequirementsofmorality,publicorderandthe
generalwelfareinademocraticsociety.
(3)Theserightsandfreedomsmayinnocasebe
exercisedcontrarytothepurposesandprinciples
oftheUnitedNations.
8/8/2019 PART 6 of 6 - Appendices
4/37
4
Article30NothinginthisDeclarationmaybeinterpretedas
implyingforanyState,grouporpersonanyright
toengageinanyactivityortoperformanyact
aimedatthedestructionofanyoftherightsand
freedomssetforthherein.
G.A.res.217A(III),U.N.DocA/810at71(1948)AdoptedonDecember10,1948bytheGeneral
AssemblyoftheUnitedNations(withoutdissent)
Availableat:
http://www.udhr.org/UDHR/default.htm
8/8/2019 PART 6 of 6 - Appendices
5/37
5
2.ConventionontheRightsoftheChild
ConventionontheRightsoftheChild
Adoptedandopenedforsignature,ratificationandaccessionbyGeneralAssemblyresolution44/25of20
November1989
Entryintoforce2September1990,inaccordancewitharticle49
PreambleTheStatesPartiestothepresentConvention,
Consideringthat,inaccordancewiththe
principlesproclaimedintheCharteroftheUnited
Nations,recognitionoftheinherentdignityandof
theequalandinalienablerightsofallmembersofthehumanfamilyisthefoundationoffreedom,
justiceandpeaceintheworld,
BearinginmindthatthepeoplesoftheUnited
Nationshave,intheCharter,reaffirmedtheirfaith
infundamentalhumanrightsandinthedignity
andworthofthehumanperson,andhave
determinedtopromotesocialprogressandbetter
standardsoflifeinlargerfreedom,
RecognizingthattheUnitedNationshas,inthe
UniversalDeclarationofHumanRightsandinthe
InternationalCovenantsonHumanRights,proclaimedandagreedthateveryoneisentitledto
alltherightsandfreedomssetforththerein,
withoutdistinctionofanykind,suchasrace,
colour,sex,language,religion,politicalorother
opinion,nationalorsocialorigin,property,birth
orotherstatus,
Recallingthat,intheUniversalDeclarationof
HumanRights,theUnitedNationshasproclaimed
thatchildhoodisentitledtospecialcareand
assistance,
Convincedthatthefamily,asthefundamentalgroupofsocietyandthenaturalenvironmentfor
thegrowthandwell-beingofallitsmembersand
particularlychildren,shouldbeaffordedthe
necessaryprotectionandassistancesothatitcan
fullyassumeitsresponsibilitieswithinthe
community,
Recognizingthatthechild,forthefulland
harmoniousdevelopmentofhisorher
personality,shouldgrowupinafamily
environment,inanatmosphereofhappiness,love
andunderstanding,
Consideringthatthechildshouldbefully
preparedtoliveanindividuallifeinsociety,andbroughtupinthespiritoftheidealsproclaimedin
theCharteroftheUnitedNations,andin
particularinthespiritofpeace,dignity,tolerance,
freedom,equalityandsolidarity,
Bearinginmindthattheneedtoextendparticular
caretothechildhasbeenstatedintheGeneva
DeclarationoftheRightsoftheChildof1924and
intheDeclarationoftheRightsoftheChild
adoptedbytheGeneralAssemblyon20
November1959andrecognizedintheUniversal
DeclarationofHumanRights,intheInternational
CovenantonCivilandPoliticalRights(inparticularinarticles23and24),inthe
InternationalCovenantonEconomic,Socialand
CulturalRights(inparticularinarticle10)andin
thestatutesandrelevantinstrumentsof
specializedagenciesandinternational
organizationsconcernedwiththewelfareof
children,
Bearinginmindthat,asindicatedinthe
DeclarationoftheRightsoftheChild,"thechild,
byreasonofhisphysicalandmentalimmaturity,
needsspecialsafeguardsandcare,including
appropriatelegalprotection,beforeaswellasafterbirth",
RecallingtheprovisionsoftheDeclarationon
SocialandLegalPrinciplesrelatingtothe
ProtectionandWelfareofChildren,withSpecial
ReferencetoFosterPlacementandAdoption
NationallyandInternationally;theUnitedNations
StandardMinimumRulesfortheAdministration
8/8/2019 PART 6 of 6 - Appendices
6/37
6
ofJuvenileJustice(TheBeijingRules);andthe
DeclarationontheProtectionofWomenandChildreninEmergencyandArmedConflict,
Recognizingthat,inallcountriesintheworld,
therearechildrenlivinginexceptionallydifficultconditions,andthatsuchchildrenneedspecial
consideration,
Takingdueaccountoftheimportanceofthe
traditionsandculturalvaluesofeachpeoplefor
theprotectionandharmoniousdevelopmentof
thechild,Recognizingtheimportanceof
internationalco-operationforimprovingthe
livingconditionsofchildrenineverycountry,in
particularinthedevelopingcountries,
Haveagreedasfollows:
PartI
Article1ForthepurposesofthepresentConvention,a
childmeanseveryhumanbeingbelowtheageof
eighteenyearsunlessunderthelawapplicableto
thechild,majorityisattainedearlier.
Article21.StatesPartiesshallrespectandensurethe
rightssetforthinthepresentConventiontoeach
childwithintheirjurisdictionwithout
discriminationofanykind,irrespectiveofthe
child'sorhisorherparent'sorlegalguardian's
race,colour,sex,language,religion,politicalorotheropinion,national,ethnicorsocialorigin,
property,disability,birthorotherstatus.
2.StatesPartiesshalltakeallappropriate
measurestoensurethatthechildisprotected
againstallformsofdiscriminationorpunishment
onthebasisofthestatus,activities,expressed
opinions,orbeliefsofthechild'sparents,legal
guardians,orfamilymembers.
Article31.Inallactionsconcerningchildren,whether
undertakenbypublicorprivatesocialwelfareinstitutions,courtsoflaw,administrative
authoritiesorlegislativebodies,thebestinterests
ofthechildshallbeaprimaryconsideration.
2.StatesPartiesundertaketoensurethechild
suchprotectionandcareasisnecessaryforhisor
herwell-being,takingintoaccounttherightsand
dutiesofhisorherparents,legalguardians,or
otherindividualslegallyresponsibleforhimorher,and,tothisend,shalltakeallappropriate
legislativeandadministrativemeasures.3.StatesPartiesshallensurethattheinstitutions,
servicesandfacilitiesresponsibleforthecareor
protectionofchildrenshallconformwiththestandardsestablishedbycompetentauthorities,
particularlyintheareasofsafety,health,inthe
numberandsuitabilityoftheirstaff,aswellas
competentsupervision.
Article4StatesPartiesshallundertakeallappropriate
legislative,administrative,andothermeasuresfor
theimplementationoftherightsrecognizedinthe
presentConvention.Withregardtoeconomic,
socialandculturalrights,StatesPartiesshall
undertakesuchmeasurestothemaximumextent
oftheiravailableresourcesand,whereneeded,withintheframeworkofinternationalco-
operation.
Article5StatesPartiesshallrespecttheresponsibilities,
rightsanddutiesofparentsor,whereapplicable,
themembersoftheextendedfamilyor
communityasprovidedforbylocalcustom,legal
guardiansorotherpersonslegallyresponsiblefor
thechild,toprovide,inamannerconsistentwith
theevolvingcapacitiesofthechild,appropriate
directionandguidanceintheexercisebythechild
oftherightsrecognizedinthepresentConvention.
Article61.StatesPartiesrecognizethateverychildhasthe
inherentrighttolife.
2.StatesPartiesshallensuretothemaximum
extentpossiblethesurvivalanddevelopmentof
thechild.
Article71.Thechildshallberegisteredimmediatelyafter
birthandshallhavetherightfrombirthtoaname,
therighttoacquireanationalityand.asfaraspossible,therighttoknowandbecaredforbyhis
orherparents.
2.StatesPartiesshallensuretheimplementation
oftheserightsinaccordancewiththeirnational
lawandtheirobligationsundertherelevant
internationalinstrumentsinthisfield,in
8/8/2019 PART 6 of 6 - Appendices
7/37
7
particularwherethechildwouldotherwisebe
stateless.
Article81.StatesPartiesundertaketorespecttherightof
thechildtopreservehisorheridentity,including
nationality,nameandfamilyrelationsasrecognizedbylawwithoutunlawfulinterference.
2.Whereachildisillegallydeprivedofsomeorall
oftheelementsofhisorheridentity,States
Partiesshallprovideappropriateassistanceand
protection,withaviewtore-establishingspeedily
hisorheridentity.
Article91.StatesPartiesshallensurethatachildshallnotbeseparatedfromhisorherparentsagainsttheir
will,exceptwhencompetentauthoritiessubjectto
judicialreviewdetermine,inaccordancewithapplicablelawandprocedures,thatsuch
separationisnecessaryforthebestinterestsof
thechild.Suchdeterminationmaybenecessaryin
aparticularcasesuchasoneinvolvingabuseor
neglectofthechildbytheparents,oronewhere
theparentsarelivingseparatelyandadecision
mustbemadeastothechild'splaceofresidence.
2.Inanyproceedingspursuanttoparagraph1of
thepresentarticle,allinterestedpartiesshallbe
givenanopportunitytoparticipateinthe
proceedingsandmaketheirviewsknown.
3.StatesPartiesshallrespecttherightofthechild
whoisseparatedfromoneorbothparentsto
maintainpersonalrelationsanddirectcontact
withbothparentsonaregularbasis,exceptifitis
contrarytothechild'sbestinterests.
4.Wheresuchseparationresultsfromanyaction
initiatedbyaStateParty,suchasthedetention,
imprisonment,exile,deportationordeath
(includingdeatharisingfromanycausewhilethe
personisinthecustodyoftheState)ofoneor
bothparentsorofthechild,thatStatePartyshall,
uponrequest,providetheparents,thechildor,ifappropriate,anothermemberofthefamilywith
theessentialinformationconcerningthe
whereaboutsoftheabsentmember(s)ofthe
familyunlesstheprovisionoftheinformationwouldbedetrimentaltothewell-beingofthe
child.StatesPartiesshallfurtherensurethatthe
submissionofsucharequestshallofitselfentail
noadverseconsequencesfortheperson(s)concerned.
Article101.InaccordancewiththeobligationofStates
Partiesunderarticle9,paragraph1,applications
byachildorhisorherparentstoenterorleavea
StatePartyforthepurposeoffamilyreunification
shallbedealtwithbyStatesPartiesinapositive,
humaneandexpeditiousmanner.StatesPartiesshallfurtherensurethatthesubmissionofsucha
requestshallentailnoadverseconsequencesfor
theapplicantsandforthemembersoftheirfamily.
2.AchildwhoseparentsresideindifferentStatesshallhavetherighttomaintainonaregularbasis,
saveinexceptionalcircumstancespersonal
relationsanddirectcontactswithbothparents.
Towardsthatendandinaccordancewiththe
obligationofStatesPartiesunderarticle9,
paragraph1,StatesPartiesshallrespecttheright
ofthechildandhisorherparentstoleaveany
country,includingtheirown,andtoentertheirowncountry.Therighttoleaveanycountryshall
besubjectonlytosuchrestrictionsasare
prescribedbylawandwhicharenecessaryto
protectthenationalsecurity,publicorder(ordre
public),publichealthormoralsortherightsand
freedomsofothersandareconsistentwiththe
otherrightsrecognizedinthepresentConvention.
Article111.StatesPartiesshalltakemeasurestocombatthe
illicittransferandnon-returnofchildrenabroad.
2.Tothisend,StatesPartiesshallpromotetheconclusionofbilateralormultilateralagreements
oraccessiontoexistingagreements.
Article121.StatesPartiesshallassuretothechildwhois
capableofforminghisorherownviewstheright
toexpressthoseviewsfreelyinallmatters
affectingthechild,theviewsofthechildbeing
givendueweightinaccordancewiththeageand
maturityofthechild.
2.Forthispurpose,thechildshallinparticularbe
providedtheopportunitytobeheardinanyjudicialandadministrativeproceedingsaffecting
thechild,eitherdirectly,orthrougha
representativeoranappropriatebody,inamannerconsistentwiththeproceduralrulesof
nationallaw.
8/8/2019 PART 6 of 6 - Appendices
8/37
8
Article131.Thechildshallhavetherighttofreedomof
expression;thisrightshallincludefreedomto
seek,receiveandimpartinformationandideasof
allkinds,regardlessoffrontiers,eitherorally,in
writingorinprint,intheformofart,orthrough
anyothermediaofthechild'schoice.
2.Theexerciseofthisrightmaybesubjectto
certainrestrictions,buttheseshallonlybesuchas
areprovidedbylawandarenecessary:
(a)Forrespectoftherightsorreputationsofothers;or
(b)Fortheprotectionofnationalsecurityorof
publicorder(ordrepublic),orofpublichealthor
morals.
Article141.StatesPartiesshallrespecttherightofthechild
tofreedomofthought,conscienceandreligion.
2.StatesPartiesshallrespecttherightsandduties
oftheparentsand,whenapplicable,legal
guardians,toprovidedirectiontothechildinthe
exerciseofhisorherrightinamannerconsistent
withtheevolvingcapacitiesofthechild.
3.Freedomtomanifestone'sreligionorbeliefs
maybesubjectonlytosuchlimitationsasare
prescribedbylawandarenecessarytoprotect
publicsafety,order,healthormorals,orthe
fundamentalrightsandfreedomsofothers.
Article151.StatesPartiesrecognizetherightsofthechildto
freedomofassociationandtofreedomofpeaceful
assembly.
2.Norestrictionsmaybeplacedontheexerciseof
theserightsotherthanthoseimposedin
conformitywiththelawandwhicharenecessary
inademocraticsocietyintheinterestsofnational
securityorpublicsafety,publicorder(ordre
public),theprotectionofpublichealthormorals
ortheprotectionoftherightsandfreedomsof
others.
Article161.Nochildshallbesubjectedtoarbitraryor
unlawfulinterferencewithhisorherprivacy,
family,orcorrespondence,nortounlawfulattacks
onhisorherhonourandreputation.
2.Thechildhastherighttotheprotectionofthe
lawagainstsuchinterferenceorattacks.
Article17StatesPartiesrecognizetheimportantfunction
performedbythemassmediaandshallensure
thatthechildhasaccesstoinformationand
materialfromadiversityofnationaland
internationalsources,especiallythoseaimedat
thepromotionofhisorhersocial,spiritualandmoralwell-beingandphysicalandmentalhealth.
Tothisend,StatesPartiesshall:
(a)Encouragethemassmediatodisseminate
informationandmaterialofsocialandcultural
benefittothechildandinaccordancewiththespiritofarticle29;
(b)Encourageinternationalco-operationinthe
production,exchangeanddisseminationofsuch
informationandmaterialfromadiversityof
cultural,nationalandinternationalsources;
(c)Encouragetheproductionanddissemination
ofchildren'sbooks;
(d)Encouragethemassmediatohaveparticularregardtothelinguisticneedsofthechildwho
belongstoaminoritygrouporwhoisindigenous;
(e)Encouragethedevelopmentofappropriate
guidelinesfortheprotectionofthechildfrom
informationandmaterialinjurioustohisorher
well-being,bearinginmindtheprovisionsof
articles13and18.
Article181.StatesPartiesshallusetheirbesteffortsto
ensurerecognitionoftheprinciplethatboth
parentshavecommonresponsibilitiesforthe
upbringinganddevelopmentofthechild.Parentsor,asthecasemaybe,legalguardians,havethe
primaryresponsibilityfortheupbringingand
developmentofthechild.Thebestinterestsofthe
childwillbetheirbasicconcern.
2.Forthepurposeofguaranteeingandpromoting
therightssetforthinthepresentConvention,
StatesPartiesshallrenderappropriateassistance
toparentsandlegalguardiansintheperformance
oftheirchild-rearingresponsibilitiesandshall
ensurethedevelopmentofinstitutions,facilities
andservicesforthecareofchildren.
3.StatesPartiesshalltakeallappropriate
measurestoensurethatchildrenofworking
parentshavetherighttobenefitfromchild-care
servicesandfacilitiesforwhichtheyareeligible.
Article191.StatesPartiesshalltakeallappropriate
legislative,administrative,socialandeducational
8/8/2019 PART 6 of 6 - Appendices
9/37
9
measurestoprotectthechildfromallformsof
physicalormentalviolence,injuryorabuse,
neglectornegligenttreatment,maltreatmentor
exploitation,includingsexualabuse,whileinthe
careofparent(s),legalguardian(s)oranyother
personwhohasthecareofthechild.
2.Suchprotectivemeasuresshould,as
appropriate,includeeffectiveproceduresforthe
establishmentofsocialprogrammestoprovide
necessarysupportforthechildandforthosewho
havethecareofthechild,aswellasforother
formsofpreventionandforidentification,
reporting,referral,investigation,treatmentand
follow-upofinstancesofchildmaltreatment
describedheretofore,and,asappropriate,for
judicialinvolvement.
Article20
1.Achildtemporarilyorpermanentlydeprivedofhisorherfamilyenvironment,orinwhoseown
bestinterestscannotbeallowedtoremaininthat
environment,shallbeentitledtospecial
protectionandassistanceprovidedbytheState.
2.StatesPartiesshallinaccordancewiththeir
nationallawsensurealternativecareforsucha
child.
3.Suchcarecouldinclude,interalia,foster
placement,kafalahofIslamiclaw,adoptionorif
necessaryplacementinsuitableinstitutionsfor
thecareofchildren.Whenconsideringsolutions,dueregardshallbepaidtothedesirabilityof
continuityinachild'supbringingandtothechild's
ethnic,religious,culturalandlinguistic
background.
Article21StatesPartiesthatrecognizeand/orpermitthe
systemofadoptionshallensurethatthebest
interestsofthechildshallbetheparamount
considerationandtheyshall:
(a)Ensurethattheadoptionofachildis
authorizedonlybycompetentauthoritieswho
determine,inaccordancewithapplicablelawandproceduresandonthebasisofallpertinentand
reliableinformation,thattheadoptionis
permissibleinviewofthechild'sstatus
concerningparents,relativesandlegalguardiansandthat,ifrequired,thepersonsconcernedhave
giventheirinformedconsenttotheadoptionon
thebasisofsuchcounsellingasmaybenecessary;
(b)Recognizethatinter-countryadoptionmaybe
consideredasanalternativemeansofchild'scare,
ifthechildcannotbeplacedinafosteroran
adoptivefamilyorcannotinanysuitablemanner
becaredforinthechild'scountryoforigin;
(c)Ensurethatthechildconcernedbyinter-
countryadoptionenjoyssafeguardsandstandards
equivalenttothoseexistinginthecaseofnational
adoption;(d)Takeallappropriatemeasurestoensurethat,
ininter-countryadoption,theplacementdoesnot
resultinimproperfinancialgainforthose
involvedinit;
(e)Promote,whereappropriate,theobjectivesof
thepresentarticlebyconcludingbilateralor
multilateralarrangementsoragreements,and
endeavour,withinthisframework,toensurethat
theplacementofthechildinanothercountryis
carriedoutbycompetentauthoritiesororgans.
Article22
1.StatesPartiesshalltakeappropriatemeasurestoensurethatachildwhoisseekingrefugee
statusorwhoisconsideredarefugeein
accordancewithapplicableinternationalor
domesticlawandproceduresshall,whetherunaccompaniedoraccompaniedbyhisorher
parentsorbyanyotherperson,receive
appropriateprotectionandhumanitarian
assistanceintheenjoymentofapplicablerights
setforthinthepresentConventionandinother
internationalhumanrightsorhumanitarian
instrumentstowhichthesaidStatesareParties.
2.Forthispurpose,StatesPartiesshallprovide,astheyconsiderappropriate,co-operationinany
effortsbytheUnitedNationsandothercompetent
intergovernmentalorganizationsornon-
governmentalorganizationsco-operatingwiththe
UnitedNationstoprotectandassistsuchachild
andtotracetheparentsorothermembersofthe
familyofanyrefugeechildinordertoobtain
informationnecessaryforreunificationwithhisor
herfamily.Incaseswherenoparentsorother
membersofthefamilycanbefound,thechild
shallbeaccordedthesameprotectionasany
otherchildpermanentlyortemporarilydeprived
ofhisorherfamilyenvironmentforanyreason,assetforthinthepresentConvention.
Article231.StatesPartiesrecognizethatamentallyorphysicallydisabledchildshouldenjoyafulland
decentlife,inconditionswhichensuredignity,
promoteself-relianceandfacilitatethechild's
activeparticipationinthecommunity.
8/8/2019 PART 6 of 6 - Appendices
10/37
10
2.StatesPartiesrecognizetherightofthedisabled
childtospecialcareandshallencourageand
ensuretheextension,subjecttoavailable
resources,totheeligiblechildandthose
responsibleforhisorhercare,ofassistancefor
whichapplicationismadeandwhichis
appropriatetothechild'sconditionandtothecircumstancesoftheparentsorotherscaringfor
thechild.
3.Recognizingthespecialneedsofadisabled
child,assistanceextendedinaccordancewith
paragraph2ofthepresentarticleshallbe
providedfreeofcharge,wheneverpossible,taking
intoaccountthefinancialresourcesoftheparents
orotherscaringforthechild,andshallbe
designedtoensurethatthedisabledchildhas
effectiveaccesstoandreceiveseducation,
training,healthcareservices,rehabilitation
services,preparationforemploymentandrecreationopportunitiesinamannerconduciveto
thechild'sachievingthefullestpossiblesocial
integrationandindividualdevelopment,including
hisorherculturalandspiritualdevelopment
4.StatesPartiesshallpromote,inthespiritof
internationalcooperation,theexchangeof
appropriateinformationinthefieldofpreventive
healthcareandofmedical,psychologicaland
functionaltreatmentofdisabledchildren,
includingdisseminationofandaccessto
informationconcerningmethodsofrehabilitation,
educationandvocationalservices,withtheaimofenablingStatesPartiestoimprovetheir
capabilitiesandskillsandtowidentheir
experienceintheseareas.Inthisregard,
particularaccountshallbetakenoftheneedsof
developingcountries.
Article241.StatesPartiesrecognizetherightofthechildto
theenjoymentofthehighestattainablestandard
ofhealthandtofacilitiesforthetreatmentof
illnessandrehabilitationofhealth.StatesParties
shallstrivetoensurethatnochildisdeprivedof
hisorherrightofaccesstosuchhealthcareservices.
2.StatesPartiesshallpursuefullimplementation
ofthisrightand,inparticular,shalltake
appropriatemeasures:
(a)Todiminishinfantandchildmortality;
(b)Toensuretheprovisionofnecessarymedical
assistanceandhealthcaretoallchildrenwith
emphasisonthedevelopmentofprimaryhealth
care;
(c)Tocombatdiseaseandmalnutrition,including
withintheframeworkofprimaryhealthcare,
through,interalia,theapplicationofreadily
availabletechnologyandthroughtheprovisionof
adequatenutritiousfoodsandcleandrinking-water,takingintoconsiderationthedangersand
risksofenvironmentalpollution;
(d)Toensureappropriatepre-natalandpost-
natalhealthcareformothers;
(e)Toensurethatallsegmentsofsociety,in
particularparentsandchildren,areinformed,
haveaccesstoeducationandaresupportedinthe
useofbasicknowledgeofchildhealthand
nutrition,theadvantagesofbreastfeeding,
hygieneandenvironmentalsanitationandthe
preventionofaccidents;
(f)Todeveloppreventivehealthcare,guidancefor
parentsandfamilyplanningeducationandservices.
3.StatesPartiesshalltakealleffectiveand
appropriatemeasureswithaviewtoabolishing
traditionalpracticesprejudicialtothehealthof
children.
4.StatesPartiesundertaketopromoteand
encourageinternationalco-operationwithaview
toachievingprogressivelythefullrealizationof
therightrecognizedinthepresentarticle.Inthis
regard,particularaccountshallbetakenofthe
needsofdevelopingcountries.Article25StatesPartiesrecognizetherightofachildwho
hasbeenplacedbythecompetentauthoritiesfor
thepurposesofcare,protectionortreatmentof
hisorherphysicalormentalhealth,toaperiodic
reviewofthetreatmentprovidedtothechildand
allothercircumstancesrelevanttohisorher
placement.
Article261.StatesPartiesshallrecognizeforeverychildthe
righttobenefitfromsocialsecurity,includingsocialinsurance,andshalltakethenecessary
measurestoachievethefullrealizationofthis
rightinaccordancewiththeirnationallaw.
2.Thebenefitsshould,whereappropriate,be
granted,takingintoaccounttheresourcesandthe
circumstancesofthechildandpersonshaving
responsibilityforthemaintenanceofthechild,as
wellasanyotherconsiderationrelevanttoan
8/8/2019 PART 6 of 6 - Appendices
11/37
11
applicationforbenefitsmadebyoronbehalfof
thechild.
Article271.StatesPartiesrecognizetherightofeverychild
toastandardoflivingadequateforthechild's
physical,mental,spiritual,moralandsocialdevelopment.
2.Theparent(s)orothersresponsibleforthechild
havetheprimaryresponsibilitytosecure,within
theirabilitiesandfinancialcapacities,the
conditionsoflivingnecessaryforthechild's
development.
3.StatesParties,inaccordancewithnational
conditionsandwithintheirmeans,shalltake
appropriatemeasurestoassistparentsandothers
responsibleforthechildtoimplementthisright
andshallincaseofneedprovidematerialassistanceandsupportprogrammes,particularly
withregardtonutrition,clothingandhousing.
4.StatesPartiesshalltakeallappropriatemeasurestosecuretherecoveryofmaintenance
forthechildfromtheparentsorotherpersons
havingfinancialresponsibilityforthechild,both
withintheStatePartyandfromabroad.In
particular,wherethepersonhavingfinancial
responsibilityforthechildlivesinaStatedifferent
fromthatofthechild,StatesPartiesshallpromote
theaccessiontointernationalagreementsorthe
conclusionofsuchagreements,aswellasthemakingofotherappropriatearrangements.
Article281.StatesPartiesrecognizetherightofthechildto
education,andwithaviewtoachievingthisright
progressivelyandonthebasisofequal
opportunity,theyshall,inparticular:
(a)Makeprimaryeducationcompulsoryand
availablefreetoall;
(b)Encouragethedevelopmentofdifferentforms
ofsecondaryeducation,includinggeneraland
vocationaleducation,makethemavailableand
accessibletoeverychild,andtakeappropriatemeasuressuchastheintroductionoffree
educationandofferingfinancialassistanceincase
ofneed;
(c)Makehighereducationaccessibletoallonthebasisofcapacitybyeveryappropriatemeans;
(d)Makeeducationalandvocationalinformation
andguidanceavailableandaccessibletoall
children;
(e)Takemeasurestoencourageregular
attendanceatschoolsandthereductionofdrop-
outrates.
2.StatesPartiesshalltakeallappropriate
measurestoensurethatschooldisciplineis
administeredinamannerconsistentwiththe
child'shumandignityandinconformitywiththepresentConvention.
3.StatesPartiesshallpromoteandencourage
internationalcooperationinmattersrelatingto
education,inparticularwithaviewto
contributingtotheeliminationofignoranceand
illiteracythroughouttheworldandfacilitating
accesstoscientificandtechnicalknowledgeand
modernteachingmethods.Inthisregard,
particularaccountshallbetakenoftheneedsof
developingcountries.
Article291.StatesPartiesagreethattheeducationofthechildshallbedirectedto:
(a)Thedevelopmentofthechild'spersonality,
talentsandmentalandphysicalabilitiestotheirfullestpotential;
(b)Thedevelopmentofrespectforhumanrights
andfundamentalfreedoms,andfortheprinciples
enshrinedintheCharteroftheUnitedNations;
(c)Thedevelopmentofrespectforthechild's
parents,hisorherownculturalidentity,language
andvalues,forthenationalvaluesofthecountry
inwhichthechildisliving,thecountryfromwhich
heorshemayoriginate,andforcivilizationsdifferentfromhisorherown;
(d)Thepreparationofthechildforresponsible
lifeinafreesociety,inthespiritofunderstanding,
peace,tolerance,equalityofsexes,andfriendship
amongallpeoples,ethnic,nationalandreligious
groupsandpersonsofindigenousorigin;
(e)Thedevelopmentofrespectforthenatural
environment.
2.Nopartofthepresentarticleorarticle28shall
beconstruedsoastointerferewiththelibertyof
individualsandbodiestoestablishanddirect
educationalinstitutions,subjectalwaystotheobservanceoftheprinciplesetforthinparagraph
1ofthepresentarticleandtotherequirements
thattheeducationgiveninsuchinstitutionsshall
conformtosuchminimumstandardsasmaybe
laiddownbytheState.
Article30InthoseStatesinwhichethnic,religiousor
linguisticminoritiesorpersonsofindigenous
8/8/2019 PART 6 of 6 - Appendices
12/37
12
originexist,achildbelongingtosuchaminorityor
whoisindigenousshallnotbedeniedtheright,in
communitywithothermembersofhisorher
group,toenjoyhisorherownculture,toprofess
andpractisehisorherownreligion,ortousehis
orherownlanguage.
Article311.StatesPartiesrecognizetherightofthechildto
restandleisure,toengageinplayandrecreational
activitiesappropriatetotheageofthechildandto
participatefreelyinculturallifeandthearts.
2.StatesPartiesshallrespectandpromotethe
rightofthechildtoparticipatefullyinculturaland
artisticlifeandshallencouragetheprovisionof
appropriateandequalopportunitiesforcultural,
artistic,recreationalandleisureactivity.
Article321.StatesPartiesrecognizetherightofthechildtobeprotectedfromeconomicexploitationandfrom
performinganyworkthatislikelytobehazardous
ortointerferewiththechild'seducation,ortobe
harmfultothechild'shealthorphysical,mental,
spiritual,moralorsocialdevelopment.
2.StatesPartiesshalltakelegislative,
administrative,socialandeducationalmeasuresto
ensuretheimplementationofthepresentarticle.
Tothisend,andhavingregardtotherelevant
provisionsofotherinternationalinstruments,
StatesPartiesshallinparticular:(a)Provideforaminimumageorminimumages
foradmissiontoemployment;
(b)Provideforappropriateregulationofthe
hoursandconditionsofemployment;
(c)Provideforappropriatepenaltiesorother
sanctionstoensuretheeffectiveenforcementof
thepresentarticle.
Article33StatesPartiesshalltakeallappropriatemeasures,includinglegislative,administrative,socialand
educationalmeasures,toprotectchildrenfrom
theillicituseofnarcoticdrugsandpsychotropicsubstancesasdefinedintherelevantinternational
treaties,andtopreventtheuseofchildreninthe
illicitproductionandtraffickingofsuch
substances.
Article34StatesPartiesundertaketoprotectthechildfrom
allformsofsexualexploitationandsexualabuse.
Forthesepurposes,StatesPartiesshallin
particulartakeallappropriatenational,bilateral
andmultilateralmeasurestoprevent:
(a)Theinducementorcoercionofachildto
engageinanyunlawfulsexualactivity;
(b)Theexploitativeuseofchildreninprostitution
orotherunlawfulsexualpractices;(c)Theexploitativeuseofchildrenin
pornographicperformancesandmaterials.
Article35StatesPartiesshalltakeallappropriatenational,
bilateralandmultilateralmeasurestopreventthe
abductionof,thesaleofortrafficinchildrenfor
anypurposeorinanyform.
Article36StatesPartiesshallprotectthechildagainstall
otherformsofexploitationprejudicialtoany
aspectsofthechild'swelfare.
Article37StatesPartiesshallensurethat:
(a)Nochildshallbesubjectedtotortureorother
cruel,inhumanordegradingtreatmentor
punishment.Neithercapitalpunishmentnorlife
imprisonmentwithoutpossibilityofreleaseshall
beimposedforoffencescommittedbypersons
beloweighteenyearsofage;
(b)Nochildshallbedeprivedofhisorherliberty
unlawfullyorarbitrarily.Thearrest,detentionor
imprisonmentofachildshallbeinconformity
withthelawandshallbeusedonlyasameasureoflastresortandfortheshortestappropriate
periodoftime;
(c)Everychilddeprivedoflibertyshallbetreated
withhumanityandrespectfortheinherent
dignityofthehumanperson,andinamanner
whichtakesintoaccounttheneedsofpersonsof
hisorherage.Inparticular,everychilddeprived
oflibertyshallbeseparatedfromadultsunlessit
isconsideredinthechild'sbestinterestnottodo
soandshallhavetherighttomaintaincontactwithhisorherfamilythroughcorrespondence
andvisits,saveinexceptionalcircumstances;
(d)Everychilddeprivedofhisorherlibertyshallhavetherighttopromptaccesstolegalandother
appropriateassistance,aswellastherightto
challengethelegalityofthedeprivationofhisor
herlibertybeforeacourtorothercompetent,
independentandimpartialauthority,andtoa
promptdecisiononanysuchaction.
8/8/2019 PART 6 of 6 - Appendices
13/37
13
Article381.StatesPartiesundertaketorespectandto
ensurerespectforrulesofinternational
humanitarianlawapplicabletotheminarmed
conflictswhicharerelevanttothechild.
2.StatesPartiesshalltakeallfeasiblemeasurestoensurethatpersonswhohavenotattainedtheage
offifteenyearsdonottakeadirectpartin
hostilities.
3.StatesPartiesshallrefrainfromrecruitinganypersonwhohasnotattainedtheageoffifteen
yearsintotheirarmedforces.Inrecruitingamong
thosepersonswhohaveattainedtheageoffifteen
yearsbutwhohavenotattainedtheageof
eighteenyears,StatesPartiesshallendeavourto
giveprioritytothosewhoareoldest.
4.Inaccordancewiththeirobligationsunderinternationalhumanitarianlawtoprotectthe
civilianpopulationinarmedconflicts,States
Partiesshalltakeallfeasiblemeasurestoensure
protectionandcareofchildrenwhoareaffected
byanarmedconflict.
Article39StatesPartiesshalltakeallappropriatemeasures
topromotephysicalandpsychologicalrecovery
andsocialreintegrationofachildvictimof:any
formofneglect,exploitation,orabuse;tortureor
anyotherformofcruel,inhumanordegrading
treatmentorpunishment;orarmedconflicts.Suchrecoveryandreintegrationshalltakeplaceinan
environmentwhichfostersthehealth,self-respect
anddignityofthechild.
Article401.StatesPartiesrecognizetherightofeverychild
allegedas,accusedof,orrecognizedashaving
infringedthepenallawtobetreatedinamanner
consistentwiththepromotionofthechild'ssense
ofdignityandworth,whichreinforcesthechild's
respectforthehumanrightsandfundamental
freedomsofothersandwhichtakesintoaccount
thechild'sageandthedesirabilityofpromotingthechild'sreintegrationandthechild'sassuming
aconstructiveroleinsociety.
2.Tothisend,andhavingregardtotherelevant
provisionsofinternationalinstruments,States
Partiesshall,inparticular,ensurethat:
(a)Nochildshallbeallegedas,beaccusedof,or
recognizedashavinginfringedthepenallawby
reasonofactsoromissionsthatwerenot
prohibitedbynationalorinternationallawatthe
timetheywerecommitted;
(b)Everychildallegedasoraccusedofhaving
infringedthepenallawhasatleastthefollowing
guarantees:
(i)Tobepresumedinnocentuntilprovenguiltyaccordingtolaw;
(ii)Tobeinformedpromptlyanddirectlyofthe
chargesagainsthimorher,and,ifappropriate,
throughhisorherparentsorlegalguardians,and
tohavelegalorotherappropriateassistancein
thepreparationandpresentationofhisorher
defence;
(iii)Tohavethematterdeterminedwithoutdelay
byacompetent,independentandimpartial
authorityorjudicialbodyinafairhearing
accordingtolaw,inthepresenceoflegalorother
appropriateassistanceand,unlessitisconsidered
nottobeinthebestinterestofthechild,inparticular,takingintoaccounthisorherageor
situation,hisorherparentsorlegalguardians;
(iv)Nottobecompelledtogivetestimonyorto
confessguilt;toexamineorhaveexamined
adversewitnessesandtoobtaintheparticipation
andexaminationofwitnessesonhisorherbehalf
underconditionsofequality;
(v)Ifconsideredtohaveinfringedthepenallaw,
tohavethisdecisionandanymeasuresimposedin
consequencethereofreviewedbyahigher
competent,independentandimpartialauthority
orjudicialbodyaccordingtolaw;
(vi)Tohavethefreeassistanceofaninterpreterifthechildcannotunderstandorspeakthelanguage
used;
(vii)Tohavehisorherprivacyfullyrespectedat
allstagesoftheproceedings.
3.StatesPartiesshallseektopromotethe
establishmentoflaws,procedures,authoritiesand
institutionsspecificallyapplicabletochildren
allegedas,accusedof,orrecognizedashaving
infringedthepenallaw,and,inparticular:
(a)Theestablishmentofaminimumagebelow
whichchildrenshallbepresumednottohavethe
capacitytoinfringethepenallaw;
(b)Wheneverappropriateanddesirable,
measuresfordealingwithsuchchildrenwithout
resortingtojudicialproceedings,providingthat
humanrightsandlegalsafeguardsarefully
respected.
4.Avarietyofdispositions,suchascare,guidance
andsupervisionorders;counselling;probation;
fostercare;educationandvocationaltraining
8/8/2019 PART 6 of 6 - Appendices
14/37
8/8/2019 PART 6 of 6 - Appendices
15/37
15
theeffectiveperformanceofthefunctionsofthe
CommitteeunderthepresentConvention.
12.WiththeapprovaloftheGeneralAssembly,the
membersoftheCommitteeestablishedunderthe
presentConventionshallreceiveemoluments
fromUnitedNationsresourcesonsuchtermsandconditionsastheAssemblymaydecide.
Article441.StatesPartiesundertaketosubmittothe
Committee,throughtheSecretary-Generalofthe
UnitedNations,reportsonthemeasurestheyhave
adoptedwhichgiveeffecttotherightsrecognized
hereinandontheprogressmadeonthe
enjoymentofthoserights
(a)Withintwoyearsoftheentryintoforceofthe
ConventionfortheStatePartyconcerned;
(b)Thereaftereveryfiveyears.
2.Reportsmadeunderthepresentarticleshall
indicatefactorsanddifficulties,ifany,affecting
thedegreeoffulfilmentoftheobligationsunder
thepresentConvention.ReportsshallalsocontainsufficientinformationtoprovidetheCommittee
withacomprehensiveunderstandingofthe
implementationoftheConventioninthecountry
concerned.
3.AStatePartywhichhassubmitteda
comprehensiveinitialreporttotheCommittee
neednot,initssubsequentreportssubmittedin
accordancewithparagraph1(b)ofthepresentarticle,repeatbasicinformationpreviously
provided.
4.TheCommitteemayrequestfromStatesParties
furtherinformationrelevanttothe
implementationoftheConvention.
5.TheCommitteeshallsubmittotheGeneral
Assembly,throughtheEconomicandSocial
Council,everytwoyears,reportsonitsactivities.
6.StatesPartiesshallmaketheirreportswidely
availabletothepublicintheirowncountries.
Article45Inordertofostertheeffectiveimplementationof
theConventionandtoencourageinternationalco-operationinthefieldcoveredbytheConvention:
(a)Thespecializedagencies,theUnitedNations
Children'sFund,andotherUnitedNationsorgans
shallbeentitledtoberepresentedatthe
considerationoftheimplementationofsuch
provisionsofthepresentConventionasfallwithin
thescopeoftheirmandate.TheCommitteemay
invitethespecializedagencies,theUnitedNations
Children'sFundandothercompetentbodiesasit
mayconsiderappropriatetoprovideexpert
adviceontheimplementationoftheConventionin
areasfallingwithinthescopeoftheirrespectivemandates.TheCommitteemayinvitethe
specializedagencies,theUnitedNationsChildren's
Fund,andotherUnitedNationsorganstosubmit
reportsontheimplementationoftheConvention
inareasfallingwithinthescopeoftheiractivities;
(b)TheCommitteeshalltransmit,asitmay
considerappropriate,tothespecializedagencies,
theUnitedNationsChildren'sFundandother
competentbodies,anyreportsfromStatesParties
thatcontainarequest,orindicateaneed,for
technicaladviceorassistance,alongwiththe
Committee'sobservationsandsuggestions,ifany,
ontheserequestsorindications;(c)TheCommitteemayrecommendtotheGeneral
AssemblytorequesttheSecretary-Generalto
undertakeonitsbehalfstudiesonspecificissues
relatingtotherightsofthechild;
(d)TheCommitteemaymakesuggestionsand
generalrecommendationsbasedoninformation
receivedpursuanttoarticles44and45ofthe
presentConvention.Suchsuggestionsandgeneral
recommendationsshallbetransmittedtoany
StatePartyconcernedandreportedtotheGeneral
Assembly,togetherwithcomments,ifany,from
StatesParties.
PartIII
Article46ThepresentConventionshallbeopenfor
signaturebyallStates.
Article47ThepresentConventionissubjecttoratification.
Instrumentsofratificationshallbedepositedwith
theSecretary-GeneraloftheUnitedNations.
Article48ThepresentConventionshallremainopenfor
accessionbyanyState.Theinstrumentsof
accessionshallbedepositedwiththeSecretary-
GeneraloftheUnitedNations.
Article491.ThepresentConventionshallenterintoforceon
thethirtiethdayfollowingthedateofdepositwith
8/8/2019 PART 6 of 6 - Appendices
16/37
16
theSecretary-GeneraloftheUnitedNationsofthe
twentiethinstrumentofratificationoraccession.
2.ForeachStateratifyingoraccedingtothe
Conventionafterthedepositofthetwentieth
instrumentofratificationoraccession,the
ConventionshallenterintoforceonthethirtiethdayafterthedepositbysuchStateofits
instrumentofratificationoraccession.
Article501.AnyStatePartymayproposeanamendment
andfileitwiththeSecretary-GeneraloftheUnited
Nations.TheSecretary-Generalshallthereupon
communicatetheproposedamendmenttoStates
Parties,witharequestthattheyindicatewhether
theyfavouraconferenceofStatesPartiesforthe
purposeofconsideringandvotinguponthe
proposals.Intheeventthat,withinfourmonths
fromthedateofsuchcommunication,atleastonethirdoftheStatesPartiesfavoursucha
conference,theSecretary-Generalshallconvene
theconferenceundertheauspicesoftheUnited
Nations.Anyamendmentadoptedbyamajorityof
StatesPartiespresentandvotingatthe
conferenceshallbesubmittedtotheGeneral
Assemblyforapproval.
2.Anamendmentadoptedinaccordancewith
paragraph1ofthepresentarticleshallenterinto
forcewhenithasbeenapprovedbytheGeneral
AssemblyoftheUnitedNationsandacceptedbya
two-thirdsmajorityofStatesParties.
3.Whenanamendmententersintoforce,itshall
bebindingonthoseStatesPartieswhichhave
acceptedit,otherStatesPartiesstillbeingbound
bytheprovisionsofthepresentConventionand
anyearlieramendmentswhichtheyhave
accepted.
Article511.TheSecretary-GeneraloftheUnitedNations
shallreceiveandcirculatetoallStatesthetextof
reservationsmadebyStatesatthetimeof
ratificationoraccession.
2.AreservationincompatiblewiththeobjectandpurposeofthepresentConventionshallnotbe
permitted.
3.Reservationsmaybewithdrawnatanytimeby
notificationtothateffectaddressedtotheSecretary-GeneraloftheUnitedNations,whoshall
theninformallStates.Suchnotificationshalltake
effectonthedateonwhichitisreceivedbythe
Secretary-General
Article52AStatePartymaydenouncethepresent
ConventionbywrittennotificationtotheSecretary-GeneraloftheUnitedNations.
Denunciationbecomeseffectiveoneyearafterthe
dateofreceiptofthenotificationbytheSecretary-
General.
Article53TheSecretary-GeneraloftheUnitedNationsis
designatedasthedepositaryofthepresent
Convention.
Article54TheoriginalofthepresentConvention,ofwhich
theArabic,Chinese,English,French,RussianandSpanishtextsareequallyauthentic,shallbe
depositedwiththeSecretary-Generalofthe
UnitedNations.Inwitnessthereofthe
undersignedplenipotentiaries,beingduly
authorizedtheretobytheirrespective
Governments,havesignedthepresent
Convention.
8/8/2019 PART 6 of 6 - Appendices
17/37
17
3.AdditionalPeaceEducationResourcesThroughoutthiscoursewehaveprovidedAdditionalResourcesrelevanttoeachsection
whichdirectyoutootherorganizationsormaterialsthatmaybeofinterestandvaluetoyou.Inthisappendixwewouldliketohighlightkeyresourcesandorganizationsthatwe
feelareessentialtopeaceeducation.
CurriculaandLessonPlansThefollowingprogramswereconsultedindesigningthisprogram,andprovideadditional
resourcesforteachers.
LearningtoAbolishWar:TeachingTowardsaCultureofPeace
DevelopedbyBettyA.ReardonandAliciaCabezudo
HagueAppealforPeace,2002
http://www.haguepeace.org/index.php?action=resources
Includesthreebooks:
Book1RationaleforApproachestoPeaceEducation
Book2SampleLearningUnits
Book3SustainingtheGlobalCampaignforPeaceEducationToolsforParticipation
Inter-AgencyNetworkofEmergencyEducationPeaceEducationProgramme
EditorialcoordinationbyAntonellaVerdiani
DevelopedandendorsedbyUNESCO,UNHCR,UNICEFandINEE
http://www.ineesite.org/index.php/post/peace_education_programme/
Includesmanualsforteachers,teachertrainers,andcommunityworkshops.ItalsohasantwoTeacherActivitiesBookswhichcontainextensivelessonplans.
TeachingToleranceSouthernPovertyLawCenter
http://www.splcenter.org/what-we-do/teaching-tolerance
Providesextensivelessonplansandteachingresourcesonthemesrelatedtopeace
education.
TeachforPeace
http://www.zisman.ca/peace/
Extensivelessonplansandwebresourcesforpeaceeducation
PeaceMediaClearinghouse
http://peacemedia.usip.org/
Collectionofkeyaudioandvisualresourcesandbestpracticesrelatedtoconflict
management.
8/8/2019 PART 6 of 6 - Appendices
18/37
18
PeaceEducationOrganizations
GlobalCampaignforPeaceEducation
http://www.peace-ed-campaign.org/
Producesamonthlynewsletteronpeaceeducationnewsandevents.
InternationalInstituteonPeaceEducation
http://www.i-i-p-e.org/index.html
Annualeventthatbringspeaceeducatorsfromaroundtheworldtogetherinalearning
community.
OtherKeyOrganizations
AlternativestoViolenceProjectInternationalhttp://www.avpinternational.org/
Offerexperientialtrainingprogramsonhandlingconflictincreativeways.
OjaiFoundation
http://www.ojaifoundation.org/
Offersexperientialworkshopsoncompassionatecommunicationasawayoflife.
AdditionalProfessionalDevelopmentOpportunities
HumanRightsEducationAssociates
http://www.hrea.org
Offersonlinecoursesrelatingtohumanrightseducation
TosubscribetotheGlobalHREAlistserv,[email protected]
UniversityforPeace
http://www.upeace.org
Offersmastersdegreesrelatingtopeaceandconflict,includingaMasterofArtsinPeace
Education,andalsooffersselectedonlineclasses
TranscendPeaceUniversity
http://www.transcend.org/tpu/
Transcend,foundedbyrenownedpeacescholarJohanGaltung,istheworldsfirstonline
peaceuniversity,andoffersavarietyofonlinecoursesrelatingtopeace.
ProfessionalNetworks
TeachersWithoutBordersGroupsSiteforPeaceEducation
http://groups.teacherswithoutborders.org/en/peace-education
TWBsGrouppageforPeaceEducation,wherememberscandialogue,collaborate,and
shareresources.
8/8/2019 PART 6 of 6 - Appendices
19/37
19
PeaceandCollaborativeDevelopmentNetwork
http://www.internationalpeaceandconflict.org
Onlinenetworkofover16,000peacebuilderswhichcontainsextensiveresourcesrelatingtothepeaceandconflictfield.
PeaceByPeacehttp://www.peacexpeace.org
Anonlinecommunitywhichfocusesonraisingwomensvoicesandbuildingacultureofpeace.
8/8/2019 PART 6 of 6 - Appendices
20/37
20
4.CreativeArtsSupplement
Theproblemsthatexistintheworldtodaycannotbesolvedbythelevelofthinkingthat
createdthem.-AlbertEinstein
Buildingapeacefulworldrequirescreativitysincetheproblemswefacecannotbesolvedatthesamelevelofawarenessorconsciousnessthatcreatedthem.Studentsneedtohave
theskillstothinkoutsideofthebox,andcreativeartssuchaspoetry,creativewriting,theater,art,andmusiccanbeusedtohelpstudentscultivateskillsforcreativethinking.
Creativeartsalsohelpstudentsaccesstheiremotionsandfeelings,whichisanessential
stepinlearningtorespectthefeelingsofothersanddevelopingempathy.Inthissection,wewillexploresomewaysinwhichyoucanusecreativeartsinyourclassroom.These
examplesaredesignedtohelpyouthinkabouthowyoucanusecreativeartsasanapproachtopeaceeducation.Thepossibilitiesforusingcreativeartsinpeaceeducation
arenearlyendless,andwehopethattheseexampleswillhelpinspireyourowncreativity.
PoetryPoetryhashadanimportantroleinpeacemovementsthroughouthistory,aspoetshave
challengedviolentsystemsandoppression.Ithasalsobeenusedasaformofself-
expressionandapathtodevelopinnerpeace.Studentscanbenefitfromreadingand
analyzingpoemsaswellaswritingtheirown.
Althoughwritingpoetrycansometimesbeintimidatingforstudents,therearevarious
successfulwaystointegratepoetryintoyourclassroompractice.Onewayistoencouragestudentstowritepoetrythatrelatestotheirdailylives.Studentsmayalsowritepoetry
collectively,whichallowsstudentstodevelopteambuildingskillsthroughthecollaborative
learningprocess,andalsomaymakestudentsfeelmorecomfortableaboutwritingpoetry.TheSampleLessonbelowgivesanexampleofagrouppoetrywritingexercise.
Ingeneral,teachersneedtogaugehowmuchstructurestudentswillneedinwriting
poems.Somestudents,typicallyyoungerstudents,findthatstructure,suchasusing
rhymingorasetnumberofsyllables,makeswritingpoetryeasier.However,other
studentsfindsuchstructurestobelimiting.Therefore,itisimportanttokeepyour
studentsinmindwhendecidingonthestructureofthecreativewritingactivitiesinyour
classroom.
GettingStarted:SuggestedActivity
Averysimplewaytogetstudentstowritepoemsisthissimplethree-stanzapoemexercise.
Beginbyassigningstudentsanotheridentity,andthenaskthemtowriteathree-stanza
poemfromthecharactersperspective.Thefirststanzashouldbeaboutthepast,the
secondstanzaaboutthepresent,andthethirdstanzashouldbeapleaorappealtothe
8/8/2019 PART 6 of 6 - Appendices
21/37
21
audience.Itisaverysimpleexercise,butithelpsstudentsrealizethattheymaybemore
comfortablewritingpoetrythantheyoriginallythought.Manystudentswhodidntthink
theycouldwritepoetrymaybesurprisedattheirwritingabilitiesaftercompletingthis
exercise.
SampleLessonPoetryCollectivePoetry(Winfield,n.d.)
Collectivepoetryisanexercisedesignedto
encouragestudentstoworkfromasharedpattern
inordertojointheirvoicesinacollectiverhythm.
Weallhavestories.Intellingourpersonal
narratives,wecometoknoweachotherand
ourselves.Whatarethelyricsofyourstudents'
favoritesongs?Whathappenswhenchildren
begintoimaginethiscountryortheirhomeland
beforetheywereborn?Whathappenswhen
childrenandtheirteachersbegintoexplorethestoriesofordinarypeople,familiesandself?
Thisactivitycreatesopportunitiesforstudentsto
writepoetry,investigatehistory,distinguish
betweentheideasoffactandopinionand
participateinthedramaticreadingofastory
poem.
Wovenintothecurriculumisthethemeof
patterns.Peopleareconnectedtoeachother
throughsocietalpatterns.Familiesarewoveninto
ageneticpatternbasedonancestry.Poetsand
artistsoftenusepatternstoexpresstheirart.The
lessonobjectivesincludestudentexploration,
analysisandcreationofpatterns.
Collectivepoetryisanexercisedesignedto
encouragestudentstoworkfromasharedpattern
inordertojointheirvoicesinacollectiverhythm.
Itbuildscommunityandencouragesparticipation
fromthosetooshytoshareindividually.
CollectivePoemProcedure
Givestudentsa3-by-5card.
Askstudentstonumber1to5ontheleftborder.
Thenaskthemtolist:
1. Whatyourparents/guardianssaythatannoysyou,makesyoulaugh,makesyou
feelsafeorscaresyou.
2. Yourfavoritesoundthreetimes.3. Yourfavoriteplaceintheworld.4. Yourfavoritecolorfivetimes.5. Yourfavoritethingtodo.
Askfivestudentstocollectivelyreadtheirpoems.
Theytaketurnseachreadingonelineatatime.
Theyreadeachlineinanyorderuntiltheyeachhavereadallfivephrases.Forinstance,thefirst
studentmightchoosetofirstreadhisorher
favoritesound.Aftertheotherschooseandreada
line,thenthefirststudentchoosesasecondlineto
read,asdotheothers,untilallfivestudentshave
readallfivelines.
Hereisanexampleofhowthefirstlinereadofa
collectivepoemmightsoundwithfivereaders
participating:
Student1:blue,blue,blue,blue,blue
Student2:inmypinkbedroomwithmybutterfly
bearStudent3:notuntilyoufinishyourhomework
Student4:tick-tock,tick-tock,tick-tock
Student5:Whatever!
Thelyricalandrhythmicwaythecollectivepoem
flowsoftenpleasantlysurprisesbothaudience
andactor.Introducetheideaofpatternswiththis
activity,explaininghowthepatterntheyusedto
createtheirlisttransfersintotherhythmofthe
collectivepoem.
MusicMusicisawonderfultoolforpeaceeducation,asmusichasthepowertotranscendallkindsofborders.Listenersdonotalwaysneedtounderstandthewordstofeelthesong's
rhythmandfeelaconnectiontothemessage.Teachersshouldtrytoharnessthepowerofmusicintheirclassroomsaspartofapeaceeducationcurriculum.Musiccanandshouldbe
taughtasitsownclass,butmusiccanalsobeintegratedintoallareasofthecurriculum.
8/8/2019 PART 6 of 6 - Appendices
22/37
22
Onewaytousemusicistoincorporatemusicfromavarietyofculturesforperformance
and/orpracticebythestudents.Musiccanbeagreattooltofosterstudents'interestin
othercultures,andcanbeusedasanintroductiontodeeperculturalexplorations,suchas
examiningtheculturalvaluesthatareportrayedinasong'slyrics.Musicisalsoaneffective
waytostudylanguages.
Anotherwaytousemusicistoallowstudentstocreatetheirownmusic.Thiscanmean
thatstudentsmaketheirowninstrumentsorcreatetheirownlyricsorentiresongs.Inthe
creationoftheirownsongsstudentscantalkaboutsongsthattheyknowandwhatthey
likeaboutthesesongs.Studentscandiscusstheroleofmusicintheirpersonallivesaswellastheirsociety,andexplorethemeaningofsonglyricsandtheemotionsthatsongsevoke.
Oneexcitingwaytoincorporatemusicintotheclassroomistocreatecollectivemusic.
Workingtogetheronamusicalenterprisealsoallowsstudentstolearnimportantskillsof
cooperationandteamworkthatareimportanttothegeneralconceptofpeace.Makingmusicshouldrarelybeasolitaryactivity.
Teacherscanalsousepopularmusicfromthepastandpresenttostudydifferentissues.
Forexample,teacherscanusemusicinahistoryclasstohighlightissuesthatwere
importanttothegenerationbeingstudied.Popularmusiccanalsobeanalyzedandserveas
atoolfordialogue.Studentsoftenlistentomusicoutsidetheclassroom,sousingmusicthat
ispopularcanbeawayforteacherstoconnectwiththeirstudents.
SampleLessonMusic
TheSoundsofChange
(AdaptedfromTeachingTolerancehttp://www.tolerance.org/activity/sounds-
change)
Musiccancreatepowerfulconnectionsbetween
people,helpuslearnaboutdifferentcultures,shatterstereotypes,questionsocialinjusticesand
inspireustocreatetheworldasitshouldbe.Its
purposeextendsbeyondentertainmentto
educate,inspire,representpeople,influenceand
changesociety,andprovidesocialcommentary.
Foryoungpeople,inparticular,itcanprompt
investigationandactionandhelpthemmake
senseoftheworld.Thislessonchallengesstudentstoanalyzeandreflectonthemessages
andlessonsofsonglyricsandcreatetheirown
outletstoexpressaviewpointormessagerelated
totolerancethatisimportanttothem.
Objectives
Activitieswillhelpstudents:
Explainhowmusicevokesfeelingsandemotion.
Understandrelationshipsbetweenmusicandculture.
Analyzesonglyricstocriticallyexaminethemesandmessages.
Considertheeffectivenessofmusictocommunicateideas.
Usemusictoexpressapersonalviewpointormessageaboutatolerance-relatedissuethats
importanttothem.
EssentialQuestions
Whatcanwelearnfrommusic? Whatistheroleofmusicinsociety? Areyoungpeopleinfluencedbythemusic
theylistento?
Whatresponsibilitiesdosongwritershavetousetheirplatformsforpositivechange?
Whyistheviewpointofsongwritersrelevant?
EarlyGrades(3-5)
8/8/2019 PART 6 of 6 - Appendices
23/37
23
LanguageArts,SocialStudies,Music
1.Asaclass,discussthefollowingquestions:
a. Howmanyofyoulikelisteningtomusic?b. Whatarethereasonsyoulisten?c. Howdoesmusicmakeyoufeel?d.
Doyouthinkyoucanlearnanythingfrommusic?Ifso,what?
2.Ontheboard,createalistofyourfavoritesongs.
Doclassmatessharesimilarordifferentchoices?
Whymightthatbe?Isitokaytohavedifferent
musicalchoicesthanyourfriends?Wouldyoube
willingtolistentoanewsongifafriend
recommendedit?
3.Whatmakesasonggoodinyouropinion?A
goodsound?Interestingwords?
4.Whenyoulistentoasong,doyoureallylistentoitswordsorjustsingit?Sometimesthesame
personwhosingsasongwritesthewords(lyrics)
orthemusic.Othertimesdifferentpeopledevelop
thesound,writethewords,andsingit.Often,the
songwriteristryingtoshareamessageorpointof
viewwiththeaudience.Canyouthinkofany
songswherethesongwriteristryingtosharea
particularmessage?Referbacktothelistyou
createdatthebeginningofthelessonforpossible
examples.
5.Lookatthelyricstoasongthatfromyour
cultureoranotherculture.Eitherprinthandoutsofthesongslyrics,writethelyricsontheboard,
listentogether,orsingthesongtogether.
6.Afteryoulistentothesongorreadthelyrics,
drawapictureorwriteafewsentencesaboutthe
messageofthesong.
7.Shareyourinterpretationswithotherstudents.
Canyouidentifyanymetaphorsinthesong?(A
metaphorisafigureofspeechinwhichawordof
phrasethatordinarilyrepresentsonethingisusedtorepresentsomethingelse.)
8.Whatdoyouthinkthewriter/composerhoped
wouldhappenwhenpeoplelistenedtothesong?
Doyouthinkthesamemessagewouldbe
importantorrelevantintodayssociety(ifthe
songisfromthepast)?Whyorwhynot?
9.Withinyourgroup,brainstormaboutother
messages/viewpointsthatsongwriterscouldsing
aboutthatwouldberelevanttotoleranceinyour
schoolorcommunity.Thinkabouttoleranceof
othergroupsincludingthosewithdisabilities,thoseofdifferentreligions,ethnicbackgrounds,or
viewpoints,orthosewhocomefromdifferent
neighborhoods.
10.Imagineyouareacurrentsingerorsongwriter
whohasbeenaskedtowriteasongaboutoneof
theseissuestosingatyournextconcert.Pickthe
issueyouwouldliketowriteasongabout.Then,
writeaparagraphaboutthesongyouwillwrite
includingtheissueyouvechosen,whyits
importanttoyou,whyyouthinkitsrelevantin
yourschoolorcommunity,andwhatmessageyou
wouldwantyoursongtoshare.
12.Finally,createatitleforyoursongandaCD
coverthatillustratesitsmessage.
ArtArtisapowerfulwaytoengagestudentsofallagesanddevelopmentallevels,andcanbe
animportantwayforstudentstoexpressemotionsandrelationships.Itcanbeespecially
relevantforstudentswhomaynotbeasstronginreadingandwriting,asitallowsthemto
expressandmaketheiropinionsknown.Artalsohasalonghistoryasamechanismfor
socialchangeandthereforeitisimportantforstudentstobeabletoworkwiththismedium.Likemusic,artcanbetaughtasitsownsubject,andcanalsobeintegratedintoall
othersubjectareas.Thefollowingaresomeexamplesandsuggestionsfromsuccessfuluses
ofartinpeaceeducation.
8/8/2019 PART 6 of 6 - Appendices
24/37
24
SampleTechniques
Posters
Manyorganizationshavepostercontestsasawaytogetstudentsexcitedaboutaparticular
issue.Studentscancreatepostersforaspecificday(forexample,InternationalHuman
RightsDayonDecember10)ortheycancreatepostersforanynumberofschooleventsorcampaignsthatrelatetopeace.Thisactivitycanbeacontestornot,dependingontheintentionofthelesson.
TraditionalArtwork
Studentscanlearnaboutotherculturesbycreatingartthatrepresentstraditionalorculturalartfromvariousregionsoftheworld.Workingwithartsandcraftsfromother
culturesteachesstudentshowtounderstandandrespectdiversity.Fromthisexercise
studentscanapplywhattheyhavelearnedtocreatetheirownculturalartworkthat
representstheircontemporaryrealities.
InnerPeaceTree
Inthisexercise,youwillneedpaperandanobjecttohangthepaperon(eitherarealtree,
oranotherobjecttosymbolizethetree).Studentsaregiventhreepiecesofpapercutoutin
theshapeofleaves.Oneleafrepresentsthepersonal,oneleafrepresentsthelocal
(community,school,family)andoneleafrepresentstheglobal.Oneachleaf,studentswrite
amessagethatstartswithIfeelpeacewhenandcompletethesentencewithrespectto
eachlevel.Then,studentshangtheirleavesonthetree(orpostthemonawallinthe
classroom).Thisactivitycanbeusedtohaveadialogueaboutinnerpeaceandwhatpeace
meanstothestudentsintheirownlives.
WarToystoPeaceArt
WarToystoPeaceArt(n.d.)isaprogramthatwasstartedinBritishColumbia,Canada.
Throughthisprogram,studentslearnabouthowviolenceiscommunicatedthroughthemedia,videogames,ortoys.Studentsthenbegincollectingwartoys,suchasgunsandtoy
soldiers,fromthestudentbody.Thestudentsusethesewartoystocreateanewpieceof
artwork.Theirnewartworkrepresentswhateverpeacemeanstothem,asindividualsorasagroup.
"Don'tBoxMeIn"Shoeboxes
Toexploreissuesofprejudice,stereotypesandidentity,trythisactivitycalled"Don'tBoxMeIn."Studentsuseshoeboxesandcovertheoutsidewithstereotypesthatpeoplemay
falselyholdtrueaboutthemandthencovertheinsidewithwordsorimagesthatrepresentwhotheyreallyare.
Quilts
Tolearnaboutimmigrationormulticulturalism,studentscancreatequilts,whichrepresentharmonybecauseofallthedifferentelementsthatworktogethertocreatea
largerwhole.
8/8/2019 PART 6 of 6 - Appendices
25/37
25
ArtExchange
AnyoftheaboveprojectscanbeusedinArtExchangeswherestudentsexchangetheir
artworkwithstudentsfromotherpartsoftheglobe,thecountry,ortheircommunityto
learnaboutdifferencesanddiscussdiverseperspectives.
TheatreTheatreanddramaareimportanttoolsforpeaceeducation.Inparticular,theatrecanbe
usedtoexplorethemesofsocialjustice,equality,andotherissuesthatarerelevanttothe
studentslives.Inthissectionwewillexploreoneformoftheatrethatisbasedonthe
philosophyofPauloFreire,calledTheatreoftheOppressed.
TheatreoftheOppressed
AsmentionedintheearliersectiononPauloFreire,TheatreoftheOppressedisawayof
applyingpeaceeducationprinciplesofdialogueandcriticalthinkingtotheartoftheatre.
Whiletheatreinitselfisaformofinformaleducationthatcanbeusedanywhere,from
publicparkstorealtheatervenues,theatreisalsoagreatwaytoengagestudentsintheclassroom.OfparticularinteresttoeducatorsmightbetheTheatreoftheOppressed
workshops,designedbyAugustoBoal.
ThereareasmanyformsofTheatreoftheOppressedasthereareperformers.Hereisalist
ofsomeofthemostcommonforms:
Simultaneousdramaturgy-whentheactorsstoptheactionandasktheaudiencefortheiropinionsabouthowtoresolvethesituation,promotingdialoguebetweentheactors
andtheaudience.
Imagetheatre-actorsareaskedtomoldorsculpttheirbodiesorthebodiesofotherstoformanidea,emotion,orsituation,thenmoveintoagroupandreformimagestoforma
biggerpictureorimage.Thisformemphasizesusingthebody,ratherthanspeech,asthe
mediumofexpression.
Forumtheatre-aftertheperformersactoutasituation,audiencemembersareinvitedto
cometothestageandtaketheroleofoneoftheperformerstotrytoresolvethesituation.
Newspapertheatre-aseriesoftechniquesusedtogettheaudiencetotransformnews
storiesintoatheatricalscene.
Invisibletheatre-apreviouslyrehearsedplayperformedinapublicspacewherethepublicisnotinformedthatitisaperformance.
SampleLessonTheatreThefollowinglessonisanexampleofusing
TheatreoftheOppressedintheclassroom
(TeachingTolerance,n.d.).
CircleSculpture
Level:Grades6to8,Grades9to12
8/8/2019 PART 6 of 6 - Appendices
26/37
26
Subject:SocialStudies
AnintroductiontotheTheatreoftheOppressed
*ThislessonplanistoaccompanytheTeaching
Tolerancemagazinearticle"FlippingtheScripton
BiasandBullies"
Framework
"Itisn'teasytheater,"directorJeannieLaFrance
said."Butit'sawesome."Shewastalkingaboutthe
TheatreoftheOppressed,asetoftheatrical
techniquesthatchallengeourmostbasic
assumptionsaboutdrama.Byblurringtheline
betweenactorandaudience,Theatreofthe
Oppressedcanshakeyourstudentsoutof
complacencyandmakethemfeelempoweredto
confrontinjusticeinaneffective,nonviolent
manner.Thesetechniquescanattractstudents
whowouldn'tnormallygetinvolvedindrama
andimplementingthemdoesn'tcostalotofmoney.
Itdoestakework.However,ifyoutakethetimeto
introducethesetechniquesandcreateasafe
environmentforself-expression,youwillfindthat
studentsmakerapidprogress.
Thefour-dayplan,basedonthe"circlesculpture"
technique,givesyouastep-by-steplookathowto
introducetheTheatreoftheOppressedinyour
classroom.
Objectives
Studentswilllearnthetechniquesof"circlesculpture"andperformas"spect-actors"ina
performanceaboutatopicthatisimportantto
theircommunity.
Time&Materials
Fourclasssessions(onetointroducetheprocess
andtheotherstoteacheachvariationonthe
process)
Chalkandchalkboard(ormarkeranddryerase
board)
Newsprintorposterboardandmarkers
ANoteonClassroomEnvironment Thefirststepthismulti-daylessoninvolvessafety
andtrustbuilding.Takespecialcarewhileguiding
theactivitiestoensurethateachstudentfeels
valuedandheard,andthatallopinions,thoughts,
andfeelingsareconsideredequal.
Remember,oncetrusthasbeenestablished,the
community'sgrowthandlearningcanbeboth
rapidanddeep.Attheconclusionofthese
activities,studentscanemergewithashared
experiencethatispowerfulandtransformational.
Trusttheprocess,yourstudentsandyourself.
Process
Day1Bydeconstructingaquotefromtheater
artist/educatorMichaelRohd,andengagingina
warm-upactivity,studentswillbegintoexplorethetechniquesoftheTheatreoftheOppressed.
QuoteActivity
1.Writethefollowingquoteontheboard:
"Theatreallowsustoconversewithoursouls,to
passionatelypursueanddiscoverwaysofliving
withourselvesandwithothers."
MichaelRohd,theatreartist&educator
2.Askthreeorfourdifferentstudentstoreadthe
quotealoud.
3.Askstudentstopairupandsharewiththeir
partneranexampleofaplay,movie,television
programorotherperformancepiecetheybelieve
isanexampleofwhatMichaelRohdisdescribing.
4.Brainstormalistofemotionsassociatedwith
theirexamples.Writetheresponsesontheboard.
Explaintoyourstudentsthattheseriesof
activitiesyouhaveplannedforthemoverthenext
fewdaysmaybringupsomeemotionsmentioned
onthelist.Letthemknowthatyouwilldoallyou
cantocreateasafespaceforlearning.Encouragethemtotakepersonalresponsibilityfordoing
theirparttomaintainthatsafespace.
Warm-up/Energizer
Warm-upsandenergizersareessentialin
preparingstudentsfortheaterwork.Theycreatea
safespaceforself-expressionandcauseshiftin
thewaystudentsengagewithaparticulartheme.
Warm-upsandenergizersnotonlygetthegroup
started,theyfosterasafeandplayfulinteraction
amongtheparticipants.Inaddition,thegroupgets
anopportunitytobeginparticipatingin
structuredactivitiesinwhichtheywillbeaskedtousetheirbodiesinanewway.Thisshiftsthem
fromtheirautomaticresponsesandhabits,and
setsthemuptoengageatopicfromanew
perspective.
Cover the Space
Thismovementactivitywillhelpstudentsshift
fromthetraditionalclassroomformat.Withthe
8/8/2019 PART 6 of 6 - Appendices
27/37
27
exceptionofdirectionscomingfromyou,thisisa
silentexercise.
Designateanopenspace.Youmaymarkitoffwith
physicalboundarieslikedesksorchairs,oryou
maysimplydesignatethespace.
Tellstudentstostartwalkingaroundthespace.
Directthemtotrytocovereveryinchofthedesignatedspace.Theyshouldkeepwalking.No
talkingorphysicalcontactareallowed.Afterafew
minutes,askstudentstobeawareoftheirbodies.
Thoughtheycan'ttalk,theyshouldlookatone
another.Asktothembecomeawareofthefloor,
thespaceunderneaththeirfeet.Afterafewmore
minutes,letthemknowitistheirjob,asagroup,
toensurethattheentirespaceiscoveredatall
times.Tellthemwhenyoucall"freeze"they
shouldstop.Oncetheyhavestopped,givethem
feedbackonhowwelltheyarecoveringthespace,
then"unfreeze"andresumewalking.Keepitgoing
untilyouaresatisfiedthatthegrouphasbecomecompletelyfocusedonthetaskof"coveringthe
space."
Follow-upquestionsfortheclass
1.Howdoyoufeelabouttheenergyandfocusyou
broughttotheexercise?
2.Whathelpedtokeepyoufocused?What
happenedwhenyouwerenotfocused?
3.Howdiditfeeltodothisinsilence?Werethere
timeswhenyouwantedtospeak?
4.Didthegroup"coverthespace?"
FramingtheIssue
Everyonesitsinacircleandbrainstormsaboutan
issueyouwillbeexploringwiththegroup.For
example,youcanaskthegrouptosharethoughts
orconcernstheyhaveregardingtheincreasein
anti-blackhateincidentsacrossthecountryinthe
monthafterBarackObama'selection.
Youcaneithergoaroundthecircleorcallon
studentstoraisetheirhands.It'snotadialogueat
thispoint.Peoplebrieflysaywhat'sontheirmind
andotherslisten.
Afterhearingthethoughtsandconcernsjust
shared,youaskthegroupforsinglewordsthat
cometomindaroundthisissue.Thesecanbe
themesoremotions(i.e.,fear,anger,guns,crime,
jealousy,race,harassment).
Youwritethemdownasthey'recalledout.Aim
foralistof30-50singlewords.Whenyou've
finished,readthelistbacktothem.Thislistwill
serveasablueprintfortherestoftheactivity,but
itisalsoonethatyou'lllikelyreturntoagainand
again.
Debrief
Studentsshouldreturntopairstosharefeelings
raisedbytoday'sactivities.Aftereachpartnerhas
anopportunitytoshare,askthepairstoselectonefeelingwordthatcapturessomeofwhatboth
partnersshared.Theyshouldwritethewordon
anindexcard,withoutsigningtheirnames,and
turnitin.(Youwilladdthewordstothelist
createdearlier.)
Returntowholegroupandthankeveryonefor
theirparticipation.Letthemknowwhenthe
processwillcontinue.
Day2
Warmup/game
TheWindBlows
Startbyhavingeveryonesitinacircleofchairs.Pullonechairoutofthecirclesothatoneperson
doesnothaveplacetosit.Youmaywanttoask
whowouldliketovolunteertopulltheirchairout.
Theobjectoftheactivityistohaveoneperson
standinthecenterandshareastatementwiththe
groupastatementthatistrueforthestudent.
Forinstance,ifthestudentisnervousaboutatest,
sheorhecansharethat.Thestatementdoesn't
havetobetrueforeveryone,justforthestudent
inthecenter.
Thestatementmustbesharedinthisformat:"The
windblowsif...(insertstatement)".Thepersonin
thecentercanshareanythingtheyfeelcomfortablesharing.Forexample,"Thewind
blowsifyouarefeelinghappytoday"or"thewind
blowsifyouaretheeldestinyourfamily."
The"wind"hasjustblown,andtheparticipants,
likeleaves,mustfindanewlocationifthis
statementisalsotrueforthem.Thisisthe
opportunityforthepersonstandinginthecenter
totakeanopenchairbeforeanotherindividual
takesit.Whoeverisleftinthecenter,withouta
seat,istheonewhowillsharenext.
Youcanplaythegamefor10-15minutes
dependingonyourgroup.Astheyfindarhythm,
youmayremindthemthattheycanshareabout
experiences,likesanddislikes,family,etc.
whateverfeelssafe.
Follow-upquestions
1.Wereyousurprisedbythethingspeoplechose
toshareinthegroup?
2.Ifyouwereinthemiddle,howdidyoudecide
whattoshare?
8/8/2019 PART 6 of 6 - Appendices
28/37
28
3.Wereyouhonestinyourresponses?Didyou
changeseatseachtimethestatementwastruefor
you?
4.Howdoyoufeelaboutbeingapartofthisgroup
rightnow?Reframingtheissue
Askstudentstorecallthecommunityissuethey
exploredinthelastclasssession.Readstudentsa
recentnewsreportaboutthatissue(forinstance,
ifyourclasschosetotalkaboutracialbacklash
incidentsfollowingtheelectionofBarackObama,
youmightselectastoryaboutoneofthose
incidents.)
Askeachpersontoselectasinglewordfromthe
listtheygeneratedduringthelastclasssessiona
wordthatcharacterizeswhatwassharedfromthe
newsreport.
PartnerSculpt
Everyonegetsapartner.Onepartnerwillstartas
thesculptor,theotherasclay.
Demonstratetothegrouphowtosculpthuman
clay.Thesculptorcansculptbytouchingthe"clay"
andmovinghisorherpartnerintoplaceorby
mirroringandshowingthemthepositionthey
shouldtake.Thesculptorcannottalk.Theactivity
issilent.
Youcalloutawordfromthelistandthesculptor
usestheclaytocreateanimageinresponsetothe
word,tomakeapieceofart.Thegoalisnotto
illustratethewordortoplaycharades.Itistoshape,imagine,andcreate.Theimagecanbe
realistic,abstract,concrete,orsymbolic.Thereare
norightorwrongimages!Itdoesn'thavetohavea
"meaning".Itcancomefromathoughtorafeeling.
Afterthesculptorshavesculpted,theycanwalk
aroundandlookatothers'images.Thereshould
beagalleryofresponsestotheword.Whenevery
sculptorhasreturnedtotheirimageyousay"clay,
relax"andtheclayandsculptortradeplaces.
Gobackandforththroughavarietyofwordsuntil
youfeelreadytomoveon.
Debrief
1.Howdoyoufeelaboutyourparticipationtoday?
2.Didyoupreferbeingtheclayorthesculptor?
3.Wereyouabletoexpresswhatyouwanted
throughthisexercise?Whyorwhynot?
Congratulatethestudentsontheirhardwork.
Encouragethemtotalktoothersaboutwhatthey
experiencedtoday.Remindthemwhenthegroup
meetsagain.
Day3
GroupSculpt
Everyonegetsintogroupsoffourorfive.Each
groupwillpicksomeonetosculptfirst.Youcalloutawordandtheysculpt.Thistimethey
havemorepiecesofclaytoworkwith.However,
justbecausetheyhavemorebodies,doesn'tmean
thattheyhavetosculptarealisticstoryorscene.
Theycan,buttheycanalsosculptabstractimages.
Theyhavetosculptquicklyandsilently.
Duringeachroundofwords,youcanrelaxallthe
imagesbutoneandalloweveryonetoseeeach
other'swork.Yougoaroundtheroomuntileach
imagehasbeenfeaturedandthenmovetothe
nextword.Youwanttomakesureeachgroup
memberhasachancetosculptatleastoncebefore
movingon.
Day4
Warmup/game
Shape&NumberCircleSculpt
Everyonestandsinacircleandthreepeoplegetin
themiddle.Youcalloutawordfromthelistand
thethreepeoplecreateanimageontheirown.
Theyareallclayandtheysimplyfindapositionin
relationtoeachotherasyoucounttofive.On
"five,"youcallout"freeze"andtheyhold
whateverpositiontheyarein.
Explaintotherestofthegroupthattheyarelookingatoneoutofaninfinitenumberof
possibleimagesforthisword.Theywillnowhave
achancetore-sculptthatimageasmuchasthey
like.Anyonecanstepintothecircleandre-sculpt.
Oneatatime,thegrouptriestoshareasmany
imagesastheycan.Theysculptsilentlyandpause
afewsecondsbetweenimages.Thiscontinues
untilyoustoptheroundandgoontoanewword.
Debrief
TipsonProcessingtheImages
Ifyouwanttotalkaboutanimage,askwhat
peoplesee.Whateverresponsestheygiveare
valuable.Makeapointofnottryingtohavethem
answerinacertaincontext.Justaskwhattheysee.
Havepeopletellthestorytheyseeintheimage.
Pushforasmanydifferentstoriesasyoucanget.
Astheywalkaroundandlookatimages,remind
themtoseetheimages,notjustglanceatthe
8/8/2019 PART 6 of 6 - Appendices
29/37
29
ReferencesArtsforPeace:PeaceEducationThroughArts,CultureandExposure.(n.d.).Retrievedfrom
http://www.arts-for-peace.org/index.html
Fountain,S.(1999).PeaceEducationinUNICEF.Manuscriptinpreparation.Retrievedfrom
www.unicef.org/girlseducation/files/PeaceEducation.pdf
OragamiPeaceTreeProject(n.d.).Retrievedfromhttp://www.peacetree.info/main.php
Projects.(n.d.).InternationalArtPartnershipPeaceTree.Retrievedfrom
http://www.iap-peacetree.org/iap/projects.html
RadiantPeaceEducationAwards.(n.d.).RetrievedfromTheRadiantPeaceFoundation
International,Inc.website:http://www.radiantpeace.org/trpeaix.html
TeachingTolerance(n.d.).CircleSculpture.Retrieved
fromhttp://www.tolerance.org/activity/circle-sculpture
TowardsaCultureofPeace.(n.d.).LookingatPeaceEducation.Retrievedfrom
http://www.ppu.org.uk/learn/peaceed/pe_ednetcurriculum.html
WarToystoPeaceArt.(n.d.).Retrievedfrom
http://www.wartoystopeaceart.com/workshop.html
Winfield,M.CollectivePoetry.TeachingTolerance.Retrievedfrom
http://www.tolerance.org/activity/collective-poetry
AdditionalResources
PlayingforChange:PeaceThroughMusic
http://www.playingforchange.com/
Thisprojectstartedasadocumentaryfilmtoshowtheuniversallanguageofmusicasittranscendsculturalandnationalborders.Thefilmmakerstraveledtheworldgetting
footageofstreetmusiciansinvariouscountriesperformingthesamesongs,andlayered
themusiciansoveroneanother,creatingaglobalconcert.Thedocumentaryisagreatresourceforshowingthepowerofmusicforpeace.Theorganization'snon-profit
branch(www.playingforchange.org)promotesmusiceducationandhasstartedmusicschoolsinunderservedareasaroundtheworld.
8/8/2019 PART 6 of 6 - Appendices
30/37
30
5.Quizzes
Unit1Quiz
1. Thefieldofpeaceeducationhasbeeninfluencedbya. theacademicfieldofpeacestudiesb. internationalorganizationssuchastheUNc. socialjusticemovements.d. alloftheabove
2. Withregardsto