PARENTING THE 'RIGHTS' WAY: AN EDUCATIONAL RESOURCE FOR ONTARIO PARENTING COURSES - UNICEF Canada
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PARENTING
THE
‘RIGHTS’
WAY:AN EDUCATIONAL
RESOURCE FOR
ONTARIO
PARENTING
COURSES
Every child. Every opportunity. No exceptions.
PARENTING
THE ‘RIGHTS’ WAY:
AN EDUCATIONAL RESOURCE FOR
ONTARIO PARENTING COURSES
• Parenting (HPC 3O)
• Living and Working with Children (HPW 3C)
• Human Growth and Development (HHG 4M)
• Parenting and Human Development (HPD 4E)2 | PARENTING THE ‘RIGHTS’ WAY
ACKNOWLEDGEMENTS
Theresourcewascreatedthroughacreativeandin-depthcollaborationinvolvingtheUNICEFCanada
GlobalClassroomteam,teachersandstudentsattheTorontoDistrictSchoolBoardandtheToronto
CatholicDistrictSchoolBoard,studentsandfacultyattheOntarioInstituteforStudiesinEducation(OISE)
oftheUniversityofToronto,andtheChildrens’RightsCentreatCapeBretonUniversity.
Manythanksgoouttothefollowing:
• HeatherWalters,OntarioMinistryofEducation
• IllanithBenjaminandLauraGiannotta,TorontoDistrictSchoolBoard
• MaryNowlanandVeronicaTuzi,TorontoCatholicDistrictSchoolBoard
• KatherineCovellandRobinMacLean,CapeBretonUniversityChildren’sRightsCentre
• JaneWitteandLauraFeatherstoneandtheirFamilyStudiespre-serviceteachers,OISE
• LeighAnneIngram,OISEPhDCandidate
• TheParentingstudentsatCardinalNewmanCatholicSecondarySchool,SenatorO’ConnorCatholic
SecondarySchool,RiverdaleCollegiateInstitute, andDonMillsCollegiateInstitute.
UNICEFCanadawouldalsoliketothanktheCanadianInternationalDevelopmentAgency(CIDA)
forfundingthedevelopmentanddistributionofthisimportantresource.
Copy Editor and Graphic Designer
isfiveCommunications
Copyright©2011UNICEFCanada.
email:globalclassroom@unicef.ca
website:globalclassroom.unicef.caPARENTING THE ‘RIGHTS’ WAY | 3 ABOUT UNICEF CANADA’S GLOBAL CLASSROOM PROGRAM UNICEF Canada’s mission is to mobilize and empower Canadians to invest in the positive transformation of every child’s future. UNICEF Canada’s Global Classroom program is a partnership with Canadian teachers and their students to inspire, educate and promote action on social justice, humanitarian issues and human rights — especially the rights of all children. This acclaimed program provides educators with classroom-ready resources and engagement tools. Designed to foster global citizenship and understanding, the Global Classroom shows how each of us can create a better world for all children and the communities in which they live. For more information about UNICEF Canada’s Global Classroom program, visit globalclassroom.unicef.ca. NOTE REGARDING INTERNET RESOURCES Whilecarehasbeentakenintheselectionofwebsitesandresources,educatorsareaskedtoreview themfirstandareremindedtousetheirownprofessionaljudgmentinreferringstudentsand parentstothem. Atthetimeofpublication,thewebsitelinkscontainedwithinthisguidewerefunctioningand deemedappropriateincontent.Howeverwithtime,itispossiblethatURLswillchange,orbecome non-functionalorcorrupted. UNICEFCanadacannotguaranteethecontentofrecommendedwebsites,norshouldthecontentof thesewebsitesbeunderstoodtonecessarilyreflectUNICEFcorevalues. INFORMATION ABOUT INTERNET SAFETY Websites for Educators/Parents Cybertip KidsintheKnow cybertip.ca kidsintheknow.ca Websites for Children/Youth ZoeandMolly Chatdanger zoeandmolly.ca chatdanger.com
4 | PARENTING THE ‘RIGHTS’ WAY
PARENTING THE ‘RIGHTS’ WAY | 5
TABLE OF CONTENTS
Foreword for Teachers.................................................................................................................................7
IntroductiontothisCurriculumResource .........................................................................................7
GoalsoftheManual .............................................................................................................................7
WhatareChildren’sRights?.................................................................................................................7
WhyaChildren’sRightsApproach? ....................................................................................................8
CurriculumExpectations......................................................................................................................8
Pedagogy ..............................................................................................................................................9
Introduction to the United Nations Convention on the Rights of the Child ......................................13
SurviveandThrive:Children’sRightsChart .....................................................................................14
ClusteringCards .................................................................................................................................16
ThoughtExperiment .........................................................................................................................18
ConflictCartoons ................................................................................................................................21
WantsversusRights...........................................................................................................................29
Understanding Equality, Empathy and Compassion.............................................................................30
SteppingOut .......................................................................................................................................31
What’sFair? .........................................................................................................................................35
EducationforAll..................................................................................................................................37
Conflict Resolution ...................................................................................................................................39
FamilyRolePlay .................................................................................................................................40
AgainstAbuse.....................................................................................................................................42
TheRightsWaytoDisciplineaChild ................................................................................................45
ACustodyIssue ..................................................................................................................................47
Advocacy Role...........................................................................................................................................49
SpreadingtheWordaboutChildren’sRights ...................................................................................50
RaisingAwarenessofChildren’sRights............................................................................................52
Major Evaluation Pieces ...........................................................................................................................53
ReporttotheUnitedNationsCommitteeontheRightsoftheChild .............................................54
MyIdealSchool ..................................................................................................................................57
Appendices................................................................................................................................................59
AppendixA:UnitedNationsConventionontheRightsoftheChild(summary)..........................60
AppendixB:WantsversusRightsCards ..........................................................................................64
AppendixC:RightsCards ..................................................................................................................68
AppendixD:Reflection(TemplateandRubric) ................................................................................74
AppendixE:AdditionalActivities ......................................................................................................756 | PARENTING THE ‘RIGHTS’ WAY
PARENTING THE ‘RIGHTS’ WAY | 7 FOREWORD FOR TEACHERS INTRODUCTION TO THIS CURRICULUM RESOURCE Youngpeoplecanimproveboththequalityoftheirlivesandtheireducationalexperiencebylearning abouttheirrightsundertheUnitedNationsConventionontheRightsoftheChild(theConvention).By engaginginapractical,activeandthoroughexplorationoftheConventionthroughOntarioParenting courses,participatingstudentswillgainadeeperunderstandingoftheirrightsandinherent responsibilities.Thiswillinturnhelpprovideaframeworkfortheirpositiveinteractionswithyoung childrenascaregiversorfutureparents. Thisresourceguide,Parentingthe‘Rights’Way,adoptsachildren’srightsframework,andthecurriculum- connectedactivitiesenablestudentstoexplorethebenefitsofincorporatingarights-basedapproachin theirworkwithchildreninavarietyofsettings. Theresourcefocusesonchildren’srightsofparticularrelevancetothosewhoplantointeractwithchildren ascaregivers,parents,teachers,etc. GOALS OF THE MANUAL • Introduce theConventionandtheconceptofchildren’srights. • Introducearights-basedapproachtoparentingandworkingwithchildrenandyouth. • Introduceterminologyrelatedtohumandevelopment. • Introducearangeofsocio-economicandculturalfactorsrelatedtofamiliesandparenting. • Providepractical,rights-based,child-centeredactivities. WHAT ARE CHILDREN’S RIGHTS? ThemostbasicassumptionoftheConventionontheRightsoftheChild(theConvention)isthat, like adults,childrenhaverightsbecausetheyarehumanbeings.Thus,theprincipleofchildren’srightsin CanadapredatestheUNConvention.ItisapartoftheCanadianCharterofRightsandFreedoms,human rightscodesandactsacrossthecountry,andCanada’sofficialpolicyofmulticulturalism.Whatisunique abouttheConvention,isthatitfocusesspecificallyonchildren—definedasallhumanbeingsbelowthe ageof18.TheGovernmentofCanadasignedtheConventionin1990andParliamentratifieditin1991. InsigningtheConvention,Canadaislegallyobligatedtocomplywitheachofthearticlesontherightsof thechildandtoreporttotheUnitedNationseveryfiveyears,detailinghowCanadaismeeting its obligations. TheConventionassumesthateachofthearticlesisofequalimportance.Italsoassumesthatwithrights, cometheresponsibilitytorespecttherightsofothers.Inpractice,aschildrenexperiencerespectfortheir ownrights,theyare,inturn,morelikelytorespectthoseofothers. UndertheConvention,Canadaisobligatednotonlytorespecttherightsofchildren,butalsotoinform
8 | PARENTING THE ‘RIGHTS’ WAY
bothchildrenandadultsoftheserightsasoutlinedintheConvention.Teachersandschoolsplayakeyrole
inchildren’slivesand can,therefore,beinstrumentalineducatingthemabouttheirrights.
Reference: Cape Breton University Children’s Rights Centre
WHY A CHILDREN’S RIGHTS APPROACH?
Therearetwoimportantreasonswhyarights-basedapproachwaschosenforteaching youngpeople
enrolledinOntarioparentingcourses.
Empathy versus charity —WhenchildrenandyouthlearnthattheConventionhasbeenratifiedalmost
globally,theyarereadilyengagedbythefactthatitappliestoallchildren.Theycometoidentifywith
childrenandotheryoungpeoplearoundtheworld,andshow increasedlevelsofsocially-responsible
behaviorandrespectfortherightsofallothers.Theyrealizethatiftherightsofotherchildrencanbe
violated,socantheirown. Thisimpelsanunderstandingofglobalissuessuchasdiscrimination,for
example,asaviolationofinalienable,fundamentalrightsthattheysharewithallchildren,andpromptsan
empathetic, ratherthanacharitable, response.
Empowerment —Actiontoreducetheinfringementofchildren’srightsisfacilitatedbyrights-based
pedagogybecauseitisparticipatoryanddemocratic.Childrenlearntheskillsrequiredfordemocratic
actionandtheybecomemoreempoweredtoact.Inpreviouschildren’srightsinitiatives, childrenhave
successfullyinitiatedschoolbreakfastprogramsafterlearningthatchildrenhavetherighttonutritionand
realizingthat, formanychildrenintheircommunity,thisrightwasnotrealized.
Formoreinformationonthebenefitsofusingarights-basedapproachinyourclassroom,referto:
Howe,R.B.&Covell,K.(2005/2007).EmpoweringChildren,Children’sRightsEducationasaPathwayto
Citizenship,Toronto:UniversityofTorontoPress.
CURRICULUM EXPECTATIONS
AlloftheactivitiesinthisguidehavebeencreatedtosupporttheOntarioParentingcoursecurriculum
expectations.Manyoftheactivitiescanbeusedtocontributetoatermgrade.
4 =Activities for Term Grades —Activitiessuggestedformarkingwillbeindicatedbythe4 symbol
besidetheactivitytitle.Studentreflectionsmayalsobeusedtocontributetoatermgrade(seeAppendix
Dforareflectiontemplateandrubric).
R =Reflection —SuggestedactivitiesforstudentstoreflectonwillbeindicatedbyanR besidetheactivity
title.Note,notallreflectionsneedbemarked;studentsmaybenefitfromwritingaprivatereflection.
Studentsshouldbeinformedpriortowritingtheirreflectionwhetherornottheywillhavetoshareitwith
theteacherorotherstudents.Teachersshouldbeawareofsensitiveissuesthatstudentsmaywishto
reflectonprivately.
Thecurriculumoutcomesarestatedinthefollowingsection.Outcomesreferencepointsareprovidedfor
teachersthroughouttheresourcetofacilitatethemonitoringofstudentprogressandtheassessmentof
studentability,knowledge,andunderstanding.Theactivitiescontributetothefollowinggenerallearning
outcomes:
Parenting (HPC 3O)
• Identifythelawsthatregulatechildrenandparentsinsociety(e.g.,legislationgoverningchild
protection,childcare,schoolattendance,childlabour).
• Demonstrate,inpracticalsettings,theappropriateuseofavarietyoftechniquesforparentingand
discipliningyoungchildren(e.g.,settinglimits,establishingroutines,offeringchoices,encouraging
independence,helpingchildrenunderstandthelogicalconsequencesofbehaviours,fosteringmutual
respect).PARENTING THE ‘RIGHTS’ WAY | 9
• Explainhowcommunicationinfluencesparent-childrelationships(e.g.,promotesattachment,fosters
mutualrespect).
Living and Working with Children (HPW 3C)
• Demonstrateanunderstandingoftheuniversalrightsofchildren(e.g.,therighttofood,shelter,
safety,apeaceableexistence).
• Summarizethelawsandsafetyrequirementsthatapplytoparentsandthosewhoworkwithchildren.
• Correctlyuseterminologyrelatedtolivingandworkingwithchildren.
Human Growth and Development (HHG 4M)
• Demonstrateanunderstandingoftheeffectsthatvariouseconomic,political,andsocialfactors(e.g.,
poornutrition,lowbirthweight,illiteracy,technologicalchange)canhaveonhumandevelopment.
• Identifyvarioushumandevelopmentinitiativesthatwillassistcountriesinpreparingthemselvesto
meetnewglobalchallenges(e.g.,asoutlinedbyKeatingandHertzmanandbyMcCainandMustard).
• Correctlyusepsychologicalterms(e.g., bonding,attachment)andsocioeconomicterms(e.g.,poverty,
socialstatus)associatedwithhumangrowthanddevelopment.
Parenting and Human Development (HPD4E)
• Comparethechangingneedsofindividualsandfamiliesthroughoutlife.
• Identifyhowtheneedsofindividualsandfamiliesaremetatvariousstagesofthelifecycle.
• Describetheroleofthecommunityinmeetingindividualandfamilyneedsduring childhoodand
adolescence,onthebasisofpracticalexperienceinacommunitysetting.
• Analyzetheroleofpeers,youthworkers,andothersinthesocialandemotionaldevelopmentof
school-agechildrenandadolescents,asobservedinareal-lifesetting.
• Demonstrateanunderstandingofthedifferentwaysinwhichchildrenandadolescentsperceiveright
andwrong(e.g.,childrenviewrightandwrongintermsofrewardandpunishment;adolescentshave
internalizedacodeofmoralbehaviour).
• Comparehowchildrenofdifferentagesdemonstratemoralthinking(e.g.,bytakingastand,showing
empathy,recognizinginjustice,demonstratingtolerance).
• Demonstrateanunderstandingofhowtheparentalresponsibilityforthenutritionalwell-beingof
childrenandadolescentsisbestfulfilled.
• Explainhowparentsgraduallyincreasetheresponsibilityofchildrenandadolescentsformaking
informeddecisions(e.g.,offertoddlerstwochoices,offerpreschoolersmorechoices,allowschool-
agechildrentodecideforthemselves).
• Explaintheroleofsocial-serviceorganizationsinsupportingchildrenandfamilieswhenproblems
arise.
PEDAGOGY
Principles of a Rights-Based Pedagogy
UNICEFCanadasupportstheuseofarights-based,participatoryandaction-orientedpedagogical
approach.Activitiesincludedinthisresourceareintendedtoexpandstudents’criticalandcreative
thinkingskills.Thereismuchroomforinterpretationsothatteacherscaneasilyadaptactivitiestobestsuit
theirclassroom.Despitetheflexibilityofactivities,eachactivityputsconsiderableemphasisonopen-
endedquestions,interpretation,role-playinganddiscussionforbothstudentsandteachers.In
consultationswithyouthduringthedevelopmentoftheseactivities,therewasageneralconsensusthat
activitiesfeaturingopportunitiestodiscussandrole-playweremoreengaging,enjoyableandmemorable
forstudents.10 | PARENTING THE ‘RIGHTS’ WAY
Tofacilitatethiswesuggestthatyousetandpostguidelinesforgroupandclassdiscussions. Theseshould
bedevelopedwiththestudents,linkedwiththeirrights,andcanincludesuchbehavioursaslistedbelow.
GUIDELINES FOR GROUP AND CLASS DISCUSSIONS
• You have a right to freedom of association. Establish group memberships.Thestudentsshould
haveinputintodecisionsaboutgroupcomposition.Ideallygroupsshouldcompriseaboutfive
studentstoenableeachtoparticipatefully.Maintainingthesamegroupforasemesterisbeneficial
asitallowsforacomfortableandpredictableenvironmentinwhichtolearn,anditavoidstheneed
torepeatedlyspendtimedetermininggroups.
• You have a right to talk and a responsibility to listen. Whenonepersontalks,therestoftheclass
looksatandlistenstothespeaker.Theteachercanhelpbymodelinglistening.
• You have a right to participate and a responsibility to promote the participation of others. Each
memberofthegroupshouldhaveequalopportunitytoexpressideas.Itcanbehelpfultohave
somesortofobjectthatdenotesturn-takinginthegroupthatispassedaroundtoeachmemberof
thegroup.Thestudentspeakswhenholdingtheobjectandlistenswhennot.Ifthereisadominant
groupmember,thegroupmaywanttolimittime-anegg-timerinthemiddleofthegroupcan
workhere.Notealsothattherighttoparticipationdoesnotmeanthatthestudentmustparticipate.
Astudent’sdecisiontonotcontributeatcertaintimesorinrelationtocertainissuesshouldbe
respected.Studentsalsocanbegiventheoptionofwrittencommentsthatarekeptconfidential.
• You have a right to freedom of expression and a responsibility to respect the rights of others.The
speakermayalwaysdisagreewithothers,butmustneverinsult,ridiculeormakejudgmental
comments.Theseviolatetherightsofthelisteners.Similarly,rightstofreedomofinformationare
restrictedbytheneedtorespecttherightsandreputationsofothers.
Reference: Cape Breton University Children’s Rights Centre
Performance Assessment
Theuseofanextensiverangeofassessmentstrategies,bothreflectiveandtraditional,allowsforongoing
feedbacktostudentsandteachers,toensurethatintendedlearningoutcomesaremet.Assessment
strategiesshouldreflectthefullrangeofstudentlearninginrelationtochildren’srights,andtherefore
mustincorporateavarietyofassessmentactivities.Bygivingstudentsavarietyofopportunitiesto
demonstratetheirknowledgeandskills,thediversebackgrounds,needs,andlearningstylesofindividual
studentsmaybetakenintoconsideration.
Performanceassessmentmayinclude,butneednotbelimitedto:
• Formalandinformalobservations
• Teacher-madeandothertests
• Oralandwrittencommunicationtasks
• Self-assessments
• Learninglogs/journals(whatIdid,whatIlearned,whatquestionsIstillhave)
• Reflectivewriting
• Questionnaires
• Student-teacherinterviews
• Peerfeedback/assessment(perhapsaskwhatstudentsthinktheirfriendswhohavenottakenthe
curriculumwoulddoinaparticularsituationvs.whatthey,themselves,woulddo)
• Activity-basedtasks/problems
• Observationofwhatstudentsdoandsay,makinganecdotalrecordsPARENTING THE ‘RIGHTS’ WAY | 11
• Developmentandapplicationofspecificcriteriatoassessstudentperformance(e.g.,rubrics,rating
scales,checklists)
• Examinationofstudents’workandapplicationofcriteriainassessment.
Reference: Cape Breton University Children’s Rights Centre
TIPS FOR TEACHING GLOBAL EDUCATION
• Avoid Us vs. Them —AvoidactivitiesthatteachanUsvs.Themmindset.(e.g.,whitevs.black,rich
vs.poor,developedworldvs.developingworld).
• Teach Complexity —Challengeyourselftofindboththepositiveandnegative.Avoidshowingonly
negativeimages/viewsandgeneralizingabouthugecategoriesofpeople,likeAfricans,orthe
developingworld.This ‘otherizes’ peopleandcanleadtostereotypes.
• Beyond Charity —Getstudentstoidentifyactivitiesandactionsthatgobeyondgivingmoney,by
exploringlocalandnationalconnectionstoglobalissuesandincludingcriticalanalysisofglobal
systemsthatleadtounequaldistributionofresources.
• Foster Critical Literacy —Fostercriticalthinkingskillsandtheabilitytoseecomplexityinallissues.
Avoidseeingissuesinblackandwhiteterms(e.g., you’reeitherwithusoragainstus).
• Take Multiple Perspectives —Havestudentstakemultipleperspectivesonanissue—trytohave
morethanonlytwoperspectives.Askstudentstoidentifyandexploreperspectivesotherthantheir
own.
• Encourage Self-Reflection —Encouragestudentstomakeconnectionsbetweenthemselves,their
owncommunitiesandcountries, andglobalissues.
• Foster Student Agency —Useactivitieswherestudentscanapplytheirlearningbytakingconcrete
actionsinsideand outsidetheclassroom.
• Encourage Complex Identity Exploration —Encourageactivitieswherestudentscanexplore,
appreciateandcriticallyreflectuponthemultiplecommunitiesandgroupstowhichtheybelong
(e.g., race,class,religion,localcommunity,multiplenations,sexuality,ethnicity).
• Connect Local to National and Global —Encouragestudentstofindconnectionsbetweenissuesat
theirlocallevel(e.g., school,neighbourhood)tolargernationalorglobalissues.
• Go Beyond Social Studies —Globaleducationisnotjustforsocialstudies.Encouragestudentsto
‘thinkglobally’ inalltopicsandacrossallgradesandsubjectareas.
• Don’t Escape Debate —Sometimesan aversiontoconflictsteersusawayfromtacklingissuesthat
mayprovokedisagreementanddebate.Helpstudentslearntodisagreerespectfully.Respectful
debateanddisagreementisahealthypartofademocraticclassroom,andsociety!
• Build On Students’ Knowledge —Researchsuggeststhatstudentsofallages—evenprimary
students — areexposedtoreallifeissuesandareinterestedinlearningmore.Drawouttheir
existingknowledgeaboutglobalissuestohelpconnectthemtotheseissues.
• Encourage Active, Inquiry-Based Learning —Givestudentschoiceinwhatandhowtheylearn, and
findwaystopromotedemocraticdecision-makinginyourclassroomandschool.
Dealing with Sensitive and Controversial Issues
Theactivitiesinthisguideprovidetheopportunityforstudentstoaddresssomesensitiveandpotentially
personalissues.Belowaresomesuggestionsandreferencesforteacherswhowouldlikesupportin
dealingwithsensitiveissuesintheirclassroom.
Dealing with abuse
TheOntarioHumanRightsCoderequiresallteachersandyouthworkerstoreportanyevidenceofchild12 | PARENTING THE ‘RIGHTS’ WAY
abusetotheproperauthorities.TheChildren’sAidSociety’sWebsiteprovidesagoodoverviewofadults’
responsibilities,contactinformationandprocessesonitsFAQpage:
oacas.org/childwelfare/faqs.htm#when
Itisalsoimportanttoprovidestudentswithwaystoseekhelpontheirown.TheKidsHelpPhoneoffers
counselingandreferralservicesforchildrenandteens.Formoreinformation,contact:18668630511(TTY
18668637868);kidshelpphone.ca/teens/home/splash.aspx
Dealing with sensitive issues
Ifstudentslearntolistentoandrespectthethoughtsandfeelingsofothers,thenhandlingsensitiveissues
islessproblematic.Meaningfuldialoguerequiresanenvironmentthatfeelssafe.
Nonetheless,theremaybeissuesraisedfordiscussionthatcancausediscomforttoeitherstudentsor
teachers.Althoughsomemayprefertoavoiddealingwithsensitiveissues,theirdiscussioninthe
classroomallowsforinvaluablelearningaboutdiversityandtoleranceinasafeenvironment.When
studentsaredealingwithcontroversialissues,itisparticularlyimportantthattheyunderstandthatitis
acceptabletoaskquestionsandtoseekfurtherinformation.Theymustalsounderstandthatitisimportant
tolistenrespectfullytoallopinions,withtheunderlyingpremisesthatthereisnoonerightwaytothink
andthatthereisnosuchthingasastupidquestion.
Ifstudentspresentthoughtsthatareobviously‘wrong’orbiased(e.g.,anti-gaycomments),theteacher
shouldrespondbyaskingquestionsinanon-judgmentalwaytochallengethestudents’assumptions,and
topromoteresearchintolearningmoreabouttheissue.Ofcourse,nostudentshouldbepressuredto
divulgepersonalinformation.
Students,whenuncertain,mayaskfortheteacher’sopinion.Itusuallyispreferablefortheteachertostate
thatthereareavarietyofperspectivesandoffermorethanonebeforeredirectingthequestiontotherest
oftheclass.Remember,theteachershouldtalkwiththestudentsratherthanatthem.
GUIDELINES FOR DEALING WITH SENSITIVE OR CONTROVERSIAL ISSUES IN CLASS
• Setclearobjectivesforactivities(e.g.,provokedebate,learnconflictmanagementskills,express
opinionsclearlyandrespectfully,learntodisagreerespectfully).
• Setcleargroundrolesforclassdiscussionswithstudents.
• Don’tavoidorescapedisagreement.Thisshowsdiscomfort.
• Createamutuallyrespectfulclassroomclimatefromthebeginning.
• Encouragestudentstoseemultipleperspectivesonanissue– notjustoneortwo.
• Fosteractivelisteningskills(e.g.,havestudentsrephraseorwritedownothers’opinions).
• Encouragestudentstoseethatnoonepersonhasthe‘correct’oronlyanswer.
• Encouragestudentstorecognizethedifferencesbetweenopinions,feelings,beliefs,perspectives
andfacts.
• Encouragestudentstoreflectontheirownperspectivesandhowtheirbackgrounds,biasesand
beliefsaffecttheirreactionsandopinionsinrelationtocontroversialtopics.
• Ifconflictdoeserupt,remindstudentsofyouragreedgroundrules.
Forfurtherinformationandresourcesondealingwithsensitiveissuesinyourclassroom,theToronto
DistrictSchoolBoardhasreleasedGuidelinesforDealingwithControversialandSensitiveIssues
– tdsb.on.ca/_site/ViewItem.asp?siteid=15&menuid=8975&pageid=7864;aswellasaTeachingResource
forDealingwithControversialandSensitiveIssues
– tdsb.on.ca/wwwdocuments/programs/Equity_in_Education/docs/CSI%202003.pdf.PARENTING THE ‘RIGHTS’ WAY | 13 INTRODUCTION TO THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD
14 | PARENTING THE ‘RIGHTS’ WAY
SURVIVEANDTHRIVE:
45
CHILDREN’SRIGHTSCHART(R) minutes
ACTIVITY
PURPOSE:
Bytheendoftheactivity, 1. Askeachstudenttowritedownthethreemostimportantthingsthat
studentswillhave: theyneedtosurvive.Insmallgroups,askstudentstopresenttheir
topitemsforsurvivalanddiscussthem.
• Becomefamiliarwith
thesignificanceand 2. Thenaskthestudentstodiscussthemeaningofthechartheadings:
conceptsoftheUnited survival,protectionanddevelopment(seebelowforofficial
NationsConventionon definitionsbyUNICEF).Forabouttenminutes,studentswilldiscuss
theRightsoftheChild whattheythinkchildrenandyouthneedtosurvive,whytheymight
• Developcooperation needprotectionandfromwhat,andwhattheyneedtodevelop.Ask
anddiscussionskills. themtocomeupwithfivereasonswhynotallchildrenintheworld
havetheirrightsrespected(e.g.,poverty,war,racialdiscrimination,
geography,genderdiscrimination,sexualdiscrimination).Groups
willreporttheirideasduringabriefclassdiscussion.
RESOURCES: Survival – Allchildren,regardlessofwhotheyareandwherethey
• Threelargesheetsof live,musthavetheessentialstheyrequiretoliveashumanbeings–
paperorbristolboard basicstandardswithoutwhichpeoplecannotsurviveanddevelop
withoneofthe indignity.Theyincludefood,waterandshelter,andareinherentto
followingtitleswritten everyhumanperson,inalienableanduniversal.Themajorityof
atthetopofeachsheet: deathsinchildrenundertheageoffiveyearsareduetoasmall
RightstoSurvival; numberofcommon,preventableandtreatablecausessuch
RightstoProtection; as pneumonia,diarrhea,malaria,malnutritionandneonatal
RightstoDevelopment conditions,occurringsinglyorincombination.
• Glue
Protection – UNICEFusestheterm‘childprotection’toreferto
• Markers preventingandrespondingtoviolence,exploitationandabuse
• RightsCardscutout againstchildren.Thisincludescommercialsexualexploitation,
(seeAppendixC) trafficking,childlabourandharmfultraditionalpracticessuchas
femalegenitalmutilation/cuttingandchildmarriage.Violationsof
• Onephotocopyofthe thechild’srighttoprotectiontakeplaceineverycountry.Inaddition
Convention(summary) tobeinghumanrightsviolations,theyaremassive,under-
foreachstudent(see recognizedandunder-reportedbarrierstochildsurvivaland
AppendixA) development.Childrensubjectedtoviolence,exploitation,abuse
andneglectareatriskofdeath,poorphysicalandmentalhealth,
HIVinfection,educationalproblems,displacement,homelessness,
vagrancyandpoorparentingskillslaterinlife.TheUNICEF
InnocentiResearchCentreworkstoanalyzethesituationandto
influencepolicymakers,institutionsandotherduty-bearerstotake
appropriateactiontosignificantlyimproveprotectionoftheworld’s
children.
Development –TheConventionsetsouttherightsthatmustbe
realizedforchildrentodeveloptotheirfullpotential–freefrom
hunger,want,neglectandabuse.Itreflectsavisioninwhich
childrenareneitherthepropertyoftheirparentsnorthehelpless
objectsofcharity.Theyarehumanbeingsandarethesubjectof
theirownrights.TheConventionoffersavisionofthechildasan
individualand asamemberofafamilyandcommunity,withrightsPARENTING THE ‘RIGHTS’ WAY | 15
andresponsibilitiesappropriatetohisorherageandstageof
EXTENSION: development.Byrecognizingchildren’srightsinthisway,theConvention
• Ask students to look for firmlysetsthefocusonthewholechild.
children or young people
FormoreinformationonUNICEF’sworkintheseareas:
who have done things to
unicef.org/crc/index_30229.html
help young people in their
community, country or 3. Distributetherightscardsequallyamonggroupsofstudentsand
around the world. Ask havethemcategorizeeachcardintooneofthethreecategoriesand
them to design a poster discusswhytheyfeelitbelongsinthatcategory.Askthemtochoose
about the person and andranktheirtopfiverightsanddiscusswhy.
have them present their
poster to the rest of the 4. Havestudentspresenttheirrightscards,howtheycategorizedthem
class. You can have the andwhytotheclass.Therewillthenbeagroupdiscussion.Atthe
students post them endofthediscussion,studentscanreflectonwhethertheywould
around the school. For changeanyoftheirresponses.Theywillthengluetheirfinal
example, check the responsesontothechart.Youcanhavethelargegroupagreeon
websites of UNICEF, Save theirtopthreerights.
the Children, CARE,
organizations in the
community and school.
For more information on the Convention:
• OverviewoftheUnitedNationsConventionontheRightsoftheChild
canadianConvention.com/UN_CONVENTION/UN_Convention_on_the_Rights_of_the_Child-
Overview.aspx
• TheUnitedNationsConventionontheRightsoftheChildinfulltext
unicef.org/Convention/
Reference: Children’s Rights Education Curriculum Resource (Grade 6), CBU Children’s Rights Centre16 | PARENTING THE ‘RIGHTS’ WAY
ClusteringCards(R) 45
minutes
ACTIVITY
PURPOSE:
1. Askstudentstothinkofexamplesofrightsandresponsibilitiesthat
Bytheendoftheactivity,
theyhaveintheirfamilies/communities/schools/country.Askthem
studentswillhave:
tothinkofwho(e.g.,specificadults,specificorganizations)are
• Becomefamiliarwith supposedtolookaftertheirrights.IntroducetheUnitedNations
basicchildren’srights ConventionontheRightsoftheChild.(SeeAppendixC).
andthespecialneeds
andrightsthatcertain
groupshaveinsociety
Discussion Questions (Getting to Know the Convention)
• Becomefamiliarwith
multipleperspectivesof • WhatistheUnitedNationsConventionontheRightsoftheChild?
stakeholdersrelatedto
youngpeople • WhatistheCanadiangovernment’sroleundertheConvention?
• Developedcooperation • WhataretherolesofadultsundertheConvention?
anddiscussionskills. • WhatareyourrolesundertheConvention?
Then,distributeRightsCardsamongststudents,witheachstudent
RESOURCES: receivingoneRightsCard.Ensurestudentsreadandunderstand
theircards.
• Children’sRightsChart
(optional–as 2. Instructstudentstostandup,movearoundtheroom,andmeetwith
completedbyclass) otherstudents.Astheydoso,theyshouldexplaintheConvention
• Onephotocopiedand articletheircarddescribes.Ifparticipantsfeelthattheircardshave
cutoutsetofRights somethingincommonorbelongtogether,theyforma‘cluster’.
Cards(seeAppendixC) Theycontinuewalkingaroundtheroomtogether.Theymayaddany
numberofadditionalpeopletotheirclusteriftheyfeelthatthose
• Onelargesheetof individuals’carddescriberightsofasimilartype.
paper
• Scissors 3. Astheactivityproceeds,studentsmayswitchtoadifferentcluster
astheyrefinetheirthinkingaboutthecategoriesofrightscovered
• Glue bytheConvention.Someyoungpeoplemayfindthatthey‘stand
alone’anddonotbelongtoanyoftheclusters.Encourage
discussionandnegotiation.NOTE:Stressthatthereisnoone
‘correct’answertothisactivity!
4. Oncetheclustersarefinalized,andthereisnofurthermovement
aroundtheroom,askeachclustertodecideonanameforitselfthat
describestherightsinthecluster(e.g.,Survival,Protectionand
Development,orProtection,ParticipationandProvision(thethree
Ps),orHealth,EducationandExpression).
5. Havetheclusterssitdowntogether.Callononeclusteratatimeto
telltheclassitsname,summarizethearticlesthatbelongtothis
category,andexplainwhythenamesuitsthearticlestheyhave.As
thisisbeingdone,theteacher,groupleader,orseveralofthe
participantscangluethecardsontothelargesheetofpaperintheir
appropriateclusters.
6. Askeachgrouptoprioritizetheirtopfiverightsandthendiscuss.PARENTING THE ‘RIGHTS’ WAY | 17
Discussion Questions
• Weresomerightsmoredifficulttocategorizethanothers?
• Whichones,andwhy?
• WhatseemtobethemaintypesofrightsprotectedbytheConvention?
• Dosometypesofrightsseemtobegivenmoreemphasisthanothers?Ifso,whichones?
• HaveanyrightsbeenleftoutoftheConventionthatyoufeelshouldhavebeenincluded?
• Aretheresometypesofrightsthatshouldbegivenpriority,orareallrightsequallyimportant?
• Aretheretypesofchildren’srightsthatyoufeelyourcommunity/countrydoesparticularlywellat
upholding?
• Aretheretypesofrightsthatshouldbegivenmoreattention?
• WhatshouldCanadadotomakesureallchildrens’rightsareprotected?
Reference: It’s Only Right: A practical guide to learning about the Convention, Susan Fountain and UNICEF 199518 | PARENTING THE ‘RIGHTS’ WAY
ThoughtExperiment(R) 45
minutes
ACTIVITY
PURPOSE:
1. Askeachstudenttowritealist–ordrawapicture–ofallthepeople
Bytheendoftheactivity,
thatcareforthem,influencethemandassistwiththeirsurvivaland
studentswillhave:
development(e.g.,parents,siblings,grandparents,teachers,
• Discussedthemultiple communityworkers).Dividestudentsintosixgroups.Haveeach
perspectivesof studentdiscussthislistwithapartnerandcomparesimilaritiesand
stakeholderscaringfor differencesbetweendifferentpeople(e.g.,youcouldhavethem
andworkingwithyouth standupandwalkaroundcomparingwithdifferentpeopleasan
• Developedawarenessof ice-breaker).
theneedsand
challengesofdifferent
kindsofyoungpeople
Discussion Questions
andadultsworkingwith
youngpeople • Howmanypeopledoyoudependoneveryday/week/month?
• Howdoesyourlistdifferfromotherstudents?Why?
• Whataresomereasonswhysomepeoplearemoredependent
RESOURCES: thanothers(e.g.,age,immigrationstatus,personality,family
structure,socialsituation,mentalorphysicalability)?
• Studentswillneedto
beintroducedtothe
Conventionpriortothis
activity,therefore, 2. Putstudentsintosmallgroups.Eachgroupwillrandomlyselecta
teachersmaywishto cardortwoandanswerquestionsfromthehandout.Groupswill
completetheChildren’s reporttheirthoughtsbacktotheclass.
RightsChartandthe
ClusteringCards 3. Havetheclasscomparethoughtsanddiscusssimilarrights,aswell
activitiesfirst. asanyspecialrights.Askthestudentswhatthedifferenceis
• Onerolecardpergroup betweenhowchildrencareforeachotherandhowadultscarefor
children?Whataresomespecialoruniqueneedsofchildren/babies?
• Onephotocopyofthe
ThoughtExperiment
handoutforeachgroup
(onthefollowingpage) EXTENSION/ALTERNATIVE:
• Accesstothe Askstudentstorole-playmultiplestakeholders(e.g.,fosterparents
Convention(Aposteror andfosterchild).Askstudentstodrawaposteraboutaparticular
theRightsCards– stakeholderthatillustratestheirparticularneeds,concernsand
AppendixC) rights.Thenputthesearoundtheroomandhavestudentsvoteon
theposterthatbestillustratestheconcernsofthatperson.
Reference: Cape Breton University Children’s Rights CentrePARENTING THE ‘RIGHTS’ WAY | 19
CARDS
BABY FOSTER PARENTS
CHILD WITH PHYSICAL OR EARLY CHILDHOOD EDUCATION WORKER
MENTAL DISABILITIES IN A DOWNTOWN DAYCARE
SINGLE MOTHER LIVING IN A BIG CITY CHILD LIVING IN A FOSTER HOME
CHILD OF PARENTS WHO
RECENTLY IMMIGRATED TO PEDIATRICIAN
CANADA FROM INDIA
CHILD WITH 5 YOUNGER SIBLINGS ELEMENTARY SCHOOL TEACHER
CHILD LIVING BELOW THE POVERTY LINE CHILD OF REFUGEE PARENTS
FROM A COUNTRY AT WAR20 | PARENTING THE ‘RIGHTS’ WAY
THOUGHT EXPERIMENT
What makes this person’s situation unique?
What special needs might this person have?
What challenges might they face?
Why would having rights be important to this person?
Are there any rights in particular that may be especially important to this individual?
How can this individual best respect children`s rights?PARENTING THE ‘RIGHTS’ WAY | 21
ConflictCartoons 75
minutes
PURPOSE:
ACTIVITY
Bytheendoftheactivity, 1. Dividestudentsintogroupsoffour.Askstudentstothinkofapast
studentswillhave: conflictwithafriend,asiblingorafamilymemberandhowthey
resolvedit.Askeachsmallgrouptobrainstormalistoffive
• Learnedmultiple
strategiesforresolvingconflictpeacefully.
strategiesformanaging
conflictarisingfrom 2. Havethesmallgroupspresenttheirtipsforresolvingconflictand
differingperspectiveson makeamasterlist.Askthemtosuggestwhichstrategiesaremost
rights effectiveinwhichcircumstances.Addtoitfromthelistbelow.Then,
• Developedan giveeachgrouptwocopiesofeachcartoon.
understandingofhow
rightscomeintoconflict.
GROUND RULES FOR MANAGING AND RESOLVING CONFLICT
• Be specific about what is bothering you. Forexample:“Whenyou
playyourmusicveryloudly,itmakesmefeelannoyedandIcan’t
RESOURCES:
domywork.Iwouldappreciateitifyoucouldturnitdown,
• Twocopiesoftherights please”.Vaguecomplaintsarehardtoworkon.
inconflictcartoonsfor
• No ‘hitting below the belt.’ Don’tmaketheconflictpersonalor
eachgroupoffour
bringupprivateissuesrelatedtotheindividual.
students(seefollowing
pages) • Don’t accuse. Ifyouaccusesomeone,itcanshutdowndialogue.
Instead,explainyourownfeelingsinrelationtothesituation.
• Don’t generalize. Avoidwordslike‘never’or‘always.’
Generalizationsareusuallyinaccurateandcanusuallyaggravate
Note to teachers theconflict.
Formoreinformationon • Articulate clearly. Ifyouareabletoclearlyarticulateyour
strategiestoresolveconflict, perspectivetosomeoneelsehonestlyanddirectly,itcanbea
readTipsonMediatingor verypowerfulwayofbuildingrelationshipswithpeople.Ifyou
ResolvingaConflict: feelyouremotionsmayoverwhelmyou,walkawayuntilyouare
conflictmediation.net/tips.html abletospeakcalmly.
• Stay calm. Trynottooverreacttopersonaldifficulties.Ifyou
remaincalm,itismorelikelythatpeoplewillbeabletohearyour
viewpoint.
• Avoid the silent treatment. Whenonepersonbecomessilentand
stopsrespondingtotheother,frustrationandangercanresult.
Thewaytoresolveconflictusuallyinvolvesanhonest
conversationbetweenpeople.
• Avoid ‘make believe’. Exaggeratingorinventingacomplaint–or
yourfeelingsaboutit–willpreventtherealissuesfromsurfacing.
• Deal with only one issue at a time. Don’tsuddenlytellpeopleall
thethingsaboutthemthatbotheryou.Itmayoverwhelmthem
andmakeitdifficulttoresolvetheconflict.
• Don’t stockpile grievances over time. Storinguplotsof
grievancesandhurtfeelingscanonlymakethingsworse.
Adapted from: Counseling and Mental Health Center, The University of Texas at Austin.
http://cmhc.utexas.edu/booklets/ fighting/fighting.html
Courtesy UT Counseling and Mental Health Center, The University of Texas at Austin.22 | PARENTING THE ‘RIGHTS’ WAY
3. Havestudentscompleteonecopyofeachcartoonfromthe
EXTENSION: perspectiveofthechildandtheothercopyofeachcartoonfromthe
perspectiveoftheadult/babysitter.Uponcompletion,facilitatea
Havestudentswritea largegroupdiscussion.
shortdialogue,songor
role-playofaparticular
conflictandhowto
manageit.Thenhavethe Discussion Questions
studentsvoteonwhich
scenarioshowsthebest • Whenrightsareinconflict,howdoyoudecidewhichrightsget
resolutionofconflict. priority?
• Caneachofthepartiesinthesituationusearticlesfromthe
Conventiontosupporttheirviews?
• Whatdoyouthinkwouldbethebestresolutionofthisproblem?
• Isyoursolutionrealistic?
Adapted from: Children’s Rights Curriculum Resource (Grade 8), CBU Children’s Rights
Centre.PARENTING THE ‘RIGHTS’ WAY | 23 CONFLICT CARTOONS
24 | PARENTING THE ‘RIGHTS’ WAY
CONFLICT CARTOONSPARENTING THE ‘RIGHTS’ WAY | 25 CONFLICT CARTOONS
26 | PARENTING THE ‘RIGHTS’ WAY
CONFLICT CARTOONSPARENTING THE ‘RIGHTS’ WAY | 27 CONFLICT CARTOONS
28 | PARENTING THE ‘RIGHTS’ WAY
CONFLICT CARTOONSPARENTING THE ‘RIGHTS’ WAY | 29
WantsVersusRights(R) 75
minutes
PURPOSE:
ACTIVITY
Bytheendoftheactivity, 1. Ontheboard,write‘Want’ononesideand‘Right’ontheotherside.
studentswillhave: Askthembrieflytodescribethedifferencebetweenawantanda
right.Havethestudentsformpairsanddiscusssomeoftheirwants
• Learnedthedifference
andsomeoftheirrights,makingashortlist.Then,giveeachpaira
betweenrightsand
setofWantsversusRightsCards.
wants
• Developedcooperation, 2. Thepairswilldecidetogetheroneightadditionalitems,and
discussionand write/drawthemontheblankcards.
prioritizingskills.
3. Askthepairstodecidewhicheightitemstheyarewillingtogiveup,
andhavethemreturnthesecardstothefacilitator.
4. Whenallpairshavedonethis,announcethatstillfurthercutsin
RESOURCES: whatcanbeprovidedtoyoungpeoplemustbemade,andaskthe
pairstoeliminateanothereightitemsfromtheirlists.
• Onephotocopiedand
cutoutsetofWants 5. Discusstheprocessofeliminationwiththeentireclass.
versusRightsCardsfor
eachpairofstudents
(seeAppendixB)
Discussion Questions
• Blankcardsforadding
eightitems • Whichitemsweremostcommonlyeliminatedinthefirstround?
Why?
• Wasthesecondroundofeliminationmoredifficultthanthefirst?
Why?
• Didyouandyourpartnerhaveanydisagreementsovertheitemsto
eliminate?Whichones?Why?
• Whatisthedifferencebetweenwantsandrights?Whichitemson
thelistwerewantsandwhichoneswererights?
• Dowantsandrightsdifferfordifferentpeople?Whyorwhynot?
• Dowantsandrightsdifferfordifferentculturalgroups?Whyorwhy
not?30 | PARENTING THE ‘RIGHTS’ WAY
UNDERSTANDING
EQUALITY,
EMPATHY AND
COMPASSIONPARENTING THE ‘RIGHTS’ WAY | 31
SteppingOut(R) 45
minutes
PURPOSE:
ACTIVITY
Bytheendoftheactivity, 1. Explaintothestudentsthattheyaregoingtobeaskedtostepinto
studentswillhave: someoneelse’sshoes.Theywillbetoldwhotheyaregoingtobe,
andtheywillneedtousetheirimaginationtorespondtoquestions
• Developedawareness
asthatperson.
abouttheinequalitiesof
opportunityinsociety 2. Handouttherolecardsatrandom,onetoeachstudent.Atleast
• Developedempathy threestudentsshouldbehandedthe‘Youareyourself’card,unless
skills teacherschoosenottoincludethiscard.Tellallthestudentstokeep
• Increasedtheir theirrolessecret.
understandingof
3. Linethestudentsupandaskthemtobegintogetintotheirrole.To
possiblepersonal
helpthem,readoutsomeofthefollowingquestions,pausingafter
consequencesof
eachone,togivethestudentstimetothinkandbuildupapictureof
belongingtocertain
themselvesandtheirlives.
socialminoritiesor
culturalgroups.
Reflection Questions for Getting into the Role
• Whatwasyourchildhoodlike?
RESOURCES: • Whatsortofhousedidyoulivein?
• Onerolecardper • Whatkindofgamesdidyouplay?
student(seefollowing
page) • Whatsortofworkdidyourparentsdo?
• Situationssheetforthe • Whatisyoureverydaylifelikenow?
teacher/facilitator(see • Wheredoyousocialize?
followingpage)
• Whatdoyoudointhemorning,intheafternoon,intheevening?
• Anopenspace(e.g.,a
• Whatsortoflifestyledoyouhave?
corridor,largeroomor
outdoors) • Wheredoyoulive?
• Howmuchmoneydoyouearneachmonth?
• Whatdoyoudoinyourleisuretime/duringyourholidays?
• Whatexcitesyouandwhatareyouafraidof?
4. Tellthestudentsthatyouaregoingtoreadoutalistofsituationsor
events.Everytimetheycananswer‘yes’tothestatement,they
shouldtakeastepforward.Otherwise,theyshouldstaywherethey
areandnotmove.
5. Readoutthesituationsoneatatime.Pauseforawhilebetween
statementstoallowstudentstimetostepforwardandtolook
aroundtotakenoteoftheirpositionsrelativetoeachother.
6. Attheend,inviteeveryonetotakenoteofhisorherfinalposition.
Thengivethemacoupleofminutestocomeoutoftheirrolebefore
debriefing.You can also read
