CAFOD PowerPoint

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Human Rights
A unit for post-16 General RE Suitable for use
with NOCN framework and Extended Project
It is useless to admit that a man has a right
to the necessities of life, unless we also do
all in our power to supply him with means
sufficient for his livelihood. Pope John
XXIII, Pacem in terris, 32.
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Human Rights
Section 1 The Declaration 4 Section 2 Scripture
9 Section 3 Peace on Earth 17 Section 4
Church teaching 23 Section 5 Case studies
26 Section 6 Take action 40
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Learning objectives
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• By the end of this unit, students will
• Be familiar with the Universal Declaration of
  Human Rights
• Be familiar with scripture and Catholic Social
  Teaching relating to human rights, particularly
  Pacem in Terris (NOCN 1.1 1.2)
• Be able to explain some of the differences that
  theupholding of human rights can make to people
  in poor communities in developing countries, and
  give examples of how CAFOD partners have helped
  to uphold human rights (NOCN 1.2 2.1 7.1)
• Have taken action to help some of those whose
  rights are being ignored or abused, both locally
  and globally (NOCN 6.1 8.1)

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How does it feel?
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Section 1 The Declaration
human rightspl.n. The basic rights and
freedoms to which all humans are entitled, and
in whose exercise a government may not
interfere.
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Declaration of Human Rights
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On December 10, 1948 the General Assembly of the
United Nations adopted and proclaimed the
Universal Declaration of Human Rights (UDHR).
Section 1 The Declaration
1948
It states that Everyone has a right to
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life, freedom and security
humane treatment
equal protection in law
freedom of thought, conscience and religion
rest and leisure
Section 1 The Declaration
marry and start a family
access public service and social security
take part in government
own property
be presumed innocent until proven guilty
Work, for a just wage
an adequate standard of living
free choice of employment
Freedom of opinion and expression
just conditions at work
freedom of peaceful assembly and association
protection of privacy, family, home,
correspondence and reputation
join a trade union
education
asylum from persecution
participate in cultural life
a nationality
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Rights lead to duties
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Section 1 The Declaration
UDHR, Article 29, states that
Everyone has duties to the community in which
alone the free and full development of his or her
personality is possible.
To claim one's rights and ignore one's duties,
or only half fulfil them, is like building a
house with one hand and tearing it down with the
other. Pope John XXIII, Pacem in Terris, 30.

• Why is the above statement about duties contained
  in the UDHR?
• Look again at the human rights on the previous
  slide.
• Name a duty that corresponds to each right, for
  example, the right to life implies a duty to
  preserve life.

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Reflection
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Section 1 The Declaration
The right to development is the measure of all
other human rights. That should be our aim a
situation in which all individuals are enabled to
maximize their potential, and to contribute to
the evolution of society as a whole.  Kofi
Annan
Overcoming poverty is not a gesture of charity.
It is an act of justice. It is the protection
of a fundamental human right, the right to
dignity and a decent life Nelson Mandela
If we all discharge our duties, rights will not
be far to seek. Mohandas Gandhi
Commit yourself to the noble struggle for human
rights. You will make a greater person of
yourself, a greater nation of your country and a
finer world to live in. Martin Luther King, Jr.
Please use your freedom to promote ours. Aung
San Suu Kyi, former political prisoner
Human rights are not a privilege conferred by
government. They are every human beings
entitlement by virtue of his or her humanity.
Mother Teresa
More human rights quotes
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Is this from the Bible?
5. If a man has two wives he must not give the
rights of the firstborn to the son of the wife he
loves in preference to his actual firstborn.
2. Yet to all who received him, to those who
believed in his name, he gave the right to become
children of God.
7. A man retains the right of redemption after he
has sold himself as a labourer. One of his
relatives may redeem him.
3. If a man sells a house in a walled city, he
retains the right of redemption a full yearafter
its sale.
1. I have the right to do what I want with my own
money
8. The king's edict granted the Jews in every
city the right to assemble and protect
themselves
6. Do we not have the rightto food and drink?
4. No one has the right to redeem land that
belonged to our brother except you, and I (Ruth)
am next in line."
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These are in the Bible
If a man has two wives he must not give the
rights of the firstborn to the son of the wife he
loves in preference to his actual firstborn.
(Deut. 2115-16) A man retains the right of
redemption after he has sold himself as a
labourer. One of his relatives may redeem him.
(Lev. 2548) If a man sells a house in a walled
city, he retains the rightof redemption a full
year after its sale. (Lev. 2529) The king's
edict granted the Jews in every city the right to
assemble and protect themselves (Esther 811a)
No one has the right to redeem land that
belonged to our brother except you, and I Ruth
am next in line. (Ruth 45)
I have the right to do what I want with my own
money (Mtt. 2015) Do we not have the right to
food and drink? (I Cor. 94) Yet to all who
received him, to those who believed in his name,
He gave the right to become children of God.
(John 112)
The king's edict granted the Jews in every city
the right to assemble and protect themselves to
destroy, kill and annihilate any armed force of
any nationality or province that might attack
them and their women and children and to plunder
the property of their enemies. (Esther 811)
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Scripture Overview
In the New Testament, St Paul and the early
Christians built on their Jewish heritage,
gaining deeper insights into human dignity as
they reflected on the meaning of the
incarnation. Look at the scripture passages on
the next three slides and ponder the questions.
The Old Testament implies that a sense of right
and wrong is part of our created nature. It
also reveals something of humanitys progress
towards a greater awareness of human rights.
Old Testament society (and, to a great degree,
modern society) was founded on the Ten
Commandments which, though statements of duties,
inevitably imply rights.
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Scripture Genesis
God created man in his own image, in the image of
God he created him male and female he created
them. God blessed them and said to them, "Be
fruitful and increase in number fill the earth
and subdue it. Rule over the fish of the sea and
the birds of the air and over every living
creature that moves on the ground." Then God
said, "I give you every seed-bearing plant on
the face of the whole earth and every tree that
has fruit with seed in it. They will be yours for
food. (Genesis 1 27-29)
What rights does God give to human beings?
What duties does God give to human beings?
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Scripture Exodus
You shall have no other gods before me You shall
not make for yourself an idol You shall not bow
down to them or worship them You shall not
misuse the name of the Lord your God Remember
the Sabbath day by keeping it holy Honour your
father and your mother You shall not murder You
shall not commit adultery You shall not
steal You shall not give false testimony against
your neighbour You shall not covet your
neighbour's house, or wife, or manservant or
maidservant, ox or donkey, or anything that
belongs to your neighbour. (Ex. 20 3-17)
What do the Ten Commandments say or imply about
human rights?
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Scripture I Corinthians
We were all baptised by one Spirit into one
bodywhether Jews or Greeks, slave or freeand we
were all given the one Spirit to drink God
has combined the members of the body and has
given greater honour to the parts that lacked it,
so that there should be no division in the body,
but that its parts should have equal concern for
each other. If one part suffers, every part
suffers with it if one part is honoured, every
part rejoices with it. (I Corinthians 12
12-26)

• Look up the complete passage.
• What does this passage imply should be the
  relationship between
• an individual and society
• the State and groups within the State
• one nation and another?

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Optional activity Task Create a leaflet entitled
The Bible and Human Rights. Aim To convince
people of the connection between scripture and
human rights. Tips Use passages from scripture,
illustrate them and try to connect them with the
modern world. Use your own illustrations or
clippings from newspapers and magazines.
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(No Transcript)
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Peace on Earth
In 1963 Pope John XXIII wrote an encyclical, a
public letter, called Pacem in terris (Peace on
earth). It contains the Churchs most clear and
detailed statement in support of human rights.
The encyclicals purpose was to promote peace
and freedom, condemning war and the arms race.
Pacem in terris talks about five main areas of
life in 1963
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1963
Scientific technological
Social
Economic
Spiritual
What are the main issues and developments
happening in todays world in each of these areas?
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Todays world
In each box put an issue or development that
portrays todays world. In the speech bubbles
write a related human rights issue.
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Pope John XXIII

• This is what Pope John XXIII saw as the
  relationship between Godand human rights
• Human beings were created in Gods image, filled
  with Gods wisdom and goodness
• Human rights are based on a moral order which God
  made a natural part of human reason and
  consciousness
• Human rights will be respected when we live in
  the orderly way that God intended

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Pope John XXIII

• Yet, for the Church, it is the incarnation the
  coming of Jesus to earth as a human being that
  gives us an even greater duty to treat each other
  with dignity and respect

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Peace on Earth
Print out sections 11-27 of the encyclical Pacem
in terris Underline any human rights that you
can find in the text. Cut out each underlined
word or phrase and sort them into five
categories Cultural rights, political rights,
economic rights, spiritual rights, social
rights. Compare these with the rights in the
Declaration (slide 6). How similar are they? Why
do you think this is?
Would you like to add any rights to Pope Johns
list?
How would you summarise his teaching on human
rights?
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Catholic Social Teaching
What is Catholic Social Teaching? a
collection of teachings developed by the Catholic
Church on poverty and wealth, economics, social
organisation and the role of the state. Popes
and bishops have spoken out on labour rights,
sharing wealth, peace-making and many other
social issues.
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Other Catholic Social Teaching
Rerum novarum, Leo XIII, 1891 Gaudium et spes,
Vatican Council, 1965 Populorum progressio, Paul
VI, 1967 Justicia in mundo, World synod of
Catholic bishops, 1971 Sollicitudo rei socialis,
John Paul II, 1987 Christifideles laici, John
Paul II, 1988 Caritas in veritate, Benedict XVI,
2009
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Pope-for-a-day
Look back at your work on slide 19 it shows the
areas that Pope John XXIII might have addressed
if he had been writing Pacem in terris
today. Write your own encyclical on human
rights, including one paragraph on each of the
five aspects of todays world that you identified
on slide 19.
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Human rights and CAFOD
The right to life and to a decent standard of
living In over 50 countries, CAFOD partners work
alongside people in poor communities. Often this
means helping people to learn alternative
farming methods or set up new businesses. In
consequence, thousands of people can now feed
their families and achieve a decent standard of
living. You may be less aware that our work also
addresses other human rights.
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Case Study One Colombia
The right to freedom of opinion and
expression The situation Colombia is ravaged by
conflict between the state and guerrilla groups,
with citizens suffering from gross human rights
violations.
More than four million people have fled their
homes to escape the violence, with paramilitaries
often taking over their land. Lack of
government investment has damaged education,
healthcare and the infrastructure.
There are severe limitations on dissent or
opposition between 1991 and 2006, 98 journalists
were murdered. Only 20 of those cases were
investigated by the Crown Prosecution.
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Case Study One Colombia
A CAFOD Partner CAFOD partner, CINEP, supports
a project called Reporteros de Colombia that
helps journalists to report about the conflict in
Colombia. If a story is highly sensitive the
name of the journalist is not published the
Reporteros name is given instead.
We put ourselves in the frontline so journalists
are not at risk. Rocío Castañeda Cisneros,
coordinator of Reporteros
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Case Study One Colombia
A personal story In 1998, Mary Luz Avendaño was
kidnapped by FARC guerrillas for a week while
reporting on the presidential elections. But she
is threatened by all sides of the conflict,
including paramilitaries
In 2007, I was covering a story about a
paramilitary leader who was testifying at a
public hearing in Medellin when the
paramilitaries were giving up their weapons. We
noticed that they were monitoring what we were
doing, taking photos and filming us.
I complained about this behaviour but then they
threatened me and said that we dont have to
kill you to hurt you. We know where you live, and
with whom, and what they do.
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Case Study One Colombia
Mary Luz was offered no protection or support by
her employers. Many reporters have been forced
intoexile, kidnapped or silenced due to threats
and intimidation they received from guerrilla
groups, drug traffickers and paramilitary groups.
Mary Luz is now a member of Reporteros de
Colombia. We feel less scared now with the
network behind us. As more journalists join, we
get stronger and people are less scared. Any
move to stop freedom of the press will come out
in a Reporteros alert. Mary Luz Avendaño
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Case Study Two Palestine
The right to security The situation Since the
West Bank and Gaza Strip were occupied by Israel
following the Six-day War in 1967, Palestinians
have seen their standard of living fall now more
than three-quarters of the population in Gaza
lives below the UN poverty line.
In most of the West Bank, Palestinians cannot
build homes or roads, or move freely from place
to place because the Israeli authorities will not
give them permission. This damages the economy
and local services and breaks up families. Our
partners provide legal services to those whose
homes are threatened and help people stand up for
their rights.
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Case Study Two Palestine
A CAFOD Partner Shari Brown lives in
Birmingham. She volunteered to go to Hebron in
the West Bank as an ecumenical accompanier with
CAFOD partner, EAPPI.
The focus of our work is to accompany
Palestinian children to school We also visit
families who live very close to Israeli
settlements and might be targeted.
Ive had stones thrown at me Some settler youth
(Israelis who currently occupy the territory)
threw stones when I went to see a family. A
soldier pushed them on.
We cant prove our presence stops settler
attacks We have to be guided by what locals say,
and they are saying we want ecumenical
accompaniers to be here.
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Case Study Two Palestine
A personal story Hashem Alazzahs family lives
in a one-storey house overlooked by a Jewish
settlement.
The first day the settlers threw stones at us
we said We accept you as neighbours do you
accept us? They said No you must go to Jordan
or Egypt.
They used to throw stones, garbage and empty
bottles. They threw the washing machine when I
was in the garden and I moved out of the way just
in time. When I escaped they threw a rock.
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Case Study Two Palestine
The settlers used to attack the children on the
way to and from schoolThey are afraid sometimes
to harass us in front of internationals...
Theyre afraid of the articles and the negative
publicity...
I cant get a job anywhere because of where I
live. On Jewish holidays they close the
checkpoints so I cant get there The poverty
here in Gaza is 80 per cent. No-one works
The presence of the international ecumenical
accompaniers has reduced the escalation of the
settlers Nowadays things are changing because of
these people.
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Case Study Three Cambodia
The right to education,to take part in
government The situation Almost one in three
Cambodians live on less than 27p a day. Many have
been forced off their land by the government and
private companies, leaving them no way to grow
food or make a living.
The legacy of the brutal Khmer Regime in the
1970s during which 1.7 million people died is
still evident today, as services such as
healthcare, education and housing continue to
struggle.
HIV and AIDS is another challenge, withan
estimated 75,000 people known to be HIV
positive.
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Case Study Three Cambodia
A CAFOD Partner Banteay Srei is a Cambodian
organisation and a CAFOD partner. It works with
women and their communities in rural areas to
improve their ability to generate an income and
provide food for their families. When the women
have gained a level of security and confidence, a
program targeting womens rights is introduced.
Through this strategy, both the individual and
community needs of the poorest women are
addressed. Most women in poor communities here
still think their only role is to look after
their house and children. They do not understand
that they have rights to get involved in
society. Op Mom, manager of Banteay Srei office
in Seam Reap
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Case Study Three Cambodia
A personal story Ean Poise, mother of four,
lives in Samrong village. I left school when I
was ten, so I didnt learn much. When Banteay
Srei first came they said things like percent
and I didnt understand
Before Banteay Srei came, the only way we could
earn money was from farming or basket making. We
only harvested rice once a year, so sometimes we
would run out of food. Banteay Srei asked us
what needs the community had. We identified
womens leadership training as our priority...
We were taught about our rights and how to lead
meetings. From there we created different
community groups which were managed by women.
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Case Study Three Cambodia
Banteay Srei helped us with loans to start up
businesses and helped us to save the money we
made. Now my family makes money from farming,
raising pigs, producing rice wine and polishing
rice
I became a leader of the credit saving group
After several training sessions, I overcame my
nerves and since then I have never looked back.
In this village it is unheard of for women to be
in authority. But at an election in 2006, I was
voted village chief by my community... I am in
control of many of the decisions that are made in
this village. I organise the plans for
development, such as schools and roads... I also
have to solve problems like domestic violence
through careful negotiation.
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Prayer of Pope John XXIII
We implore the giver of all peace, that God
may banish from our hearts whatever might
endanger peace, transform us into witnesses of
truth, justice and love, enlighten rulers to
care for their citizens and defend the great
gift of peace, enkindle the wills of all, so
that they may overcome the barriers that divide,
cherish and seek to understand others and pardon
those who have done them wrong. By Gods
action, may all peoples of the earth become one
family, and may peace blossom forth and reign
always among us. We ask this through Christ the
Prince of Peace. Amen. (Prayer adapted from
Pacem in terris, 171)
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Assignment

• The Catholic Church in England and Wales asks
  CAFOD, as its official development agency, to
  enable Catholics here to put their faith into
  practice by helping their global family.
• Why not prepare an assembly or lesson for your
  peers about human rights addressed by CAFOD
  partners?
• Visit our website and see what you can find out
  about
• The right to freedom in Sri Lanka
• Equal rights for the disabled in Bangladesh
• Labour rights for computer workers in Mexico
• The right to equal protection in law in the
  Philippines
• The right to a home and to own property in
  Brazil
• Equal rights for the poorest in Zambia

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Assignment

• Alternatively
• Study one of the more recent encyclicals in more
  detail.
• Write an essay showing
• How this encyclical addresses human rights
• How it builds on earlier Catholic Social Teaching
  
• How its teaching is similar to or different from
  the UDHR
• Examples of how Catholics are trying to live out
  the teachingin the encyclical

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Take action globally!
In many parts of the world, human rights is a
matter of life and death. This year, the Hungry
for change campaign offers you a chance to help
those whose right to an adequate standard of
living is not being upheld.Take action today
and send a message to David Cameron, asking for
justice in the global food system.
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Take action locally!
Is your school or college a place where rights
are respected? The United Nations Convention on
the Rights of the Child (CRC) was written in
1989. It is about your rights, and the rights of
all children under 18. Compare the CRC to the
UDHR. Find out about becoming a Rights
Respecting School
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Picture credits Caroline Irby Sarah
Davison Annie Bungeroth Simon Rawles Ataklti
Mulu Reporteros de Colombia Laura Storr The
Vatican Barbara Davies Richard Wainwright Claire
Goudsmit CAFOD