human rights course for secondary schools curriculum russia eng

7/27/2019 Human Rights Course for Secondary Schools Curriculum Russia ENG

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Introducing Human Rights: A Course for Secondary Schools

Name of organization:

Youth Centre of Human Rights and Legal Culture

S. Dyachkova, V. Lukhovitsky

Modular Course Human Rights

for high school grades 6-8

1. Explanatory Note

The Need for the Introduction of a Modular Course

The subject Human Rights forms part of the social studies curricula inthe same way as Citizenship, Man and Society, Social Studies etc.

For several years there have been ongoing arguments between scholars

and educators about what sort of human rights course is needed. Throughout the

world there are several approaches to this problem.

In Western European countries and in the USA, social science and courses

on rights are based on the study of national legislation and practical rights (one of

the textbooks for older American students is called The Street Right). Such an

approach is possible in conditions of a stable democratic tradition where children

grow up in an atmosphere of respect for human rights.

A completely different approach to the teaching of social science

disciplines has been developed by our colleagues in Eastern Europe. Polish, Slovak

and Czech authors pay attention mainly to natural human rights: this is morelegitimate for countries that have recently embarked on the path to democracy. For

example, the Slovak educators latest teaching developments appear in a collection

entitled Upbringing in the Spirit of Human Rights.

In Russia, which only recently has faced the challenge of developing a

civil society, democratic traditions and institutions are not sufficiently advanced to

give particular attention to the teaching of human rights.

A characteristic phenomenon of our society is legal nihilism

disrespect for the written law and an unwillingness to observe it. What is the reason

for disrespect for the law and lack of belief in human rights?

The contradiction between moral standards and the totalitarian legalsystem which existed until recently;

The totalitarian system breaking its own laws; The States declaration of its acceptance of human rights while

constantly disregarding them;

The absence until recently of a mechanism for protecting rights; Peoples ignorance of the means of protecting their rights.From the above, it follows that it is not at all simple to familiarize children

with the laws and gain compliance with those laws. It is necessary to create conditions


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whereby children could come of their own accord to the idea that the law is not an end

in itself but a means of making life easier.

Experience shows that the majority of people who dont break the law

dont even know the law. What makes these people not break the law? The answer

obviously lies in their moral standards and perception of natural justice. It is these

very perceptions that lie at the root of the theory of inalienable human rights.

As a rule the reason for offence and disputes arises from the breach ofsome sort of right which a person feels but cant identify: often in such cases a person

cannot explain the reason for his own discomfort, and consequently cannot

consciously influence the situation or change it (assert himself or his rights).

We believe that for every child justice is a natural thing which doesnt

have to be taught. It is necessary to teach children to be aware of their rights and how

to defend them. But it is impossible to solve this problem within the context of the

present courses and the limited learning time they offer. It is necessary, therefore, to

introduce a modular ethical-philosophical course Human Rights in which

considerable potential for the development of a worthy citizen of Russia is invested.

This course could be an introduction to any legal course.

You can read about the history and problems connected with human rights

in greater detail in the article What are Human Rights.

The Target Age for the Course

This program is directed at grades 6-8, since:

At this age children have not formed fixed stereotypes; they are stilldeveloping their life view. Therefore, a course devoted to human rights could help

them to do this.

This program provides a continuation of the introductory course Meand My Rights developed for junior school by the Youth Centre of Human Rights

and Legal Culture. However, this does not exclude the possibility of starting to teach

the course Human Rights from the 6th

grade, since most of the concepts introduced

in junior school are studied at a higher level in high school.

Several courses devoted to the understanding of a concrete legalsystem have been developed for older classes (Mushinsky The Basics of Law, and

Alexeev The State and the Right and others). For a better understanding at the

intermediate level, a base of the natural human rights and an appreciation of modern

jurisprudence has to be established.

We suggest the following alternatives for studying the course:

Three-year course grades 6-86

thand 7

thgrades one hour per week

8th

grade 2 hours per week

Two-year course grades 7-87th and 8th grades 2 hours per week

Course Aims and Activities

The courses basic aim is engendering in children the spirit of a deep awarenessand an observation of human rights--nurturing the feeling of self worth and a

respect for the worth of others. An understanding of the worth of human

individuality is the key understanding in the theory of natural right. Only by

respecting pnes own individuality can a person respect the rights of other people


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and defend his own rights. The natural consequence of this is conscientious social

behavior.

The courses aim is to acquaint children with the basic human rights declared inthe Universal Declaration of Human Rights (10.12.1948) embedded in the

International Covenanton Economic, Social and Cultural Rights (3.01.1976), and

also guaranteed by the Constitution of the Russian Federation (12.12.1993)

To realize this aim it is necessary to do the following: Develop a system of appreciation of human beings, their individual dignity,

unique individuality and of the greatest treasure their rights and means of

defending them;

Provide conditions in which participants are persuaded that having rights andfreedoms is inextricably linked with their responsible behavior;

Develop the skill to evaluate social events and life situations from a legal point ofview;

Create conditions whereby children could come of their own accord to the ideathat the law is not an end in itself but a means towards a normally functioning

society;

Motivate young people to study Russias legal system.

Contents of the Course

This course is dedicated to the study of basic human rights and freedoms

declared in the Universal Declaration of Human Rights, embedded in the

International Agreement on Civil and Political Rights and the International

Agreement on Economic, Social and Cultural Rights, and also guaranteed by the

Constitution of the Russian Federation.

The subject of human rights should be the starting point for any course

dedicated to the study of the relationship between people, society and the State, and

the relationship among citizens themselves. The remaining subjects-- the legal system,

legislation, the legal State, democracy etchave human rights as their foundation. Inthis way the most general principle of the course, dedicated to problems of the State

and society, can be realized: not the person for the State, but the State for the

person.It is suggested that this course should be concentric the problem of

human rights studied at various levels. The program consists of four sections:

Man. The natural human rights Tolerance to differences Basic rights and freedoms Human rights, society and the State.Each section is divided into various topics.

In the first section participants acquire an insight into human

individuality, its dignity and inalienable natural rights.The second section is devoted to the development of these insights, the

nurturing of tolerance towards individual, cultural and national differences and the

ability to live in society. This section is particularly important because tolerance and

also appreciation of individual differences constitute the basic philosophy of human

rights.

In the third section participants learn in detail about basic rights and

freedoms. Here, a great deal of attention is paid to tolerance as an essential condition


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for the realization of human rights and freedoms. The order of study was determined

by historical tradition (starting with examining private, civilian and political rights,

then social-economic rights) and by the closeness to the lives of participants (the right

of the child and the right to education). However, a teacher has the right to change the

order of study of topics of the third section in accordance with their relevance to a

given class. Each legal standard is examined as an element of a system of a natural

and civil law (i.e. embodied in international and Russian legislation).This approach is investigated more deeply in the fourth section, devoted to

the problem of implementation and defense of rights in modern society. Participants

will learn about the most important institutions of government charged with

facilitating the implementation of human rights; they will learn about different types

of relationships which can arise between the citizen and authorities, and about means

of defending human rights, including on an international level.

Course Methods

The methodology of the course lies in the humanitarian tradition of

Russian pedagogy. Humanitarianism is defined as the historically changing system

of views recognizing the value of a person as an individual, his right to freedom,happiness, the development and manifestation of his abilities, considering the welfare

of a person a criterion in the evaluation of social institutions, and principles of

equality, justice and humanity as desirable standards in relationships between people

(V.J. Kelly).

N.I Pirogov and K.D Ushinsky are considered founders of the Russian

humanitarian movement. It is possible to point out a number of humanitarian

principles in this course including movement from the individual towards society and

the State and even course methodology (discussion, games, creative activities).

The aspiration to bring up a person in all relationships. For theoverall development of the moral, spiritual and physical qualities of a person it is

necessary first of all to recognize and evaluate these qualities and to learn the inherent

value the human person. A special system of games and tasks will help children sense

their own value and relate both to themselves and to people around them with respect.

This method has something of a non-academic character; it is basednot on mechanical memorizing of indisputable truths, the precise division of the

world into black and white; rather, it sets out to show the need for a comprehensive

study of events that show the absence of ready-made universal truths in

relationships between people. Therefore, children are offered textbooks that express

different points of view on a problem. The discussion of original ideas is encouraged,

not the exchange of categorical judgments.

Training must be directed towards the development of the individualityof the person, the forming of opinions and the feeling of responsibility in taking

decisions. The course underscores the inseparable connection between freedom andresponsibility.

The principle of independence is very important for a person in todayssociety independent action in the perception of the surrounding world. Therefore,

the study of each topic begins with an analysis of a problem situation, whereby

children independently acquire new knowledge and capabilities and work out their

own point of view.

Independent ideas flow only from independently acquired knowledge

(K.D. Ushinsky).


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Features of the Course

This course can be considered unusual. Its fundamental idea is not to deliver

learning of basic rights but rather to enable children to feel the idea and understand that

rights have a direct relationship to their lives, namely to create an ideology in the human

spirit. It is important that children recognize the responsibility that is connected withrights and learn to resolve conflicts in everyday life.

To realize this aim, methods of work were chosen which satisfied the

following requirements:

Allow children to realize their rights or the obstacles and difficulties in applying theirrights;

Challenge children to think about the problems of human rights in the relationshipsbetween people and also between citizens and the State;

Encourage children to form their own (and not socially acceptable) opinion andexpress it freely;

Teach children to relate constructively with one another, to solve disputes arisingfrom conflicts between rights and interests of different people in society;

Create in class an atmosphere of equal rights and respect, without which speakingabout human rights is meaningless.

The course uses an active study method, implying not only games but also

activities which demand a creative approach to material and create optimal conditions for

participants to work independently:

Role plays and table games (see the articles Games, Values Arising in the Courseof Role Plays, Methods of Organization of Discussion in Games about Law);

Psychological games and exercises (see the article Small Psychological Games); Work in small groups (see the article Teaching in Small Groups by Cooperation

Methods);

Discussions (see the article Discussion Methods); Work with sources of law, legal literature and published texts (see article Notes for

the Teacher);

Creative work (projects); Drawing.

The Program of the Course

Section Man. The natural human rights (five hours)This section is dedicated to introducing children to the sphere of human

individuality, its value and natural rights.

Concepts: individuality; human dignity; human rights; inalienable rights; moral and naturalrights and civil law

Aims:

1. To give children an understanding of human individuality, enjoyinginalienable rights.

2. To acquaint children with the theory of moral and natural rights and civil law.3. To teach children to distinguish between moral and natural rights and civil

law.


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Topic 1. Humans. Distinguishing Humans from Animals

Topic 2. Human Needs

Topic 3. Moral and Natural Rights, and Civil Law

Section Tolerance toward Differences (13 hours)The section is devoted to an understanding of human dignity and equality, on

which the philosophy of human rights is based. The basic task is to facilitate the nurturing ofrespect towards human individuality as a thing of the highest value, and tolerance of alldifferences individual, cultural and national. The exercises in this section help children to

verbalize their understanding of the feeling of their own dignity and of respect for the dignityof others. This section also facilitates the active socialization of children and development of

social skills.

Concepts; patience; tolerance; tolerance of beliefs; equality; equal rights; prejudices;

stereotypes; conflict; intolerance; nonconformity; race; nationality, social group; minority;

culture; nationalism; discrimination; genocide; racism

Aims:

1. To create the conditions for developing tolerance towards differencesbetween people (individual, differences in sex, age, social position,nationality, race and ideology).

2. To acquaint children with the mechanism which creates and propagatesstereotypes and prejudices.

3. To facilitate the development of an active rejection of discrimination.4. To acquaint children with the basic international documents and articles of

the Constitution of the Russian Federation which forbid different forms ofdiscrimination.

Topic 1. Respect of Individual Differences between People

Topic 2. Respect of National, Racial and Cultural Differences. Prohibiting

Discrimination

Section Basic Rights and Freedoms (64 hours)This section is dedicated to an acquaintance with the basic human rights and

freedoms embedded in the Universal Declaration of Human Rights and in the second chapter

of the Constitution of the Russian Federation.

Topic 1. Human Rights and the Law (four hours)

Concepts: law; right; the aggregate of legal standards; the sources of rights; human

rights and rights of the citizen; constitution

Aims:

1. To include in the system of studied concepts an understanding of law and aright as the aggregate of legal standards.2. To establish the relationship between human rights, State laws and practices.

3. To show participants how legal standards arise.Topic 2. The Right to Life (six hours)

Concepts: killing; the death penalty; genocide; euthanasia

Aims:

1. To acquaint participants with attitudes toward human life in different culturesand eras.


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2. To show the value (the unrepeatability and uniqueness) of human life.3. To discuss the basic aspects of the right to life the problems of the death

penalty and euthanasia etc.

Topic 3. The Right to Freedom and Personal Immunity (two hours)

Concepts: physical freedom; personal immunity; deprivation of freedom

Aims:1. To introduce the concept of freedom.2. To show the difference between freedom and personal inviolability.3. To present cases of the legal deprivation of freedom.

Topic 4. The Sanctity of Private Life (six hours)

Concepts: private life; sanctity of the home; privacy of correspondence; censorship;

medical confidence

Aims:

1. To introduce the concept of private life and teach how to determine theboundaries of private life.

2. To show the legal means of protecting private life.3. To facilitate the development of skills in the constructive resolution of

disputes (for example, dispute connected with interference into private life).

Topic 5. Freedom of Thought and Conscience (four hours)

Concepts: freedom of conscience, belief, religion, church, secular State, State religion,

freedom of faith, sects, dissent, dissident

Aims:

1. To acquaint participants with the history of the struggles for freedom ofthought, conscience and religion which constitute a component of the struggle

for freedom and democracy.

2. To continue the development of a tolerant attitude toward people who holddifferent views and follow different religions.

3. To explain the concept of a secular State.4. To teach how to analyse different documents from the point of view of

freedom of thought, conscience and religion embedded in articles 18-19 ofthe Universal Declaration of Human Rights and article 28 of the Constitution

of the Russian Federation

Topic 6. Freedom of Speech (eight hours)

Concepts: information, the right to information; mass media, freedom of the press,

censorship

Aims:

1. To show the role of information in human life.2. To show the need for freedom of speech for the dignity of human

individuality.

3. To show the role of freedom of speech in the life of society.4. To acquaint children with different concepts of freedom of speech

represented in the legislation of different countries.


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5. To teach children how to analyze information and evaluate its veracity.6. To teach children to recognize and analyze cases of conflict of rights, for

example the conflict of freedom of speech and the inviolability of private life.

Topic 7. The Right to Trial of a Criminal Case by an Independent and Impartial Court

Concepts: court; independence and impartiality of a court; openness of a trial;

presumption of innocence; adversarial system

Aims:

1. To explain the concept of court and examine the features of the legalprocedure.

2. To explore the concept of presumption of innocence. 3. To develop the criteria of a just court (independent, impartial and open) and

the adversarial nature of the court process).

Topic 8. Freedom of Assembly and Association

Concepts: non-governmental organization, social movement, association, political

party, trade union, meeting, gathering, picket, demonstration, strike, act of civil disobedience

Aims:

1. To show the significance of independent social organizations and free gatheringsfor the functioning of civil society and the struggle for human rights.

2. To teach how to organize groups in order to assert collective interests.3. To teach how to analyze program documents and activities of different social

organizations (in particular to recognize totalitarian organizations).

Topic 9. The Abolishmentof Cruel and Demeaning Behavior and Torture (two hours)

Concepts: cruel and demeaning behavior, punishment, torture

Aims:1. To explain the concept of cruel and demeaning behavior.2. To show the impossibility of obtaining reliable information by force.3. To develop the conviction that torture is inhuman and an unacceptable form

of behavior.

Topic 10. Outlawing Slavery and Keeping in a Servile Status (two hours)

Concepts: slavery; slave trade; servile status; forced labor

Aims:

1. To examine the problem of slavery in the modern world.2. To teach the concept of forced or compulsory labor and evaluate the concept

as it is applied to different kinds of work activity.

3. Develop a firm understanding that all questions relate to the violation or theobservation of human rights in the public sphere and to the relationship

between a person and the State.

Topic 11. The Right of the Child (four hours)


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Concepts: child, right to a name and to citizenship, right to healthy growth and

development, favorable conditions for development, responsibility of the parents for the life

and health of the children, school charter, school autonomy, convention

Aims:1. To explain the substance of a childs rights.2. To acquaint participants with the regulatory acts in which the rights of

children are embedded.3. To develop skill in defending ones rights.

Topic 12. The Right to Education (two hours)

Concepts: right to education, free education, paid education

Aims:

1. To elicit the connection between the right to education and the right to receiveand disseminate information, freedom of speech, thought and conscience; the

value of education in the modern world.2. To study the basic position of the law on education in the Russian Federation.

Topic 13. Freedom of Movement (four hours)

Concepts: citizenship, freedom of entering and leaving a country, political asylum,

refugee, registration, registration of domicile (the licensing and official control character of

registration)

Aims:

1. To develop an understanding of freedom of movement as the most importantnatural human need.

2. To acquaint participants with the main aspects of freedom of movement thefreedom to leave a country and return to it, the freedom to enter another

country and the freedom of movement and choice of where to live.

Topic 14. Equality Before the Law (four hours)

Concepts: legal capacity, capacity to act, legal status, court, lawsuit, equality before the

law

Aims:1. To acquaint participants with the basic treatment of the concept of equality.2. To explain that in the course Human Rights we are talking about equal

rights and equality before the law.

3. To acquaint participants with the history of the struggle for equal rights andequality before the law for women, different social groups, nationalities and

religious minorities.

Topic 15. The Right of Ownership

Concepts: ownership, private property, communal property, state property, possession,

benefit of ownership, deed of ownership, inheritance, sale, flawed ownership, income, taxes,

freedom of economic activity

Aims:


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1. To explain the legal meaning of the concept of ownership of property andshow its connection to other human rights.

2. To acquaint participants with the changes in the understanding of ownershipin different cultures and different eras.

Topic 16. The Basic Social-Economic Rights (The Right to a Decent Living Standard,

the Right to Work and Rest, and the Right to Social Care) (eight hours)

Concepts: decent standard of living, social care, right to work, free choice ofprofession, right to rest, taxation system, fair and favorable working conditions, right to

health and medical care; protection against unemployment

Aims:

1. To teach participants to use the concepts of decent standard of living, socialcare, right to work, free choice of profession and right to rest.

2. To show the difference between social-economic rights and civil and politicalones (first generation) and the dependence on the structure and resources ofthe State to realize these rights.

3. To link the realization of social-economic rights with the knowledge of theresponsibilities of the citizen to the State (such as payment of taxes).4. To show different means of asserting social-economic rights.

Topic 17. The Right of Participation in the Management of Ones Country

Concepts:: social agreement, right to vote, representative democracy, direct democracy,

authoritarianism, elections; division of power, delegated authority

Aims:

1. To recognize that it is natural to work together to reach decisions affecting thegroup to which the person belongs (beginning with a group of friends or aclass right up to the State).

2. To study the basic points of the theory of social agreement (from J.J.Rousseau to present day).

Topic 18. The Universal Declaration of Human Rights ( four hours)

Concepts: declaration, ratification

Aims:

1. To extend the understandings of all the rights studied.2. To examine the connections between different rights.3. To acquaint participants with the history of the Universal Declaration of

Human Rights.

Legal documents are studied at the end of each topic. Students acquaintthemselves with extracts from the sources which regulate the essence of each right.

Section Human rights, Society and the State (37 hours)In studying the problems of interaction and relationships between the person,

society and the State, the mastery of legal standards takes place at a higher level.

Aims:

1. To give an understanding of different types of State structure, political regimeand State institutions from the point of view of implementation and protection

of human rights.


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2. To acquaint children with the international system for protection of humanrights.

3. To teach how to analyze different acts of law (international agreements,conventions and declarations, the Constitution and laws of the RussianFederation) and how to use them to evaluate social events and life situations.

4. To teach how to use the knowledge acquired in the previous exercises for theprotection of human rights.

Topic 1. Human Rights and the State (four hours)

Aims:1. To determine possible situations of violation and of implementation of human

rights in the relationship between the citizen and state officials.

2. To examine a citizens possible actions when his rights are violated.Topic 2. Types of State Structure and Political Regimes

Concepts: democracy, monarchy, constitutional monarchy, republic, parliamentary

republic, presidential republic, dictatorship, totalitarianism, oligarchy, power sharing,

legislative assembly, executive assembly, judiciary

Aims:

1. To examine different types of State structure from the point of view ofimplementation and of violation of human rights.

2. To study the possible alternative relationships between branches ofgovernment.

Topic 3. Democratic Elections as a Means of Forming a Government (five hours)

Concepts: candidate; election campaign, majority and proportional representation;

electoral system; polling station; ballot paper; direct secret ballot;

Aims:

1. To examine the basic stages of an election campaign.2. To introduce the basic points of the legislation of the Russian Federation.3. To examine the possible instances of breach of human rights and the means of

defending rights during an election campaign.

Topic 4. A State Structure as a Necessary Condition for Implementation of Human

Rights (three hours)

Concepts: civil society, non-governmental organization

Aims:

1. To examine the concept of civil society and examine the relationships of civilsociety and the State, and the interrelation of three sectors of the economy.

2. To examine the function of civil society.3. To examine the role of non-governmental social organizations in a civil

society.

4. To study the mechanisms for the creation and activity of non-governmentalsocial organizations.

5. To examine the demands on a citizen that derive from participation in a civilsociety.


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Topic 5. State Institutions Qualified to Defend Human Rights (10 hours)

Concepts: jury court, police, arrested, suspected, accused, on trial, order, arrest,

detained, lawyer

Aims:1. To study the working of a court, law enforcement agencies and human rights

organizations.2. To determine the possible violations of human rights in a practical situation

of combating crime and the possible courses of action in situations of conflict.

3. To acquaint participants with the rights of detaineesTopic 6. War and Human Rights (two hours)

Aims:1. To examine the concept of war and the basic reasons for armed conflicts.2. To develop an understanding of the violations of human rights during armed

conflict.

3. To acquaint participants with the points of international humanitarian rights.4. To analyze the means of solving international conflicts.

Topic 7. Freedom of Conscience and the Alternative Civilian Service (three hours)

Concepts: defense of the motherland; military duty; conscription; alternative civilian

service

Aims:

1. To consider the problem of the citizen implementing his rights of freedom ofthought and conscience the right to refuse military service because of ones

personal convictions and instead perform alternative civilian service.

2. To introduce the basic points of the legislation of the Russian Federationregarding military duty.

3. To check the ability of participants to work with legal documents (analyzethem and use them in the legal process)

Topic 8. The Legal Status of a Juvenile (two hours)

Aims:

1. To show how the legal status of juveniles changes as they grow up.2. To study the rights and sense of responsibility of juveniles of 13-14 years of

age (the age of the participants)

Topic 9. The State and Family Institutions and Marriage (two hours)

Concepts: marriage; civil marriage; church marriage; divorce; adoption; guardianship

Aims:1. To show the role of the family in society.2. To examine the different types of interaction of the State, society and the

family.3. To acquaint participants with the points of the Family Code of the Russian

Federation.4. To clarify legal rights and the duties of family members.

Topic 10. The Means of Protecting Ones Rights inside the Country and on an

International Level


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Aims:

1. To examine the mechanisms of defending ones rights inside the country(court, human rights organizations).

2. To examine international mechanisms for defending human rights (Theinternational court of human rights).

3.

To study international documents about this problem.

Concepts, Abilities, Skills

1st

Year of Study

KnowledgeBy the end of the year participants will be able to explain all the studied concepts

in their own words, and also know:

The main points of the theory of natural rights; The content of the articles of the Universal Declaration of Human Rights and

the Constitution of the Russian Federation; The mechanism by which stereotypes and prejudices arise; The basic arguments against racism, nationalism, fascism and xenophobia; The sources of rights; How rights relate to a person and the law; How the attitude to human life changed in different cultures and eras; The basic arguments against the death penalty; The existence of humanitarian rights and the regulation of war activity; Situations in which deprivation of freedom is permissible; The meaning of private life; The legal means of protecting private life.

AbilitiesBy the end of the year participants will be able to:

Distinguish between moral and natural rights and civil law; Analyze their own feelings which arise on meeting people who differ from

them in some way (sex, age, social position, nationality, race, ideology);

Identify prejudices and stereotypes in their own behavior, in that of otherpeople and in information presented by the mass media;

Distinguish between human rights and the rights of a citizen; Determine the boundaries of private life; Acquire information by means of an interview; Work with legal documents; Develop a creative project expressing a particular approach to a problem; Use constructive behavior strategies in situations of conflict.

SkillsIn the course of the year participants will develop the following skills:

The skills of discussion and debate; The skills of solving a problem in a small group; The skills of self-analysis, self-evaluation and evaluation of other

participants;

Communication skills; The skills of various types of presentation;


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The skill of analyzing information; The ability to look at a situation from another persons point of view.

Sources

The Universal Declaration of Human Rights (10.12.1948): Constitution of the Russian Federation (12.12.1993): The European Convention on Human Rights (4.11.1950): The International Covenant on Economic, Social and Cultural Rights (3.01.1976): The International Covenant on Civil and Political Rights (26.03.1976): article 3, 6, 9, 17,

26, 27

2nd Year of Study


in their own words and use them in analysis of different events, and also know:

The basic stages of the struggle for freedom of thought, conscience andreligion:

The possible types of relationship between church and State; The content of the articles in the Universal Declaration of Human Rights and

the Constitution of the Russian Federation about the freedom of ideas, conscience and

religion;

The signs of a totalitarian organization; The basic concepts of free speech; The content of the articles in the Universal Declaration of Human Rights and

the Constitution of the Russian Federation about free speech ;

The basic means of propaganda; The basic functions of the court and participants in the legal process; The signs of adversarial and inquisitorial court proceedings; The criteria of a just court (independent, impartial and open) and the

adversarial nature of the court process; The basic forms of civil actions for assertion of rights (meeting, picket,

demonstration, strike, act of civil disobedience);

The right of the child, written into the Convention on the Rights of the Child,in the Family Code of the Russian Federation, and in the Law on Education of the Russian

Federation;

The mechanisms for defending the right of the child; The basic points of the Law on Education of the Russian Federation. The basic arguments for and against freedom of movement (including

registration);

The basic rights of refugees and exiles; The mechanisms for defending human rights through the court; The basic stages of the struggle for equal rights and equality before the lawfor women, different social groups, nationalities and religious minorities.

AbilitiesBy the end of the year participants will be able to:

Analyze different documents and events from the point of view of freedom ofthought, conscience and religion embedded in articles 18-19 of the Universal Declaration of

Human Rights and article of the Constitution of the Russian Federation;


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Distinguish between belief as an intellectual or spiritual phenomenon andbelonging to a religious organization (distinguish religious learning as a spiritual phenomenon

and religious organizations as social);

Recognize the signs of totalitarian organizations independently from theirproclaimed aims;

Analyze the accuracy of information presented by the mass media;

Recognize the basic means of propaganda in the mass media andadvertisements;

Recognize and analyze cases of conflict of rights, for example the conflict offreedom of speech and the inviolability of private life;

Organize groups for the assertion of collective interests; Analyze program documents and activities of different social organizations

(in particular totalitarian organizations).

Apply the concept of forced or compulsory labor for evaluating differentkinds of work activities;

Defend their own rights in school using the Decree about Schools andinstruments of the self management of schools.

SkillsIn the course of the year the participants will develop the following skills:

The skill of independently selecting information on given topics; The skill of managing a group (setting tasks, organizing work for group

members and management of discussion);

The skill of analyzing different documents and events from the point of viewof the principle of the presumption of innocence;

The ability to create a basic plan for collective action; The ability to organize the means of open agitation.

Sources

The Universal Declaration of Human Rights (10.12.1948): articles 4, 5, 6, 7, 8, 9, 10, 11,13, 14, 18, 19, 20, 26

Constitution of the Russian Federation (12.12.1993): articles 27, 28, 29, 30, 31, 33, 38,43, 46, 47, 48, 49

The European Convention on Human Rights (4.11.1950): articles 3, 4, 6, 9, 10, 11 The International Covenant on Economic, Social and Cultural Rights (3.01.1976):

articles 8, 13, 14, 15

The International Covenant on Civil and Political Rights (26.03.1976): articles 7, 8, 12,13, 16, 18, 19, 21, 22, 24

The Family Code of the Russian Federation (8.12.1995): section II, section III, sectionIV, section VI

The Law on Education of the Russian Federation (10.07.1992): chapter 1, chapter 2,chapter 5

3rd Year of Study


in their own words and use them in analysis of different events, and know different treatmentsof the concepts. Also they should know:

Different types of ownership;


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The basic stages of changes in the understanding of ownership in differentcultures and eras;

Basic social-economic rights and the difference between them and civil andpolitical rights;

The obligation of a citizen to pay taxes; Different means of asserting social-economic rights;

Basic points of the theory of social agreement; Several ways of organizing group discussion; Different types of State structure; Basic functions of the branches of government; Basic stages of an election campaign. Basic points of legislation of the Russian Federation about elections; Basic features of civil society; Mechanisms for the creation and activity of non-governmental (social)

organizations;

Basic functions of law enforcement agencies; The rights of the detained and the accused; Basic points of the legislation of the Russian Federation pertaining to mass

media;

Content of article 59 of the Constitution of the Russian Federation and thebasic points of the Law on Military Service and Serving in War;

Stages in the changes in the legal status of the juvenile; Rights and obligations of family members embodied in the Family Code of

the Russian Federation;

Mechanisms of defending ones rights inside the country (court, human rightsorganizations);

International documents and mechanisms for defending human rights on aninternational level.

Abilities

By the end of the year participants will be able to: Determine the type of State structure and political regime of the State; Show how the practice of human rights depends on the political regime; Analyze an election campaign from the point of view of observation of

human rights;

Know what behavior is expected of them if called by the police, detained orarrested;

Determine their legal status (13-14 year olds); Prepare a court lawsuit; Prepare a lawsuit in the Constitutional Court; Prepare a lawsuit in the International European Court.

SkillsIn the course of the year participants will develop the following skills:

The skill of participating in collective decision making; The skill of expressing their opinion in social-political questions.

Sources

The Universal Declaration of Human Rights (10.12.1948): articles 16, 17, 21, 22, 23, 24,25, 27, 29

Constitution of the Russian Federation (12.12.1993): articles 1, 8, 13, 14, 32, 34, 35, 36,37, 38, 39, 40, 41, 44, 48, 49, 50, 51, 52, 53, 54, 57, 59


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The European Convention on Human Rights (4.11.1950): articles 12, 13, 19 The International Covenant on Economic, Social and Cultural Rights (3.01.1976):

articles 6, 7, 9, 10, 11

The International Covenant on Civil and Political Rights (26.03.1976): articles 10, 14,15, 23, 25

The Criminal Procedure Code of the Russian Federation (with amendments and additionson 17.12.1997): articles section II, section VII

The Law on Mass Media Information (27.12.1991): chapter 1, chapter 3, chapter 4,chapter 5

The Law on Military and War Service (11.02.1993): section I, section IV

human rights course for secondary schools curriculum russia eng

Documents