www.cafod.org.uk
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.
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
3
Learning objectives
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 the
upholding 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)
4
human rights:
pl.n. The basic rights
and freedoms to
which all humans
are entitled,
and in whose
exercise a
government may
not interfere.
Section 1 The Declaration
How does it feel?
5
On December 10, 1948 the General Assembly
of the United Nations adopted and proclaimed
the Universal Declaration of Human Rights
(UDHR).
1948
It states that:
Everyone has a right to…
Section 1 The Declaration
Declaration of Human Rights
6
freedom
humane
and security
treatment
freedom of thought,
conscience and religion
take part in
social security
be presumed innocent
until proven guilty
Work, for a
free choice of
Freedom of opinion
and expression
just
freedom of peaceful
assembly and association
education
in law
rest and leisure
access public service and
government
equal protection
marry and start a family
own property
just wage
an adequate
standard of
living
employment
conditions
at work
join a trade union
protection of privacy, family,
home, correspondence and
asylum from persecution
participate in
cultural life
a nationality
reputation
Section 1 The Declaration
life,
7
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.”
• 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.
“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.
Section 1 The Declaration
Rights lead to duties
8
“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
“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.
“Human rights are not a privilege conferred
by government. They are every human
being’s entitlement by virtue of his [or her]
humanity.”
Mother Teresa
More human rights quotes
“If we all discharge
our duties, rights will
not be far to seek.”
Mohandas Gandhi
“Please use your freedom to
promote ours.”
Aung San Suu Kyi,
former political prisoner
Section 1 The Declaration
Reflection
9
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
hisreceived
actual firstborn.
2. Yet to allto
who
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
3. If a man sells a house in a
may redeem him.
walled city, he retains the
1. I have the right to do what
right of redemption a full year
I want with my own money…
after its sale.
8. The king's edict granted the Jews6. Do we not have the right
in every city the right to assemble to food and drink?
and protect themselves;
4. No one has the right to redeem land that belonged to our
brother except you, and I (Ruth) am next in line."
Section 2 Scripture
Is this from the Bible?
10
The
king's
edict
granted
Jews
every
city
the
right
to
IIf
have
the
right
do what
want
within
my
ownrights
money…
(Mtt. 20:15)
a man
has
twotowives…
heIthe
must
not
give
the
of the
assemble
protect
themselves;
kill
firstborn
to and
the son
of the
wife he lovesto
indestroy,
preference
toand
his actual
Do we not have the right to food and drink? (I Cor. 9:4)
annihilate
any21:15-16)
armed force of any nationality or province
firstborn.
(Deut.
thattomight
attack
them
and
their who
women
and children;
and
Yet
all who
received
him,
to those
believed
in his name,
A
retains the
right of redemption
after he (Esther
has sold
himself
toman
plunder
of children
their enemies.
8:11)
He
gave the the
rightproperty
to become
of God. (John
1:12)
[as a labourer]. One of his relatives may redeem him. (Lev. 25:48)
If a man sells a house in a walled city, he retains the right
of redemption a full year after its sale. (Lev. 25:29)
The king's edict granted the Jews in every city the right to
assemble and protect themselves… (Esther 8:11a)
No one has the right to [redeem land that belonged to our brother]
except you, and I [Ruth] am next in line. (Ruth 4:5)
Section 2 Scripture
These are in the Bible
11
Section 2 Scripture
Scripture: Overview
In
New
Testament,
St Paul
the early
Christians
builtison
Thethe
Old
Testament
implies
thatand
a sense
of right
and wrong
part
their
heritage,
of ourJewish
created
nature. gaining deeper insights into human dignity as
they reflected on the meaning of the incarnation.
It also reveals something of humanity’s progress towards a greater
Look
at theof
scripture
passages on the next three slides and ponder
awareness
human rights.
the questions.
Old Testament society (and, to a great degree, modern society)
was founded on the Ten Commandments which, though statements
of duties, inevitably imply rights.
12
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?
Section 2 Scripture
Scripture: Genesis
13
“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?
Section 2 Scripture
Scripture: Exodus
14
“We were all baptised by one Spirit into one body—whether Jews or
Greeks, slave or free—and 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?
Section 2 Scripture
Scripture: I Corinthians
15
Old Testament people accepted the need for rules and
treasured God’s Law, though they often broke it.
The early Church saw love as key to relationships, each
member of the body having concern for the other.
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.
Section 2 Scripture
Summary
The Bible recognises the essential dignity of human
beings as well as their capacity for evil.
16
How far is this teaching reflected
in my school or college, in my
family, in
my life?
Lord Jesus, you challenge us to love as you loved,
to transform our communities and our world
Is the Gospel more demanding
into places of justice and peace.
than the Universal Declaration of
How am I challenged by
Inspire us by your Holy Spirit
Human Rights?
so that we do not look at our weakness Jesus’ words?
but trust in your word
that with God all things are possible.
Imagine the impact of a Church fully living Jesus’
Amen
words.
Section 2 Scripture
Jesus said: "You have heard that it was said, 'Love your
neighbour and hate your enemy.' But I tell you: Love your
enemies and pray for those who persecute you.”
(Matthew 5:43-44)
17
In 1963 Pope John XXIII wrote an
encyclical, a public letter, called
“Pacem in terris” (Peace on earth).
It contains the Church’s most clear
and detailed statement in support of
human rights.
The encyclical’s 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
Section 3 Peace on Earth
Peace on Earth
18
“Recent progress in
science and
technology has had
a profound influence
on our way of life”
“We notice a
progressive
improvement
in the social
and economic
conditions of
working men”
Scientific &
technological
Political
Social
Economic
Spiritual
“The superiority complex
of certain classes is
rapidly becoming a thing
of the past”
“Nor is any
nation
nowadays
content to
submit to
foreign
domination”
“Civil institutions are
often little affected by
Christian motives and a
Christian spirit”
What are the main issues and developments happening in today’s
world in each of these areas?
Section 3 Peace on Earth
1963
19
In each box put an issue or development that portrays today’s world.
In the speech bubbles write a related human rights issue.
Section 3 Peace on Earth
Today’s world
20
This is what Pope John XXIII saw as the relationship between God
and human rights:
•Human beings were created in God’s image, filled with God’s
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
“The moral order in human society finds its source in the true,
personal and transcendent God. God is the first truth, the
sovereign good, and the deepest source from which human
society, if it is properly composed, creative and worthy of man’s
dignity, draws its life.”
Pope John XXIII, Pacem in terris, 38
Section 3 Peace on Earth
Pope John XXIII
21
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:
“When we consider our
personal dignity from the
standpoint of divine
revelation, of course our
estimate of it is increased
beyond measure. We have
been ransomed by the blood
of Jesus Christ. Grace has
made us children and friends
of God, and heirs to eternal
glory.”
Pope John XXIII, Pacem in terris, 10
Section 3 Peace on Earth
Pope John XXIII
22
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 John’s list?
How would you summarise his teaching on human rights?
Section 3 Peace on Earth
Peace on Earth
23
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.
“A consistent theme of Catholic social teaching is the
option... or preference… for the poor. Today, this
preference has to be expressed in worldwide
dimensions, embracing the immense numbers of the
hungry, the needy, the homeless, those without
medical care, and those without hope.”
Pope John Paul II, On Social Concern
Section 4 Church teaching
Catholic Social Teaching
24
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
Choose one of the above documents.
Find three quotations in your chosen document that reveal
something about the Church’s attitude to human rights.
Section 4 Church teaching
Other Catholic Social Teaching
25
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 today’s world that you
identified on slide 19.
Each paragraph should include:
•
•
•
•
An overview of the issue or development
A summary of any human rights challenged by it
The way in which you are calling Catholics to respond
A quotation from scripture that illustrates your point
Section 4 Church teaching
Pope-for-a-day
26
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.
Section 5 Case studies
Human rights and CAFOD
You may be less aware that our work also addresses other human rights.
Let’s look at three examples:
• The right to freedom of opinion and expression in Colombia
• The right to security in Palestine
• The right to education and to take part in government in
Cambodia
27
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.
Section 5 Case studies
Case Study One: Colombia
28
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
Section 5 Case studies
Case Study One: Colombia
29
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 don’t have to kill you to hurt you. We know where you
live, and with whom, and what they do’.”
Section 5 Case studies
Case Study One: Colombia
30
Mary Luz was offered no protection or
support by her employers.
Many reporters have been forced into
exile, 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
Section 5 Case studies
Case Study One: Colombia
31
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.
Section 5 Case studies
Case Study Two: Palestine
32
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.
I’ve 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 can’t 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.”
Section 5 Case studies
Case Study Two: Palestine
33
A personal story:
Hashem Alazzah’s 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.”
Section 5 Case studies
Case Study Two: Palestine
34
“The settlers used to attack the children
on the way to and from school…They
are afraid sometimes to harass us in
front of internationals... They’re afraid
of the articles and the negative
publicity...
I can’t get a job anywhere because of
where I live. On Jewish holidays they
close the checkpoints; so I can’t 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.”
Section 5 Case studies
Case Study Two: Palestine
35
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, with
an estimated 75,000 people known to be
HIV positive.
Section 5 Case studies
Case Study Three: Cambodia
36
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 women’s 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
Section 5 Case studies
Case Study Three: Cambodia
37
A personal story:
Ean Poise, mother of four, lives in
Samrong village.
“I left school when I was ten, so I didn’t
learn much. When Banteay Srei first came
they said things like ‘percent’ and I didn’t
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
women’s 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.”
Section 5 Case studies
Case Study Three: Cambodia
38
“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.”
Section 5 Case studies
Case Study Three: Cambodia
39
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 God’s 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)
Section 5 Case studies
Prayer of Pope John XXIII
40
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
Section 6 Take action
Assignment
41
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 teaching
in the encyclical
Section 6 Take action
Assignment
42
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.
Section 6 Take action
Take action globally!
43
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
Section 6 Take action
Take action locally!
44
Caroline Irby
Sarah Davison
Annie Bungeroth
Simon Rawles
Ataklti Mulu
Reporteros de Colombia
Laura Storr
The Vatican
Barbara Davies
Richard Wainwright
Claire Goudsmit
CAFOD
Picture credits
Picture credits