37 Rights in the UN Convention on the Rights of the Child

(ref: UNICEF, http://www.unicef.org/crc/)

"Wishes come true" - a card handmade in Rwanda

NOTE: October 24th is United Nations Day

The United Nations  Convention on the Rights of the Child (CRC) is the first legally binding international instrument to incorporate the full range of human rights — civil, cultural, economic, political and social rights. On November 20th, 1989, world leaders decided that children needed a special convention just for them because people under 18 years old often need special care and protection that adults do not.

The leaders also wanted to make sure that the world recognized that children have human rights too. All UN members except the United States and Somalia have ratified CRC. U.S. Senator Barbara Boxer (California) is urging United States ratification.

1. Children have the right to live. Governments should ensure that children survive and develop healthily.
2. All children have the right to a legally registered name, officially recognized by the government. Children have the right to a nationality (to belong to a country). Children also have the right to know and, as far as possible, to be cared for by their parents.
3. Children have the right to an identity – an official record of who they are. Governments should respect children’s right to a name, a nationality and family ties.
4. Children have the right to live with their parent(s), unless it is bad for them. Children whose parents do not live together have the right to stay in contact with both parents, unless this might hurt the child.

6 Questions for Using Books as a Catalyst for Social Action

ref: Complete Guide to Service Learning by Cathryn Berger Kaye, chapter 3

In the Complete Guide to Service Learning, the author recommends creating a Service Learning Bookshelf with books and stories that can teach and motivate young people to read and become inspired to action. Books can lead students to consider many questions:

1. What do I have in common with these characters?
   
2. How are the characters’ actions changing how the characters think about themselves?
   
3. What actions are making a difference in the lives of others?
   
4. Are any of the problems or conflicts in the story occurring in my life or the lives of people I know or see?
   
5. What questions do I have after reading this book?
   
6. What can we do to address problems in our community that are similar to the ones described in the book?

These questions can deepen a reader’s relationship with the text as well as to stimulate the reader’s thinking and concern for community needs and issues. Included in your bookshelf might be nonfiction, picture book, and fiction titles that:

• describe the service experiences of others
• introduce important social themes
• tell stories from history
• increase student interest in reading
• promote critical thinking and discussion
• prepare students to interact with diverse populations
• enhance the experiences students have in the community
• inspire students to serve

Learn more proven and practical ways to engage students in civic responsibility, learning, and social action in The Complete Guide to Service Learning by Cathryn Berger Kaye. You’ll find some wonderful ideas and a great reading list of books.

Learn more about Service Learning at reachandteach.com

7 Key Elements for Combining Education and Volunteer Service

(ref: SLOOPY: Service-Learning Opportunity-Options Program for Youth CD-ROM Resource Kit by Youth Community Service)

Service-learning combines service to the community (civic engagement) with student learning in a way that improves both the student and the community. Focus is placed equally on the learning experience, the skills developed, and the service performed. Here’s a seven-point evaluation system to distinguish high quality service-learning programs.

1. Integrated Learning

• The service-learning project has clearly articulated knowledge, skill or value goals that arise from ultimate learning goals including social skills, citizenship, personal growth, cognitive development and career exploration.
• The service informs the learning content, and the learning content informs the service.

2. Collaboration

• The service-learning project is a collaboration among as many of these partners as is feasible: students, parents, community-based organization staff, school administrators, teachers, and recipients of service.
• All partners benefit from the project and contribute to its planning.

3. Reflection

• Reflection establishes connections between students’ service experiences and the academic curriculum.
• Reflection occurs before, during, and after the service-learning project.

4. High Quality Service

• The service is a response to an actual community need that is recognized by the community.
• The service is age-appropriate and well-organized.
• The service is designed to achieve significant benefits for students and community.

5. Student Voice – Students participate actively in …

• choosing and planning the service project;
• planning and implementing the reflection sessions, evaluation, and celebration;
• taking on roles and tasks that are appropriate to their age.

6. Evaluation

• All the partners, especially students, are involved in evaluating the service learning project.
• The evaluation seeks to measure progress toward the learning and service goals of the project.

7. Civic Responsibility

• The service-learning project promotes students’ responsibility to care for others and to contribute to the community.
• By participating in the service-learning project, students understand how they can impact their community.

Learn about other Service Learning resources

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Youth Community Service is a Palo Alto, California based 501c3 non-profit. By developing service and leadership opportunities for young people and service learning support for teachers, YCS promotes the ethic of service, fosters youth leadership, builds community, and enhances education in Santa Clara and San Mateo Counties in the San Francisco Bay Area. Check out the SLOOPY CD-ROM at Reach and Teach.

Kids in Action #1: 10 Tips for Successful Petitions

(reference: The Kid’s Guide to Social Action by Barbara A Lewis)

“A universal feeling, whether well or ill founded, cannot safely be disregarded.” — Abraham Lincoln

“No one listens to me!” you might complain. But you can do something about it. You can collect other voices and create a louder noise — one that’s harder for people to ignore. Here are some ways to create an effective petition campaign.

*IMPORTANT NOTE* If you plan to take your petition door-to-door, never go alone. Always get a parent, teacher, or other adult to go with you!

1. Most of the time you’ll use an 8-1/2″ by 11″ sheet of paper to describe the problem and collect your signatures. But sometimes your medium might also be part of the message. If the problem is for example, reducing waste in restrooms, you might collect signatures on a roll of toilet paper.
2. Give your petition a title.
3. Identify your group.
4. Identify the official or agency that will receive your petition.
5. Write a statement describing the problem you want to resolve or the plan you are proposing. This statement should be at the top of every petition page so that people can’t say they didn’t understand what they were signing.
6. Provide blank lines for people to write…
   signature
   class, grade, or group
   school or hometown
   address and phone number
7. Number the signature lines for easy totaling.
8. Remember to smile!
9. Keep calm and stay polite with people who disagree with you. Never speak rudely
10. Photocopy your signatures and keep the copy in a safe place. You may need the proof later!
11. Present your petition to someone with the power to act on your idea.

Learn more ideas by reading The Kid’s Guide to Social Action by Barbara A Lewis