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WARDANCE

CompanionCurriCulum

AMNESTYINTERNATIONALUSA HUMANRIGHTSEDUCATIONPROGRAM

ACkNoWlEDgEmENts

T HEHUMANRIGHTSEDUCATIONPROGRAMATAMNESTYINTERNATIONAL USAWOULDLIKETORECOGNIZETHEFOLLOWINGCONTRIBUTORSOFTHIS CURRICULUMGUIDE.WITHOUTTHEIRDEDICATION,HARDWORKANDPERSONAL COMMITMENTTOTHEISSUESTHATEMANATEFROMTHEFILM,THISGUIDEWOULD NOTHAVEBEENPOSSIBLE.

WRITERS

SAMANTHALEE ELIZABETHKENNEDY ALEXISPERLMUTTER KIMMIETRONOLONE

EDITORS

ELIZABETHKENNEDY ALEXISPERLMUTTER MELISSAROBINSON

CONTRIBUTORS

M SIAKIBONACLARK ALBIEHECHT SHEETALKHEMCHANDANI SUSANMACLAURY KARENROBINSON MELISSAROBINSON ABBIETRAYLER-SMITH

ACKNOWLEDGEMENTS

tAblEofCoNtENts

INTRODUCTION FROmThEPRODUCERS|4 FROmThEEDITORS|5 mOvIEDISCUSSIONGUIDE|7

LESSON1 LESSON2 LESSON3 LESSON4

UGaNDa­aNOvERvIEW|8 APPENDIX1-Handouts&TeacherResources|11 INTERNaLLyDISPLaCEDPEOPLE|1 APPENDIX-Handouts&TeacherResources| mUSIC,DaNCEaNDhUmaNRIGhTS|9 APPENDIX-Handouts&TeacherResources|4 PERSONaLaNDCOLLECTIvERESPONSIBILITy|47 APPENDIX4-Handouts&TeacherResources|50

aDDITIONaL RESOURCES

ORGaNIzaTIONSaNDWEBSITELINkS|5 GLOSSaRyOFTERmS|57 FILmCLIPS|59

OPTIONaL ExTENDED aCTIvITy

IDENTIFyINGhUmaNRIGhTSvIOLaTIONSINPhOTOGRaPhy|60 maPOFU.S.GOvERNmENTRELaTEDhEaLThCaREaIDINUGaNDa|68

RESOURCE STRENGThENING

FEEDBaCkFORm|69

TABLEOFCONTENTS

fRomthEpRoDuCERs

S ince1985,thechildrenoftheAcholitribeinnorthernUgandahavebeenvictimized bothbycivilwarandbyarebelforce,theLord'sResistanceArmy.Millionshave beendisplacedintocampswherelifeisharsh.Butwhenonecamp'sprimaryschool wontherighttocompeteinUganda'snationalmusicanddancefestival,itschildren daredtodreamagain.NominatedforanAcademyAward,WAR DANCEfollowsthree ofthesechildren-Dominic,RoseandNancy­astheyfacedtheirpastandimagined theirfuture. WAR DANCEhasbeenscreenedatfestivalsandintheatersbothdomesticallyand internationally,winningmorethan0awards,andhasproventohaveapowerful effectonaudiences.Nonerespondmorestronglythanadolescentsandyoung adults,however,whoinstinctivelyseemtoidentifywithboththetribulationsfaced bythefilm'sthreeprotagonistsandtheirdeterminationtoovercomethemand reclaimtheirchildhoods. A stheproducersofWAR DANCE,wehavealwaysbelievedinthefilm'spotential classroomuseandmulti-disciplinaryapplicationinsocialstudies,history,language artsandmusicclassesatthemiddleschoolandhighschoollevels,aswellas universitypublichealth,history,musiceducation,andsocialsciencescourses.We alsothinkthatadvisorstoschool-basedcommunityservicesorganizations,music andartsprogramswillfindthatthefilminspiresstudentstopro-socialandartistic action. W ithmanyyearsexperiencebothteachingpersonallyaswellasworkingwithmiddle schoolteachers,however,weknewthatthefilmhadtobeaccompaniedbyan excellentcurriculum.AmnestyInternationalUSA'sHumanRightsEducationProgram hasprovidedShineGlobal,Inc.,thenon-profitfilmproductioncompanythatmade WAR DANCE,withsuchatool.CollaboratingfirstwithKarenRobinson,andlaterwith MelissaRobinsonandElizabethKennedy,whowrotethecurriculum,Shinefeels confidentthateducatorsatallthreeschoollevelswillbeabletocreatemeaningful classroomandafter-schoolexperiencesfortheirstudents. W ehopethatWAR DANCEwillmakeavitalcontributiontoboththecognitiveand affectivelearningofstudentsinternationallyformanyyearstocome,andwethank Amnestyfortheirinvaluablecontributiontoourfilm. Sincerely, AlbieHechtandSusanMacLaury

4

FROMTHEPRODUCERS

fRomthEEDitoRs

hOWTOUSE ThISGUIDE ThecurriculumguideforWar Danceprovidesactivitiesandlessonstoengagelearners inadiscussionofissueswhichseemdifficultandcomplex,suchasthehistoryof c onflict,theroleofchildsoldiersandthelivelihoodofinternallydisplacedpeople withinUganda.Designedtobeascomprehensiveandinformativeaspossible,this guidecanbeusedinitsentiretyasanin-depthunitofstudyorindividuallessons canstandaloneaslearningextensionsafterwatchingthefilm.Analternativeto showingthewholefilmisusingclipsthatcorrelatewithindividualactivitiesor lessons.AlistofallclipsinthisfilmcanbefoundintheAdditionalResourcesection attheendofthisguide.Formoretipsonusingfilmineducationalsettings,please gotoourwebsite:http://www.amnestyusa.org/education.Additionalresources, suchasinternationalhumanrightsdeclarationsandconventions,factsheetsand linkstoactionsandreportscanalsobefoundontheAmnestyInternationalUSA websitelistedabove.TopurchaseWar Dance,theDVD,pleasegotothefollowing website:http://www.shineglobal.org. P riortoshowingthefilm,educatorsshouldpreparelearnersbyhavingashort backgrounddiscussionaboutthemainthemesaddressedinthefilm.Forexample, educatorscouldreviewthehistoryofUgandabeforethestartofthewarin1985. Foragoodhistoryreviewandgeneralcountryprofile,pleasevisithttp://news. bbc.co.uk/2/hi/africa/country_profiles/1069166.stm.Informationspecifictothe UgandanWarcanbefoundathttp://www.ugandacan.org/history.phpalongwith http://www.resolveuganda.org/history.Afterviewingthefilm,orclipsfromthefilm, usethemoviediscussionguidetofacilitatecriticalanalysis. L essonOneprovidesthenecessaryinformationtocontextualizewhathasbeen happeninginrecentUgandanhistory.Thelessonisdesignedtoanswerbasic questionsaboutthecountry'sgeopolitics,itstribalstructure,economy,history ofconflict,andcurrentsituation.LessonTwoaddressesthethemeofinternally displacedpeople(IDPs),discussingwhoisanIDP,whattheirlivesarelikein camps,whathumanrightsarebeingviolatedinthesesituations,andwhatlegal mechanismsareinplacetoprotecttheirrights.LessonThreetakesalookatthe relationshipbetweenmusic,danceandhumanrights,aswellastheroletheyplayin advancingculture,identity,rightsandrehabilitation.LessonFourexplorespersonal andcollectiveresponsibility.Usetheadditionalresourcesprovidedattheendofthis guidetoassistlearnerswithunderstandingconcepts,termsandorganizationsthat maybeunfamiliartothem.Withintheadditionalresources,youwillfindaclipguide thatshouldhelpyouorganizeandconnectthemanythemesthroughoutWar Dance withinthecontextoftheactivitiesandcurriculumguideasawhole. ithinthisguide,youwillfindthetoolsyouneedtodevelopsuchhands-onactivities W andprojectsforyourstudentsthroughvariousmeansoftakingpositiveaction locally,nationallyandinternationally(i.e.activism,campaigning,fundraisingetc). Youwillfindwebsiteinformationwithintheactivitiesaswellaswithintheadditional resourcesaboutmanyorganizationsthatarrangeandparticipateincommunity projectsthatyourstudents,collectivelyorindividually,maygetinvolvedwith.

5

FROMTHEEDITORS

FROmThEEDITORS continued I fyouhaveanyquestionsorwouldlikeadditionalsupport,pleasecontactthe HumanRightsEducationprogramofAmnestyInternational([email protected]) orvisitourwebsite.Afterusingthiscurriculum,pleasetakethetimetofilloutthe feedbackformfoundattheendofthisguideoronlineat: http://www.amnestyusa. org/education. ThiscurriculumalignswiththefollowingstandardsoutlinedbyMcREL(Mid-continent ResearchforEducationandLearning)http://www.mcrel.org/compendium/browse.asp · ehavioralStudies:Standard,LevelIII(Grade6-8)-Understandsvarious B eaningsofsocialgroup,generalimplicationsofgroupmembership,and m differentwaysthatgroupsfunction;andStandard1,LevelIV(Grades91)-Understandsthatgroupandculturalinfluencescontributetohuman development,identityandbehavior · istoricalUnderstanding:Standard,LevelIII(Grades6-8)andStandard, H LevelIV(Grades9-1)-Understandshistoricalperspective · anguageArts:Standard7,LevelIII(Grades6-8)andStandard7,LevelIV L (Grades9-1)-Usesreadingskillsandstrategiestounderstandandinterpreta varietyofinformationaltexts · · · Tointroducediscussionandanalysisofthesocialissuesdepictedinthefilm War Dance ToexplorethehistoryofpoliticalinfluenceinUgandaandtorecognizeitsrolein creatingchannelsfortheincreasedchanceforconflictanduseofchildsoldiers T oexaminetherelationshipbetweenmusic,danceandhumanrightsasthey pertaintoUganda · ounderstandtheplightofrefugeesandinternallydisplacedpeoplesandto T criticallyconsiderthechallengesassociatedwithresettlement · oengagestudentsindiscussionofpersonalandcollectiveresponsibility, T withspecificemphasisonforgiveness,reconciliation,redemption,social responsibilityandactivism

COmPaNION CURRICULUm STaNDaRDS

COmPaNION CURRICULUm OBJECTIvES

TaRGET aUDIENCE

Thisguideisdesignedprimarilyformiddleschoolstudents,thoughmostpartsof itmaybevaluableforhighschoolstudentsaswellaslearnersatthecollegelevel. O verall,thecurriculumguidewascreatedinordertoprovidetheeducatorthemost versatilitytouseandadapttheactivitiesfortheirspecifictargetedagegroup. Ultimately,itisuptotheeducator'sdiscretiononwhatactivitiesarerelevantand howtheywanttousetheguidetobestsuittheirneeds.Itcanbeusedinsocial andinternationalstudiesclasses,historyclasses,artsandliteratureclasses,oras astand-alonelearningopportunity.Individuallessonscanacteitherasstand a lonelessonsorasapartofawholesemesterlongseries.Itisuptotheeducator t odecidewhichpartsareapplicabletohis/heraudience.Thisguidemayalsobe u sedincommunitysettings,suchasfilmfestivals,housepartyscreenings,or groupmeetings.

6

FROMTHEEDITORS

moviEDisCussioNguiDE

DISCUSSION QUESTIONS 1. hathumanrightsissuesareillustratedinthefilm?Whatinternationallawsarein W placetostoporpreventthoseabuses? . hatistheroleofmusicinthisfilm?Whatdoesthefilmhavetosayaboutthe W powerofmusic,asitseemstoendureevenwhenthecommunityisinconflict? . hatchangesdidyounoticeinthechildren'sdemeanorandoutlookonlifewhen W theyarepracticingandperformingasopposedtotellingtheirpersonalstories? 4. hroughoutthefilm,thedirectorscontrasttheindividualinterviewswithfootage T ofrehearsalshows.Whatisthepurposeofthesecontrasts?Isiteffective? Whyorwhynot? 5. hydoyouthinkitisimportantthatPatongoPrimarySchoolisamongonethe W firstschoolsfromthenorthernpartofUgandatomakeittothefinalsofthe NationalMusicandDanceCompetition? 6. nAFarewelltoArmsErnestHemingwaywrote,"The world breaks everyone and I afterward many are strong at the broken places."Whatdoesthisquotemean withinthecontextofWar Danceandthechildren'spersonalstories? 7. hinkaboutthesceneinwhichDominicistalkingtoacapturedrebelofficer, T hopingtolearnifhisbrotherisstillalive.Astheytalk,thesoldierexplainsalmost offhandedlythatthebrotherismostlikelydead(Clip8). ·Howdoesthisscenedepictthecurrentconflict? · hatdoesthecasualnessofthisconversationsayabouthowviolence W haspenetratedthesechildren'sdailylives? ·WhatdoyoumakeofDominic'sreactiontothisconversation? 8. "We wanted to win the dance competition. We wanted to make our ancestors proud."Whatisthemeaningandsignificanceofancestryandtraditioninthe livesoftheAcholichildren?Inyourlife?Howistraditionlinkedtoaphysical place,andwhyisthisnotionimportant? 9. owdidallofthecomponentsofthecompetitionhelpthechildrencopewith H theirdifficultandhauntingpersonalpasts?Howdoesmusichelpyouexpress yourselfandyouremotions?

7

MOVIEDISCUSSIONGUIDE

lEssoN1: thECoNfliCtiNugANDA

QUESTION H owhasthesocialandpoliticaldynamicofUganda,bothhistoricallyandcurrently, createdanopeningforhumanrightsinjusticestotakeplace? Two45-minuteclassperiodsorone90-minuteclassperiod F ormorethan0yearsUgandahasbeentornapartbyconflict.Duetoawarwaging betweentheUgandangovernmentandrebelgroups,mostprominentlytheLord's ResistanceArmy(LRA),civilianshavebeensubjectedtothedailytraumasand horrorsoftheongoingconflict.Rape,torture,extra-judicialexecutions,andattacks onvillagesandfamiliesaresomeofthethingsthattheciviliansofUgandahave hadtosufferthrough.However,oneoftheworstactsthathavebeencommittedby theconflictingarmiesisthekidnappingofchildren.Boysareoftentakenandforced intobecomingsoldiersorslaves,whilethegirlsarealsoforcedintoslaveryor simplygiventodifferentarmyleaderstobeusedassexobjectsor"wives".Mostof thekidnappingtakesplaceatnightandsochildrenwholiveinruralareaswilloften leavetheirhomestospendtheirnightsindenselypopulatedcities,withthehopes ofavoidinganarmedgroup'sraidforchildren.Ugandahasalongandcomplicated historyofmilitarytakeoversandwar,butthislessonwillfocusontheeffectsofthe warontheciviliansandmorespecificallythechildrenofUganda. S TUDENTSWILLBEABLETO: · emonstrateanunderstandingofthegeographyandhistoryofUganda, D especiallyhowtheserelatetothecurrentconflict. ·Identifythemajorplayersoftheconflict. · setheUniversalDeclarationofHumanRights(UDHR)todetermine U whichhumanrightsarebeingviolatedinUganda. HANDOUT1.1:Uganda:Howmuchdoyoualreadyknow? H ANDOUT1.:ModernMapofAfrica HANDOUT1.:CluestotheMap:Beginner HANDOUT1.4:CluestotheMap:Advanced HANDOUT1.5:UniversalDeclarationofHumanRights(UDHR),Abbreviated HANDOUT1.6:ConflictOverview­Uganda HANDOUT1.7:AnalyzingUgandawiththeUDHR REFERENCE1.1:AnswerKey:Uganda:Howmuchdoyoualreadyknow? REFERENCE1.:ConflictLeaders

TImE OvERvIEW

OBJECTIvES

PREPaRaTION aNDmaTERIaLS

8

LESSON1

LESSON1: aCTIvITyONE

ThECONFLICTINUGaNDa P ROCEDURE: 1. tartthelessonbyaskingthestudentswhattheyknowaboutUganda.Dothey S k nowanythingabouttheconflictthere?HavetheytalkedaboutUgandain anotherclass,ormaybeathome?WhathavetheyheardorreadaboutUganda fromthenews,magazinesortheinternet? D . istributeHANDOUT1.1.Thisquizisnotmeanttobegraded;itissimplyatool thatcanbeusedtogaugehowmuchyourstudentsknowaboutUganda. A . fterabout5minutesgooverREFERENCE1.1,whichisthequizanswerkey. Studentscaneithermarktheirownpapersortradewithapartner. P ROCEDURE: 1. orabeginner'sexercise,distributeHANDOUTS1.and1.tothestudents F S tudentswillonlybeaskedtolocatethecountryonthemapasthecountry nameanditsdescriptionarealreadymatchedup.Foramorechallenging activity,distributeHANDOUTS1.and1.4,wherethestudentsmustfirstmatch thecountrynametoitsnumbereddescriptionandthenfinditonthemap. A . skthestudentstofillintheshadedareaofthemapbasedonthecluesgiven inHANDOUT1..Countriesinclude: Rwanda CentralAfricanRepublic Burundi Chad Uganda Ethiopia Tanzania Somalia RepublicofCongo Kenya DemocraticRepublicofCongoSudan 4. ollectmapsfromstudents,markcorrectionsandreturnthemduringthe C nextclass. P ROCEDURE: 1. ollowtheaboveprocedure,butaskthestudentstoidentityboththecountry F anditscapital.Capitalsareasfollows:Rwanda-Kigali,Burundi-Bujumbura, Uganda-Kampala,Tanzania-Dodoma,RepublicofCongo-Brazzaville,Democratic RepublicofCongo-Kinshasa,Kenya-Nairobi,Sudan-Khartoum,CentralAfrican Republic-Bangui,Chad-N'Djamena,Ethiopia-AddisAbaba,Somalia-Mogadishu. aND/OR . Havethestudentsmemorizethecountriesandcapitalsandquizthemlater. . Forevenmoreadvancedassessments,includeallofAfrica'snations. P ROCEDURE: 1. istributeHANDOUTS1.5,1.6,and1.7.HANDOUT1.5isanabbreviated D versionoftheUniversalDeclarationofHumanRights(UDHR).HANDOUT1.6is abriefofUganda'shistoryandtheconflict'scurrentstate. A . skthestudentstolookoverHANDOUT1.5,theUDHR.Doanyofthese articlessurprisethem?Arethereanythattheycanthinkofthatmightbe missing?(FormoreinformationontheUDHR,pleaseseetheTeacher's Referencesatthebackofthisguide.)

aCTIvITyTWO

OPTIONaL aDvaNCED

aCTIvITyThREE

9

LESSON1

LESSON1: continued

ThECONFLICTINUGaNDa . Allowsometimeforstudentstolookoverthehistoryoftheconflict. 4 . nstructstudentstocompleteHANDOUT1.7,pin-pointingmomentswhere I humanrightsviolationshaveoccurredintheconflictofUganda. · Havethestudentscreateareflectionpieceonwhattheyhavelearnedabout t heconflictinUganda.Thiscantaketheformofaposter,drawing,shortessay, p oem,song,etc.TheymayalsotieinthearticlesoftheUDHRandwhat t heyhavelearnedarethehumanrightsviolationsoccurringinUganda. · Havethestudent'sresearchtheU.S.'sroleintheconflictinUganda. · ormgroupsofstudentsandhaveeachgroupresearchaboutoneofthe F majorplayersintheUgandanconflict(seeREFERENCE1.foralistofconflict leaders)andgiveashortpresentationontheirperson.Theirpresentation shouldbespoken,andisencouragedtohaveatleastonevisualaid(aposter, handoutsetc.).Itshouldalsoincludetheeffecttheirpersonhashadonthe conflict,whatpositiontheyareinrelationtothegovernment,whotheirfollowers areandthetacticstheyareusingtofightfortheircause. · ScreenthefilmWar Dance.

OPTIONaL ExTENSIONS

10

LESSON1

haNDOUT1.1:

UGaNDa:hOWmUChDOyOUaLREaDykNOW? 1.WhereisUgandalocated? a.SouthernAfrica b.NortheasternAfrica c.WestAfrica . hat,wouldyouestimate,is W Uganda'ssize? a.SlightlysmallerthanOregon b.HalfthesizeofTexas c.EqualtothesizeofNewJersey .WhichcountriesborderUganda? a. ali/Burkina/Coted'Ivoire/ M Morocco b. ambia/Zimbabwe/South Z Africa/Namibia c. udan/Kenya/Tanzania/ S Rwanda/DemocraticRepublic oftheCongo 4.WhatisthecapitalofUganda? a.Gulu b.Masaka c.Kampala d.Entebbe 5. hatistheapproximatepopulation W ofUganda? a.1,67,97 b.0,158,170 c.,000,000 d.0,900,000 6.WhatisUganda'sofficiallanguage? a.English b.Luganda c.Swahili 7.WhoiscurrentlyUganda'spresident? a.MiltonObote b.YoweriMuseveni c.ApolloNsibambi d.KenLukyamuzi 8.WhatyeardidUgandagainits independence? a.1975 b.1890 c.196 d.001 9.Whatisthenameofthemilitiathatis fightingtheUgandangovernment? a.TheDemocraticUnionParty b.TheLord'sResistanceArmy c. heUgandanPeople's T IndependentParty d.TheUgandanFreedomArmy 10. Approximatelyhowlonghasthewarin Ugandabeengoingon? a.1years b.5years c.0years d.8months 11. pproximatelyhowmanydisplaced A personsarethereinUgandadueto thewar? a.1.7million b.00,000 c.180,000 d.1.4million

11

APPENDIX1

REFERENCE1.1: aNSWERkEy

UGaNDa:hOWmUChDOyOUaLREaDykNOW? 1. WhereisUgandalocated? B­NortheasternAfrica . What,wouldyouestimate,isUganda'ssize? A­SlightlysmallerthanOregon . WhichcountriesborderUganda? C­Sudan/Kenya/Tanzania/Rwanda/DemocraticRepublicoftheCongo 4. WhatisthecapitalofUganda? C-Kampala 5. WhatistheapproximatepopulationofUganda? A­1,67,97 6. WhatisUganda'sofficiallanguage? A-English 7. WhoiscurrentlyUganda'spresident? B­YoweriMuseveni 8. WhatyeardidUgandagainitsindependence? C-196 9. WhatisthenameofthemilitiathatisfightingtheUgandangovernment? B­TheLord'sResistanceArmy 10.ApproximatelyhowlonghasthewarinUgandabeengoingon? C­Twentyyears 11.ApproximatelyhowmanydisplacedpersonsarethereinUgandaduetothewar? A­1.7million

1

APPENDIX1

haNDOUT1.2:

mODERNmaPOFaFRICa

COUNTRyNamES Burundi CentralAfricanRepublic Chad DemocraticRepublicoftheCongo Ethiopia Kenya RepublicofCongo Rwanda Somalia Sudan Tanzania Uganda

COUNTRyCaPITaLS AddisAbaba Bangui Brazzaville Bujumbura Dodoma Kampala Khartoum Kigali Kinshasa Mogadishu Nairobi N'Djamena

1

APPENDIX1

haNDOUT1.3: Sudan

CLUESTOmaP-BEGINNER I amthelargestcountryinAfrica,borderingEgyptandtheRedSea.Iaminthe newsalotbecauseofconflictinDarfur,mywesternregion. I aminWesternAfrica,touchingtheAtlanticOceanmorethananyother shadedcountry.Mycountryisover70%tropicalrainforest. I amthesmallestcountryinEasternAfrica.Ihavethehighestnumberofpeopleper squaremileinallofAfrica. I amalandlockedcountrylocatedalmostexactlyinthecenterofAfrica. Almost50%ofmyexportearningscomefromthediamondtrade. I amtheeasternmostcountryontheHornofAfrica,calledsobecauseitlookslike arhinoceros'shorn.MyproximitytotheMiddleEasthasledmetobecomea predominantlySunniMuslimcountry. W ithinmybordersisthehighestpointinAfrica,Mt.Kilimanjaro.Ialso touchtheIndianOcean.Almost80%ofmypeoplearesubsistencefarmersor fishermen;theygetjustenoughfoodfortheirfamilies. I amuniquelypositionedbetweenNorth,East,West,andCentralAfrica.Iamthe neighborofSudan,andmanyoftherefugeesfromthiscountryentermine. M yfamoushighlandscomeoffofMt.Kilimanjaro,creatingoneofthemost successfulagriculturalregionsinallofAfrica.Mycapitalisthehubfortradeand financeinEastAfrica. I maylooklikethesmallestcountry,butIamactuallyjustsouthofit.Muchofmy moneycomesfromtradingcoffeeandtea. I amnowlandlockedaftermyentirecoastlineontheRedSeawaslostwhen Eritreagotitsindependencein199.Iamtheoldestindependentcountryinallof Africa,andoneoftheoldestintheworld. I amlocatedimmediatelynorthofLakeVictoria,theworld'ssecondlargestlake. MyRuwenzoriMountainsarehometotheendangeredmountaingorillas. IamthethirdlargestcountryinAfrica,butthelargestonethatstraddlesthe e quator.Myriver,theCongoRiver,isthesecondlongestinAfricaaftertheNile River,andissecondinsizeonlytotheAmazon.

Republic of Congo

Rwanda

Central African Republic Somalia

Tanzania

Chad

Kenya

Burundi

Ethiopia

Uganda

Democratic Republic of Congo

14

APPENDIX1

haNDOUT1.4: Country 1

CLUESTOmaP-aDvaNCED I amthelargestcountryinAfrica,borderingEgyptandtheRedSea.Iaminthe newsalotbecauseofconflictinDarfur,mywesternregion. I aminWesternAfrica,touchingtheAtlanticOceanmorethananyother shadedcountry.Mycountryisover70%tropicalrainforest. I amthesmallestcountryinEasternAfrica.Ihavethehighestnumberofpeopleper squaremileinallofAfrica. I amalandlockedcountrylocatedalmostexactlyinthecenterofAfrica.Almost50% ofmyexportearningscomefromthediamondtrade. I amtheeasternmostcountryontheHornofAfrica,calledsobecauseitlooks likearhinoceros'shorn.MyproximitytotheMiddleEasthasledmetobecomea predominantlySunniMuslimcountry. W ithinmybordersisthehighestpointinAfrica,Mt.Kiliminjaro.Ialsotouch theIndianOcean. lmost80%ofmypeoplearesubsistencefarmersorfishermen; A theygetjustenoughfoodfortheirfamilies. I amuniquelypositionedbetweenNorth,East,West,andCentralAfrica.Iamthe neighborofcountry1,andmanyoftherefugeesfromthiscountryentermine. M yfamoushighlandsareaconsequenceofbeingclosetoMt.Kilimanjaro,creating oneofthemostsuccessfulagriculturalregionsinallofAfrica.Mycapitalisthehub fortradeandfinanceinEastAfrica. I maylooklikethesmallestcountry,butIamactuallyjustsouthofit.Muchofmy moneycomesfromtradingcoffeeandtea. I amnowlandlockedaftermyentirecoastlineontheRedSeawaslostwhenEritrea gotitsindependencein199.IamtheoldestindependentcountryinallofAfrica, andoneoftheoldestintheworld. IamlocatedimmediatelynorthofLakeVictoria,theworld'ssecondlargestlake. MyRuwenzoriMountainsarehometotheendangeredmountaingorillas. I amthelargestcountrythatstraddlestheequator.Myriveristhesecondlongest inAfricaaftertheNileRiver,andissecondinsizeonlytotheAmazon.

Country 2

Country 3

Country 4

Country 5

Country 6 Country 7

Country 8

Country 9

Country 10

Country 11 Country 12

15

APPENDIX1

haNDOUT1.5:

ThEUNIvERSaLDECLaRaTIONOFhUmaNRIGhTS(UDhR),aBBREvIaTED 1. . . 4. 5. Allhumanbeingsarebornfreeandequalindignityandrights. Everyoneisentitledtotherightsandfreedomsinthisdocument,irrespective ofrace,color,sex,language,religion,politicalorotheropinion,nationalor socialorigin,property,disability,birthorstatus. Everyonehastherighttolife,libertyandpersonalsecurity. Nooneshallbeheldinslavery. N ooneshallbesubjectedtothetortureortocruel,inhumanor degradingtreatment. 6. Everyonehastherighttoberecognizedasapersonbeforethelaw. 7. Everyoneisequalbeforethelaw. 8. Everyonehastherighttolegalremedybyacompetenttribunal. 9. Nooneshallbesubjectedtoarbitraryarrest,detentionorexile. 10.Everyoneisentitledtoafairandpublichearing. 11.Everyonehastherighttobeconsideredinnocentuntilprovenguilty. 1.Everyonehastherighttoprivacy,protectedbythelaw. 1. veryonehastherighttomovefreelywithinthebordersoftheircountry, E therighttoleaveanycountry,includinghis/herown,andtherighttoreturn tohis/hercountry. 14.Everyonehastherighttoseekasylumfrompersecutioninanothercountry. 15. veryonehastherighttoanationality,andfreedomtochangehis/her E nationality. 16.Everyoneofagehastherighttomarryandhaveafamily,whichcanonlybe enteredwithfreeandfullconsentofbothpeople. 17. Everyonehastherighttoownproperty. 18.Everyoneisentitledtofreedomofthought,conscienceandreligion. 19. veryoneisentitledtofreedomofopinion,expression,andaccessto E information. 0. veryoneisentitledtofreedomofpeacefulassemblyandassociated,andno E onemaybeforcedtobelongtoanassociation. 1. veryonehastherighttoparticipateinthegovernmentandfreeelectionsof E his/hercountry. .Everyonehastherighttosocialsecurity. . veryonehastherighttoworkinjustandfavorablecondition,toobtainequal E payforequalwork,andtojointradeunions. 4.Everyonehastherighttorestandleisure. 5. veryonehastherighttoastandardoflivingadequateforhis/herhealth E well-being. 6.Everyonehastherighttoeducation. 7. Everyonehastherighttoparticipateintheculturallifeofthecommunity. 8. veryonehastherighttoasocialorderthatensuretherealizationsoftheright E andfreedomsoutlinedinthisDeclaration. 9. veryoneshallbeonlysubjecttolegallimitationsthatensuretherightsand E freedomsoutlinedinthisDeclaration. 0.Noindividualorgovernmentmayinterferewiththeaboverights.

16

APPENDIX1

haNDOUT1.6:

CONFLICTOvERvIEW-UGaNDa

17

APPENDIX1

haNDOUT1.7:

aNaLyzINGUGaNDaWIThThEUDhR WHATARESOMEOFTHECURRENTHUMANRIGHTSVIOLATIONSINUGANDA? · Childsoldiersarebeingkidnappedandrecruited · Peoplearebeingdisplacedfromtheirhomesandforcedtoliveincamps · Peopledonothaveproperaccesstofood,shelter,orhealthcare · mentalhealthrepercussionsfromexperiencesaschildsoldiersincluding: post-traumaticstress,anxiety,lossofappetite,lackofmotivation,adjustment disorders,personalitydisordersamongmanyothers.Theycontinuetosuffer fromtheseissuesduetothelackofresourcesforproperrehabilitationand reintegrationeconomically,sociallyandemotionallybackintoUgandanlife. CANYOUTHINKOFMORE? PutacheckmarknexttothearticlesoftheUDHRthatyouthinkisbeingviolated.

UDhRaRTICLES RIGHTTOEQUALITY FREEDOMFROMDISCRIMINATION RIGHTTOLIFE,LIBERTY,PERSONALSECURITY FREEDOMFROMSLAVERY FREEDOMFROMTORTUREANDDEGRADINGTREATMENT RIGHTTORECOGNITIONASAPERSONBEFORETHELAW RIGHTTOEQUALITYBEFORETHELAW RIGHTTOREMEDYBYCOMPETENTTRIBUNAL FREEDOMFROMARBITRARYARRESTANDEXILE RIGHTTOAFAIRPUBLICHEARING RIGHTTOBECONSIDEREDINNOCENTUNTILPROVENGUILTY FREEDOMFROMINTERFERENCEWITHPRIVACY,FAMILY,HOMEANDCORRESPONDENCE RIGHTTOFREEMOVEMENTINANDOUTOFTHECOUNTRY RIGHTTOASYLUMINOTHERCOUNTRIESFROMPERSECUTION RIGHTTOANATIONALITYANDFREEDOMTOCHANGENATIONALITY RIGHTTOMARRIAGEANDFAMILY RIGHTTOOWNPROPERTY FREEDOMOFBELIEFANDRELIGION FREEDOMOFOPINIONANDINFORMATION RIGHTOFPEACEFULASSEMBLYANDASSOCIATION RIGHTTOPARTICIPATEINGOVERNMENTANDFREEELECTIONS RIGHTTOSOCIALSECURITY RIGHTTODESIRABLEWORKANDJOINTRADEUNIONS RIGHTTORESTANDLEISURE RIGHTTOADEQUATELIVINGSTANDARD RIGHTTOEDUCATION RIGHTTOPARTICIPATEINTHECULTURALLIFEOFTHECOMMUNITY RIGHTTOASOCIALORDERTHATARTICULATESTHISDOCUMENT EVERYONESUBJECTTOLEGALLIMITATIONSTHATENSURERIGHTSANDFREEDOMS FREEDOMFROMSTATEORPERSONALINTERFERENCEINTHEABOVERIGHTS

18

APPENDIX1

REFERENCE1.2:

CONFLICTLEaDERS majorFiguresoractorsintheConflicts J osephkony,LRAleader-AformerCatholicaltarboyfromnorthernUganda,hehas beendemandingthatUgandaberuledaccordingtotheBiblical10Commandments. HeseeshimselfasaspiritmediumandhasagreedtospeakwithPresident Musevenionlythroughtheholyspirits,notbytelephone.Hehascreatedanaura offearandmysticismaroundhimselfandhisrebelsfollowstrictrulesandrituals. Mr.KonyappearstobelievethathisroleistocleansetheAcholipeople.Heuses biblicalreferencestoexplainwhyitisnecessarytokillhisownpeople,sincethey have-inhisview-failedtosupporthiscause.Inthepast,hehasledtheLRAto collaboratewiththeArmyfortheLiberationofRwanda(ALIR)andotherrebelgroups battlingwithforcesfromtheRallyforCongoleseDemocracy(RCD).Throughtheir destabilizingeffortsinthenorth,civilstrifetherehasledtotheviolationofthe rightsofmanymembersoftheAcholitribe.AccordingtotheICCarrestwarrant,in mid-00heallegedlyorderedLRAforcestobeginacampaignofattacksagainst civiliansinUganda.During00,heallegedlyorderedLRAforcestokill,loot,and abductcivilians,includingthoselivingincamps.Thearrestwarrantsagainsthim listscountsofcrimesagainsthumanityandwarcrimes,includingmurder,sexual enslavement,rapeandforcedenlistingofchildren.Currently,atlarge,Konylives withintheCongo. D ominicOngwen,BrigadeCommanderoftheSiniaBrigadeoftheLRA-Hewasborn inthetownofLamogi,intheGuludistrictinUganda.AscommanderoftheSinia Brigade,oneoffourbrigadesoftheLRA,hewaspartofthe"Control-altar,"the maincommanderinchargeoftheLRA'smilitarystrategies.Asbrigadecommander, DominicOngwenisaccusedofparticipatinginaviolentcampaigntargetedagainst thecivilianpopulationwhichwasorderedinmid00byJosephKony.According totheICCarrestwarrant,inthiscapacityheallegedlyorderedanattackagainst acampforinternallydisplacedpeople,resultinginkillings,abductions,the destructionofhousesandothercrimes.Thearrestwarrantagainsthimlistsseven countsofcrimesagainsthumanityandwarcrimes,includingmurder,enslavement andinhumaneacts.Currently,heis atlarge. y owerimuseveni,PresidentofUganda-Museveniwasinvolvedinthewarthat toppledIdiAmin'sgovernment(1971­79)andtherebellionthatconsequentlyledto thedemiseofMiltonObote'sregime(1980­85).Sincehiselectionin1986,with thenotableexceptionofnorthernareas,Musevenihasbroughtrelativestability andeconomicgrowthtoacountrythathasendureddecadesofgovernment mismanagement,rebelactivityandcivilwar.Hispresidencyhasbeencriticized, however,forhisinvolvementwithcivil warintheDemocraticRepublicofCongo (DRC)andotherGreatLakesregionalconflicts.Withhispastrulingstoabolish thePresidentialtermlimitsbeforethe006electionsandtheharassmentof democraticopposition,hisleadershiphasattractedconcernfromdomesticand politicalcriticsaswellasthe internationalcommunity.

APPENDIX1

19

REFERENCE1.2: continued

CONFLICTLEaDERS

vincentOtti,vice-chairmanandsecond-in-commandoftheLRA,RaskaLukwiya, high-rankingcommanderoftheLRAandOkotOdiambo,majorgeneralandarmy commanderoftheLRA,areallbelievedtohavebeenkilledwhileinvolvedincombat between006and008andtheirindictmentsarecurrentlypendingorinthe processofbeingremovedfromtheICCrequests.

+ +FormoreinformationabouttheirindictmentsfromtheICCandtheirroleasconflictleaderspriortotheir deathsaswellasthesourceforthecontentofthisreference,gotohttp://www.trial-ch.org/en/trial-watch/ profile/db/facts/vincent_otti_395.html.

0

APPENDIX1

lEssoN2: humANRightsofREfugEEsANDiNtERNAllYDisplACEDpERsoNs

QUESTION W hataresomeofthehumanrightsissuesthatarisewithinthesettingofan IDPcamp? Two45-minuteclassperiodsorone90-minuteclassperiod A sdocumentedinWar Dance,theexperienceofaninternallydisplacedperson (IDP),specificallyinNorthernUganda,isdifferentanddistincttothatofarefugee. Theseactivitieswillhelpstudentsbetterdevelopanddeepentheirunderstanding ofIDPs,refugeesandtherightsofpeopletoleavetheirhomesiftheirhumanrights areviolated.Studentswillbeabletoexplorethevarietyofreasonswhypeopleare forcedtoflee.Studentswillalsoengageinspecificactivitiesthatwillchallenge themtothinkaboutthekindsoflegalimplicationsandobligationsthatareinvolved withIDPsasopposedtorefugees. S TUDENTSWILLBEABLETO: · UnderstandtobeabletodefinethedifferencebetweenIDPsandrefugees. · nderstandtheimportanceofplacesofasylumandtheroleacountrycanplay U inprovidingsafehavensforabusedglobalcitizens. · BettergraspthemultifacetedstrugglesofrefugeesandIDPsworldwide. · UsetheirspecificrecommendationsforIDPstoencouragefurtheractiononthe partoftheinternationalcommunity. HANDOUT.1:HowmuchdoyouknowaboutrefugeesandIDPs? HANDOUT.:IDPAnticipatoryGuide HANDOUT.:Role-PlayingCharacterDescriptions HANDOUT.4:CycleofInterdependency HANDOUT.5:LegalObligations HANDOUT.6:ConventionRelatingtotheStatusofRefugees,Abbreviated HANDOUT.7:PoetryofRefugeesandIDPs REFERENCE.1:AnswerKey:HowmuchdoyouknowaboutrefugeesandIDPs PROCEDURE: 1. BegintheclassbyreadingaloudUDHRArticles . istributeHANDOUT.1,whichwillprovideasenseofhowmuchtheyalready D know bouttheissues. a . fterthequiz,goovertheanswersbygivingexamplesofhowtheyrelateto A thecurrentsituationinDarfur,orotherexampleslikeAfghani,IraqiorKenyan refugees(seequizfordiscussionprompts). 4. fterwards,distributeHANDOUT.,againallowingthemafewminutestofillin A eachresponse.EducatorsmaychoosetodistributeHANDOUTS.1and.at thesametime.Reconveneanddiscussthestudentresponses.

TImE OvERvIEW

OBJECTIvES

PREPaRaTION aNDmaTERIaLS aCTIvITyONE

1

LESSON

LESSON2cont.: aCTIvITyTWO aCTIvITyThREE

hUmaNRIGhTSOFREFUGEESaNDINTERNaLLyDISPLaCEDPERSONS PROCEDURE: 1. DistributeHANDOUT..Thisexerciseasksstudentstorole-play. PROCEDURE: 1. hisexerciseasksstudentstocreatealistofrecommendationsforthe T internationalcommunitysothatinternallydisplacedpersonsmaybebetter protected.Educatorsmaychoosetodividetheclassintosmallgroups,have thestudentsworkindividually,orcomeupwithalistasaclass. . istributeHANDOUT.5,allowingafewminutesforstudentstolookitover. D Theirassignmentisprintedonthissheet.YoumayalsodistributeHANDOUT .6asaguide,whichisanabbreviatedversionoftheConventionRelatingto theStatusofRefugees. . Reconveneattheendoftheperiodoratthebeginningofthenextclass andhavestudentssharetheirlists.Thediscussionquestionsfoundonthe handoutmaybetalkedaboutatthistime,orstudentscanwriteouttheir answersindividuallytoturnin. PROCEDURES: · Askstudentstowriteashortpieceansweringthisquestion: nderwhatconditionswouldyouleaveyourhome,thepeople U youknew,andtheplacesyouwerefamiliarwith? S uggestthattheybeginbyreviewingthearticlesoftheUDHRandputtinginorder whichrightstheyfeelaremostvitaltotheirpersonallives.Studentswillexamine andprioritizetherightstheywouldneedtosurviveandlivesafelyintheircountry. " Iwouldliketoalsoemphasizethatreconstructioninsituationsofrefugee returnismorethanjustrebuildinghouses,roads,andfactories­italsomeans rebuildingcommunities,andrestoringthecomplexwebofsocial,economicand psychologicalrelationsdestroyedbywarandexile.Unlessthisisachieved,no amountofmaterialreconstructionwillbesufficienttoeliminatethecausesof conflict." - Mrs. Sadako Ogata, United Nations High Commissioner for Refugees

OPTIONaL ExTENSION aCTIvITy

B uildinguponthisquote,writeapiecedescribingthespecificthingsarefugee wouldneedinordertomaketheirreturntotheircountrysuccessfulandwhatwould contributetoupholdingtheirhumanrights. · hatmightareturningrefugeefaceintheirhomelandaftermonthsoryears W away(e.g.lackofshelter,nowaytoearnmoney,fearofrepeatedabuse)? · hatrights/servicesshouldtheybeensured(e.g.ongoingprotection, W emotionalandpsychologicaltherapy)? ·fyouhadanorganizationspecializinginrefugeeintegrationwhatactions I wouldyoutaketohelpindividualsfullyre-adapt? V isitwebsiteslikeRefugeesInternational(www.refugeesinternational.org)to researchmoreofthebarriersrefugeesmayfacewhentheyreturnhome.Writeup yourideasintheformofamissionstatementforyourorganizationandincludewhat yourorganizationintendstodotoofferhelptoreturningrefugees.

LESSON

haNDOUT2.1:

hOWmUChDOyOUkNOWaBOUTREFUGEESaNDIDPs? 1.Refugeesarepeoplewhoflee: a)Naturaldisasters b)Humanrightsviolations c)Famine d)Alloftheabove . owmanyrefugeesareinthe H worldnow? a)Aboutmillion b)About5million c)About14million d)About0million .Immigrantsarerefugees. a)True b)False 4. helargestnumberofrefugees T arecurrentlylivingin: a)Iran b)Pakistan c)UnitedStates d)Germany 5.Refugeesareimmigrants. a)True b)False 6.nternallydisplacedpersonsare I peoplewho: a) avebeenforcedtoleavetheir H homesandmovedtoanother locationwithintheircountries b) avenotlefttheirhomes, H butareunhappywiththeir livingsituations c) avelefttheircountries, H buthavereturned d)Noneoftheabove 7.nternallydisplacedpersonsare I forcedtoleavebecauseof: a)Humanrightsviolations b)Naturalandhumandisasters c)ArmedConflict d)Alloftheabove 8. fthesecountries,thenumberof O IDPsarethehighestin: a)Indonesia b)UnitedStates c)Russia d)Ethiopia 9. eoplewhoseekasyluminother P countriesareguaranteedsafe placestolive. a)True b)False 10. hichofthefollowingcouldbean W asylumseeker? a) personwhoenteredaUS A airportwithafalsepassport b) personwhoarrivedintheUS A afterwaitingforseveralyearsin arefugeecamp c) personwhoillegallycrossed A theborderfromMexicointothe UnitedStates d)AlloftheAbove

LESSON

REFERENCE2.1: aNSWERkEy

hOWmUChDOyOUkNOWaBOUTREFUGEESaNDIDPs? 1.Refugeesarepeoplewhoflee: a)Naturaldisasters b)humanrightsviolations c)Famine d)Alloftheabove Refugees flee because they have a well founded fear of persecution in their home countries. They are refugees if they are targeted due to their political opinions, race, religion, ethnic origin or membership in a particular social group. Currently in Darfur, and in many other countries worldwide, these violations include, but are not limited to, mass atrocities, war crimes, religious and racial persecution, enslavement, physical and mental torture and rape.

.Howmanyrefugeesareintheworldnow? a)Aboutmillion b)About5million c)about14million d)About0million There are about 14 million refugees in the world and over 700,000 are from Sudan as a result of the on going mass atrocities and civil war. Many of the refugees in Sudan have sought asylum in neighboring countries like Chad and Uganda.

.Immigrantsarerefugees. a)True b)False An immigrant can be defined as any person who has left their own country to live in another country. While a refugee has left his or her country due to a well founded fear of persecution, an immigrant may leave for a wider variety of reasons including economic, political and cultural reasons.

4.ThelargestnumberofrefugeescurrentlylivingintheUnitedStatescamefrom: a)Iran b)Pakistan c)UnitedStates d)Germany According to the UNHCR Global Report from 2006, the top refugee-hosting country is Pakistan with 1,044,000 refugees, to be followed by Iran with 968,000 and the United States with 844,000.

4

APPENDIX

REFERENCE2.1: aNSWERkEy continued

hOWmUChDOyOUkNOWaBOUTREFUGEESaNDIDPs? 5.Refugeesareimmigrants. a)True b)False Refugees are immigrants because they have left their country of origin to live in another country.

6.Internallydisplacedpersonsarepeoplewho: a) avebeenforcedtheirhomesandmovedtoanotherlocationwithintheir h countries b)Havenotlefttheirhomes,butareunhappywiththeirlivingsituations c)Havelefttheircountries,buthavereturned d)Noneoftheabove I nternally Displaced Persons (IDPs) are often confused with refugees, but the terms are not interchangeable. While refugees seek safety in a foreign country, IDPs are forced out of their homes and must move to new locations within their country. There are many victims of internal displacement within Sudan who are trying to flee the mass atrocities in Darfur, but have not or could not leave the country.

7.InternallyDisplacedPersonsareforcedtoleavebecauseof: a)Humanrightsviolations b)Naturalandhumandisasters c)ArmedConflict d)alloftheabove Unlike refugees, IDPs leave for a larger variety of reasons, including human rights violations, but also due to natural and human made disasters. An example within the United States, are the people who lost their homes in New Orleans and had to relocate after Hurricane Katrina.

8.Ofthesecountries,thenumberofIDPsarethehighestin: a )Indonesia b)UnitedStates c)Russia d)Ethiopia The number of IDPs is particularly high in the United States now (about 100,000 persons) because of the families displaced during Hurricane Katrina. This example shows that even in a country that wields economic and global power there should be actions taken to reduce the number of IDPs and to ensure fewer numbers in the future.

5

APPENDIX

REFERENCE2.1: aNSWERkEy continued

hOWmUChDOyOUkNOWaBOUTREFUGEESaNDIDPs? 9. eoplewhoseekasyluminothercountriesareguaranteedsafeplacestolive. P a)True b)False Even people who seek asylum in another country may not experience the safest treatment. For instance, in the United States, people seeking asylum may be detained for many months or years. This is true in other countries as well. Others end up in provisional holding facilities where they may be subject to unsafe living conditions, torture, and sexual abuse.

10.Whichofthefollowingcouldbeanasylumseeker? a)ApersonwhoenteredaUSairportwithafalsepassport b) personwhoarrivedintheUSafterwaitingforseveralyearsina A refugeecamp c)ApersonwhoillegallycrossedtheborderfromMexicointotheUnitedStates d)alloftheabove A ll of the people above could be coming to the US to seek asylum. Many people flee under such terrible and urgent conditions that they will seek asylum in any way they can. A person may escape to the United States for a variety of reasons and through a variety of means. Many, who flee their countries to go elsewhere, but have violated a country's immigration policies in the process, are considered illegal immigrants.

++QuizquestionsandanswersfromAIUSAandInternalDisplacementMonitoringCentre

6

APPENDIX

haNDOUT2.2:

INTERNaLLyDISPLaCEDPERSONaNTICIPaTORyGUIDE Whatdoyouthinkofwhenyouheartheterm"internallydisplacedperson"? _ _______________________________________________________________ _ ____________________________________________________________________ _ _______________________________________________________________ ________________________________________________________________ Y ouandyouryoungersisterhaverecentlybeendrivenfromyourhomebypolitical andsocialreasonsandhavenowrelocatedwithinanIDPcampalongwith0,000 others.Afterafewdays,yourealizethatyoursisterisgettingverysick.There isnoclearindicationofwhenyouwillbeabletoreturnsafelyhome.Writea paragraphaboutwhatyouthinkaresomeoftheissuesthatwillarisewithsuch alargegroupofpeoplelivinginsuchaconcentratedarea.Includethekindsof worriesyouwouldhavewithregardstoyoursisterandherworseningcondition livingwithintheIDPcamp. _ _______________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _ _______________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

I maginethis

7

APPENDIX

haNDOUT2.3:

ROLE-PLayINGChaRaCTERDESCRIPTIONS Agroupofeightpeoplewillbeneededforthisactivity.Assigneachpersoninthe grouptoacharacterdescription.Createaskitasagroupinwhichthestorylineof eachcharactercanbeportrayed.Becreativeandmakesurethereseemstobea beginning, iddle,andending.Usethediscussionquestionsattheendtohelpget m yourgroupthinkingaboutthevariousissuesyoumightwanttoaddressinyourskit. Name: Gender: Age: Country: Profession:ParentSeekingEmployment · Objective:Yourfamilyispoor,andtheyrelyonyoutomakemoneytosupport them.Thebushisplentifulandprovidesasteadysourceoffoodand sustenanceaswellasworkasafarmer.ThenearbytownsoutsideoftheIDP campprovideopportunitiestofindamorestablejobbutyouhavetolivefor weeksatatimeawayfromyourchildrenduetolackoftransportationtoand fromtheIDPcamp.Youhavesomeexperienceworkingin______,andare willingtoacceptawageaslowas$_____,or$______(varybetweenjob seekers)ifyouhavetoworkabroad. · Restrictions/Limitations:Duetowhereyoulive,theopportunitiestofindwork arelimitedandscarce.Thebushdoesnotprovideagoodalternative. · Beware!*Thebushisadangerousplacebecauseitishighlycoveredand dense,allowingeasyaccessfortheLRAtoabductyou,seriouslyinjureyouor perhapsevenkillyou.TheLRAmaytryandrecruityoutoworkforthem.They maypretendthatworkingforthemasarebelorchildabductorcanprovidea legitimateandmorecomfortablelifestylethanintheIDPcamp.Theymaytryto temptyoutojoinbyofferingfood,shelter,securityandgloryforbeingapartof theirrebelmovement,however,theseluringoffersareonlyemptypromises. Name: Gender: Age: Country: Profession:ParentofachildinanIDPcamp · Objective:YouareasingleparentlivinginanIDPcampwithyourremaining daughter.Afewmonthsago,yourspouseandtwoyoungsonsweretakenone nightfromyourhouseandyourvillagewasburned.Youhavenotheardfromor ofyourspouseandtwosonssincetheirabduction.Youhaveassumedthatyour spouseisdeadandyourchildrenhavebeenaddedtotheLRA'smovement. Recently,oneofyourdaughter'sPrimaryschoolteachershasstartedproviding herwithsomeideasofminimalhealthcareaswellasencouragingherdaughter tospeakwithsomeofthecapturedrebelofficersabouthermissingparentand brothers.Shegoesonedaytotalkwiththecapturedrebels.

8

APPENDIX

haNDOUT2.3: continued

ROLE-PLayINGChaRaCTERDESCRIPTIONS · Restrictions/Limitations:Youcannotgolookingforyourspouseandsons becauseitisnotsafewiththerebelforcescontrollingeverythingoutsideofthe IDPcamps.Youroptionsforproperhealthcareareextremelylimitedbecauseof thelocationoftheIDPcampaswellaslackofaccesstosufficientsupplies. · Beware!Inthenighttime,theLRArebelforcesstilloftentimesbreakintotheIDP camps,sweepthroughandraidthehouses,takingchildrenalongtheway.You needtomakesureyourdaughterisprotectedbyyoursideasshecanbevery vulnerabletowomen-basedviolencesuchasrapeandotherformsofabuse. Aftertalkingtotherebels,thereisafearthattheymightescapeandremember yourdaughter'sfaceandcometotheIDPcamptofindherandkillher. Name: Gender: Age: Country: Profession:MemberoftheUgandanMilitary · Objective:Yourassignmentistodiscoveranddestroynetworksthatrecruitand abductchildsoldiers.YouwanttostopLRArebels,murderers,exploiters,etc. · Restrictions/Limitations:YouarerepresentingUgandaanditsgovernment withthatuniform.Youmustpresentyourselfaswellasactappropriately withinthelaws. · Beware!YouposeasubstantialthreattotheLRA'srebelgroupsandothers affiliatedwithviolentorganizedcrimegroups.

Name: Gender: Age: Country: Profession:MemberoftheUgandanMilitary · Objective:Youareinterestedinmakingasmuchmoneyaspossible,andyou dosobycoercingrebelgroupstobribeyoutoreleasecapturedrebels.The rebelsareamajorsourceofincome.Youworkcloselywiththem,keepingthe remainingnetworkssafefromgovernmentalinterference. · Restrictions/Limitations:Youmustworksecretlyandclandestinelybynature withoutyourfellowmilitarypartnersnoticing. · Beware!Concealyourdishonesty.YoumayloseyourjobiftheUgandan government'sroleinperpetuatingviolationsagainsttheCRCaswellas encouragingtheabductionofchildsoldierscomesunderscrutiny.

9

APPENDIX

haNDOUT2.3: continued

ROLE-PLayINGChaRaCTERDESCRIPTIONS Name: Gender: Age: Country: Profession:NGOworkerthatworkstogatherstatisticsandotherinformation · Objective:YourgoalistodiscovermoreabouttheactivitiesoftheLRAand scopeoftheconflict,especiallychildabductionaswellasIDPraids.Youneed tocollectdataontheseverityoftheconflictspecificallyinNorthernUganda. Youbelievethatyouhavediscoveredasourceoftherebelforcesclosebyto theIDPcamp.Yourorganizationwilluseandpublishthestatisticalevidence inordertogatherinternationalpressuretohelpstopthefightingandmove towardstalksandnegotiations. · Restrictions/Limitations:YoudonotspeaktheAcholilanguage.Itisdifficultfor youtogatheranddocumenttheentirescopeofthoseaffectedandinvolved becauseSudanprovidestraining,recruitmentandfundingfortheLRArebel forcesaswell. · Beware!TheLRArebelforcesareverydangerousandiftheyfeelthreatened, yoursafetyisendangered.

Name: Age: Profession:TeacherinanIDPcamp

Gender: Country:

· Objective:YourgoalistoinspireandeducatethechildrenwithintheIDPcamp andtakecarefortheoverallwellbeingofallofyourstudents.Themajorityof yourstudentsareorphansandhaveaverylowlevelofliteracyaswellasoverall educationalandpersonaldevelopment.Manyvisiblysufferfrommentalhealth issuesbutcannotgetthecaretheyneed.Foodandhealthservicesarescarce intheIDPcampandthus,manyofyourstudentsaremalnourished,carrylife threateningdiseasesorvirusesandareindesperateneedforcare.Yourfamily livesinCentralUgandaandeverythreemonthsyoumusttravelhome.You noticeonedaythatoneofyourstudents,wholiveswithherAunt,hasbruises alloverherbodyaswellasabloodiedeye. · Restrictions/Limitations:YoucannottravelanywhereoutsideoftheIDPcampto getthefoodandhealthsuppliestheyneed.Youhavelittletonocommunication withtheinternationalcommunitytocreateawareness.Yoususpectthatyour studenthasbeenbeatenbyherabusiveauntandwanttobringhertothe doctorthatvisitsthevillageeverycoupleofmonthsbutcannotassheisnot orphanedandthatistheresponsibilityofheraunt. · Beware!Youmustbecarefulanddrivefastontheroadsinordertomakesure thatyouwillnotencounterrebelforcesfromtheLRAandyouyourselfface abductionorseriousharm.

0

APPENDIX

haNDOUT2.3: continued

ROLE-PLayINGChaRaCTERDESCRIPTIONS Name: Age: Profession:LRAmember Gender: Country:

· Objective:Yourgoalistoearnandgainthemostpoweryoucan.FortheLRA, thelargeryour"family"orrebelarmy,themorepowerfulyoumaybecome. Youareworkingtoexpandyourrebel"family"through"recruitment"ofnew members,especiallychildren,astheymaybemoreaccessible,obedientand ultimately,influenced. · Restrictions/Limitations:Yourownconscience.Youmoveupintheranksas yougainmorepowerandinturn,youmustobeyeveryorderfromLRAofficials, regardlessofwhetherornotitis"good/right"or"bad/wrong."Youmaynot questionauthority.Youmayhavetoresorttoforcefulmeansofcoercionsuch asabductionorotherformsofkidnapping.Youneedtomakeafirmdecisionon whetherornotthebenefitsoutweighthesacrifices(personal,physical,mental, emotionaletc.),prosoutweighthecons. · Beware!YouareinchargeofthenextsetofIDPcampabductionmissions.Make sureyourrebelgroupisnotcaughtbytheUgandanmilitary.Besuretowatchfor yourownprotectionfromyourown(potentiallydisloyal)rebelmembers,asmany rebelsaresimilarlylookingforwaysinwhichtheycanriseintherankings.Your lifemaybethreatenedifyouquestionauthorityorfellowrebelmembers. Name: Gender: Age: Country: Profession:FormerlyabductedchildbytheLRA · Objective:YourgoalistohelpeducateotherchildrenandadultswithinyourIDP camp,Ugandans,NGOs,andglobalcitizensthroughadvocacyofsharingyour personalstoryofabduction.Youalsoarelookingforhopeorclosurepertaining toyourabductedbrotherwhodidnothavethechancetoescapewhenyoudid andhadtoremainwiththerebelgroup. · Restrictions/Limitations:Youarelimitedbyyourprecariouscurrentsituation withinanIDPcampsuchaslackofinfrastructuretostartcommunication (brainstormotherseriousdifficultieswithinyourgroupofclassmates).Youare severelylimitedinsearchingforyourbrother,asatripintothebushmayopen thedoorforasecondabduction,whichcouldbeafatalreturn. · Beware!Youhaveheardthattherearerebelgroupsnearby.Thelasttime youheardofsuchasimilarsituation,youandyourbrotherwerekidnapped. Protectionandsafetyisvital.

1

APPENDIX

haNDOUT2.3cont.: DISCUSSION QUESTIONS

ROLE-PLayINGChaRaCTERDESCRIPTIONS 1. owweretheeconomicandsocialcircumstancesofthechildrenexploited? H Whatotherfactorsmightputindividualsatriskforbeingabductedorrecruited? . hatlong-termeffectsmighttheuseofchildsoldiershaveonUganda's W economy,society,andgovernment?Howmightitimpactcommunitieswhere theseindividualsaretaken? . oyouthinktherecruitmentofchildsoldiershappenswithintheUS?Why/Why D not?Ifyouthinkitdoes,whereandhowmightthisrecruitmentoccur?Whodo youthinkareitsvictims? 4. hiletheUDHRdeclaresthathumansshouldhavebasicrights,thedocument W alonecannotguaranteethatindividualsandgovernmentsrespectthoserights. Whoseresponsibilitydoyouthinkitistoprotectandupholdhumanrights worldwide?Inyourcommunity? 5. xtension:Brainstormeffectivestrategiestostoptheabductionand E recruitmentofchildreninbecomingchildsoldiers.Considerthefollowing: a.Whatinternationallawsandgroupsfightagainstchildsoldiers? b. hatcanbedonetoraisethestandardoflivingorhealthcareintheIDP W campsofNorthernUganda? c. hatstrategieswouldhelptheUgandangovernmentputanendtothe W conflictstakingplaceinNorthernUganda? d. hatcanyoudotostopchildsoldiers?Whatkindofadvocacycanyou W takepartinyourcommunity?

APPENDIX

haNDOUT2.4:

CyCLEOFINTERDEPENDENCy

**NOTE: oumaychoosetolistspecificproblemsundereachheadingaboveasyoudiscussthequestions Y below.Thespacehasbeenprovidedforyou.

DISCUSSION QUESTIONS

· fyouhadtoriskbeingkidnappedorkilledonyourwaytoschool,wouldyougo? I Whyorwhynot? · onsiderthatthedoctorsinyourcampareprimarilyfromtheUnitedNations, C andusuallyfromanothercountry.Beingthatyouareinaconflictzone,these doctorscomeandgofairlyoften.Howdoyousuggestyoucreateamore permanentandsustainablesystemofhealthcare?Whydoyouthinkthis systemhasn'tbeenputintoplacealready? · ouarelivinginanIDPcamp,whereyouaresurroundedbyarmedguards.How Y doyougetaccesstodoctorsoutsideofthecamp?Whataretherisksyoumust taketogo? · fguerillasoldierspromisedthattheycouldprovidefood,shelter,andphysical I safetyfortherestofyourlifeifyoujointheirranks(asopposedtothe uncertaintyoftheIDPcamp),wouldyoujoin?Whyorwhynot?Whatelsewould youbegaining?Whatwouldyoubegivingup? · ouareadoctorwithinthecamp,butyouneedmoremedicinesandsupplies. Y Wheredoyougetthem? · hoisresponsibleformakingsuremedicalsupplies/educationalsupplies/food W supplies/defenseweaponsgettothecamp? · hatkindsofriskswereinvolvedfortheteachersworkingwithintheIDP W camps?Whywouldtheytakesucharisk?Wouldyou? · hatcouldbethebiggestrisksbothtotheindividualandcommunityatlarge W whenaccesstoqualityhealthcareisdenied?Education?

APPENDIX

haNDOUT2.5:

LEGaLOBLIGaTIONS Peopleforcedtofleeorleavetheirhomes­particularlyinsituationsofarmedconflict ­aregenerallysubjecttoheightenedvulnerabilityinanumberofareas.Displaced p ersonssuffersignificantlyhigherratesofmortalitythanthegeneralpopulation. Theyalsoremainathighriskofphysicalattack,sexualassaultandabduction,and frequentlyaredeprivedofadequateshelter,foodandhealthservices.Moreoften thanrefugees,theinternallydisplacedtendtoremainclosetoorbecometrapped inzonesofconflict,caughtinthecross-fireandatriskofbeingusedaspawns, targetsorhumanshieldsbythegroupsassociatedwiththeconflict. L ikeallhumanbeings,internallydisplacedpersonsenjoyhumanrightsthatare articulatedbyinternationalhumanrightsinstrumentsandcustomarylaw.In situationsofarmedconflict,moreover,theyenjoythesamerightsasothercivilians tothevariousprotectionsprovidedbyinternationalhumanitarianlaw.However, there is currently no international agreement specifically focusing on IDPs. U singthefilm,War Dance,aswellaswhatyouhavelearnedaboutinternally displacedpersons,createalistofrecommendationsfortheinternational community.Theserecommendationshouldtakeintoaccountthegoods,services, andprotectionsthatIDPswouldneedonaneverydaybasis.Youmayalsoreference the1951ConventionRelatingtotheStatusofRefugeesforideas. **Remember,IDPsarenotthesameasrefugees,sothistreatydoesnotnecessarilyprotectIDPs.** Thefollowingpointsmaybehelpful. · hoisresponsibleforthecareandwell-beingoftheIDPs(i.e.food,shelter, W healthcare,education)? ·WhoisresponsibleforthesecurityoftheIDPs? · hatiftheIDP'sgovernmentisresponsibleforpersecutingthem?Who W shouldhelpthemnow? · hohasjurisdiction?(Thatis,whoshouldberesponsibleforpunishingthose W whoviolateyouragreement?)

4

APPENDIX

haNDOUT2.5cont.: DISCUSSION QUESTIONS

LEGaLOBLIGaTIONS 1. nrecentyears,PresidentMusevenihasofferedtopardonmembersoftheLord's I ResistanceArmyiftheywouldstoptheirkillingsandenterintopeacetalkswiththe U gandangovernment.However,in005,Ugandahadalreadypresentedacase totheInternationalCriminalCourt,whichiscurrentlyinvestigatingthesesame membersoftheLord'sResistanceArmy.Whoshouldlegallyhavepreference now­thelocalnationalgovernmentortheinternationalcourt?Why? . owdoyoubalancenationalsovereigntywiththeideaofuniversalhuman H rightsandgovernmentobligationtoupholdtheserights?Whatproblemsdidyou encounterwhentryingtomakeyourrecommendations? . idyouincludetheroleoftheindividual?How?Evenifyoudidnotexplicitlytalk D aboutindividuals,howdoyouthinktheyfactorintotheprotectionofIDPs? 4. hatareourobligationsandresponsibilitiesascitizensoftheglobal W communitywithregardtotheseissues? 5. notherwaytobecomeinvolvedisthroughdirectaction.DeviseanActivism A StrategyforyourselfandyourpeersregardingtheissueofIDPsandfacilitating equalprotectionoftheirrightswithintheIDPcommunitiesorperhaps,within yourowncommunities.

5

APPENDIX

haNDOUT2.6: Article 1

CONvENTIONRELaTINGTOThESTaTUSOFREFUGEES,aBBREvIaTED T heterm"refugee"appliestoanypersonwhohasawell-foundedfearofbeing persecutedforreasonsofrace,religion,nationality,membershipofaparticular socialgrouporpoliticalopinion,isoutsidethecountryofhisnationalityandis unable,orowingtosuchfear,isunwillingtoavailhimselfoftheprotectionofthat country;orwho,nothavinganationalityandbeingoutsideofthecountryofhis formerresidenceasaresultofsuchevents,isunableor,owingtosuchfear,is unwillingtoreturntoit. E veryrefugeehasdutiestothecountryinwhichhefindshimself,whichrequirein particularthatheconformtoitslawsandregulations. S tatesmaynotdiscriminateagainstrefugeesbasedontheirrace,religion,or countryoforigin. S tatesacceptingrefugeesmustgivethesamefreedomofreligionandreligious educationasitwouldforitsowncitizens. N othinginthisConventionshallpreventastate,intimeofwarorothergraveand exceptionalcircumstances,fromtakingmeasureswhichitconsiderstobeessential tonationalsecurity. T hepersonalstatusofarefugee(moreparticularlyrightsattachedtomarriage) shallbegovernedbythelawofthecountryofhisoriginor,ifhehasnohomeland, bythelawofthecountrywherehelives. S tatesshouldtreatrefugeesastheywouldimmigrantstotheircountrywithregards tomovableproperty. S tatestakinginrefugeesshouldaffordthesameprotectionofindustrialproperty asthecountryoforigin.Thismayincludeinventions,designsormodels,trade marks,tradenames,andrightsofliterary,artisticandscientificworks. S tatesshouldallowrefugeestoformand/orbelongtotradeunionsandother associationsasiftheywereimmigrantstothatstate. ArefugeewillhavefreeaccesstothecourtsoflawwithintheirnewState. E veryrefugeehastherighttoengageinwage-earningemploymentandisexempt fromtherestrictivemeasuresthatdenyalienstherighttoworkinthelabormarket. E veryrefugeehastherighttoself-employmentbyengagingonhisownaccountin agriculture,industry,handicraftsandcommerceandtoestablishcommercialand industrialcompanies.

Article 2

Article 3

Articles 4

Article 9

Article 12

Article 13

Article 14

Article 15

Article 16 Article 17

Article 18

6

APPENDIX

haNDOUT2.6cont.: Article 20

CONvENTIONRELaTINGTOThESTaTUSOFREFUGEES,aBBREvIaTED A refugeehastherighttothesametreatmentwithregardstoarationingsystem whenthereisageneraldistributionofproductsinshortsupply. S tatesshouldprovidefavorabletreatment,notlessfavorablethantoaliensinthe samecircumstances,withrespecttohousingandlawfullystayingintheirterritory. R efugeesshallreceiveequaltreatmentasisaccordedtonationalswithrespectto elementaryeducation.Theyshallreceiveequaltreatmentasalienswithrespectto educationotherthanelementaryeducationand,inparticular,asregardsaccessto studies,therecognitionofforeignschoolcertificates,diplomasanddegrees,the remissionoffeesandchargesandtheawardofscholarships.

Article 21

Article 22

7

APPENDIX

haNDOUT2.7:

POETRyOFREFUGEESaNDINTERNaLLyDISPLaCEDPERSONS aDreamofmymemories* YlberRexhepi Idreamofmygranddadandgrandmum BeingaloneinKosovostill, Idreamofmyhousewonderinghowit Wouldlooknowthatit'sburned, Iwonderwouldtheroadsbethesame Ornot, Iwonderaboutmydog,hisnamewas Lasi, Iwouldliketoknowifheisalive. Wecanallbetoldtogo, Wecanbehatedbysomeone Forbeingsomeone. Icomefromabeautifulplace Wherethevalleyfloodseachyear Andeachyearthehurricanetellsus Thatwemustkeepmovingon. Icomefromanancientplace Allmyfamilywerebornthere AndIwouldliketogothere WeRefugees** ButIreallywanttolive. BenjaminZephaniah Icomefromasunny,sandyplace Icomefromamusicalplace Wheretouristsgotodarkenskin Wheretheyshootmeformysong Anddealersliketosellgunsthere Andmybrotherhasbeentortured Ijustcan'ttellyouwhat'stheprice. Bymybrotherinmyland. IamtoldIhavenocountrynow Icomefromabeautifulplace IamtoldIamalie Wheretheyhatemyshadeofskin Iamtoldthatmodernhistorybooks Theydon'tlikethewayIpray Mayforgetmyname. Andtheybanfreepoetry. Wecanallberefugees Icomefromabeautifulplace Sometimesitonlytakesaday, Wheregirlscannotgotoschool Sometimesitonlytakesahandshake Thereyouaretoldwhattobelieve Orapaperthatissigned. Andevenyoungboysmustgrowbeards. Weallcamefromrefugees Nobodysimplyjustappeared, Icomefromagreatoldforest Nobody'sherewithoutastruggle, Ithinkitisnowafield Andwhyshouldweliveinfear AndthepeopleIonceknew Oftheweatherorthetroubles? Arenottherenow. Weallcameherefromsomewhere Wecanallberefugees ++Sources:*http://www.childrenssociety.org. Nobodyissafe, uk/resources/documents/Project/489_full. Allittakesisamadleader pdf *http://www.benjaminzephaniah.com/ * Ornoraintobringforthfood, content/51.php Wecanallberefugees

8

APPENDIX

lEssoN3: DANCEANDmusiCiNugANDA

QUESTION H owcanpersonalexpression,whetherthroughdancing,singingand/orinstrumental performance,beavehicleforchangeandempowermentinaperson'slife?Howcan musicserveasanoutletforovercomingpreviouslyexperiencedabuseandtrauma? Howcanthismusicalexperiencealsoservetoinformothersabouthumanrights abuses?Howdoesthismusicalengagementhelptoeducateandenforcesuch notionsofone'sownhistory,traditionandculture? Two45-minuteclassperiodsorone90-minuteclassperiod F orhumans,danceandmusichavealwaysbeenusedasaformofexpression,a release,totellstories,andtoescape.War Danceisthestoryofyoungchildrenin therefugeecampofPatongoinNorthernUganda.Forthesechildren,theNational DanceCompetitioninKampalapresentsadistractionfromthehorrorsoftheirdaily lives.Asperformers,theyareabletophysicallyreleaseallthattheyareholding inside,achanceunifyunderauniversallyenjoyableactivity,andagoalthatis tangible.InthislessonwewillexaminethehistoryofdanceinAfrica,andespecially asitpertainstotheAcholi'sancientBwola.Studentswillexaminethequalitiesof dancethathealandthewaysinwhichtheymightincorporatesimilaractivitiesin theirowncommunity."Inmyheart,Iammorethanachildofwar.Iamtalented.I amamusician.IamAcholi.Iamthefutureofourtribe"(Clip17). STUDENTSWILLBEABLETO: · etterconceptualizetherolethatmusicanddancehasplayedin B Africanculture. · ecomefamiliarwithoneofseveralgroupswhoisusingdancetopromote B changeinadividedUganda. · Designtheirowncommunityproject. HANDOUT.1:DanceinAfrica HANDOUT.:BreakDanceProjectinUganda HANDOUT.:CalabashSong PROCEDURE: 1. skstudentstoreflectontheirindividualfamilies.Allowthem10minutesto A brainstormandrecordonaseparatesheetofpaperanyfamilymemories,the qualitiesthattheythinkcharacterizetheirfamily,theirfamily'sstrengths,and alsotheirhardships. . istributeHANDOUT.1.Usingthisforinspirationandguidance,students D shouldtaketheremainderofclasstimetocreateandpracticeadanceunique totheirowntribe(theirfamily).Studentsmustthinkofanameforthedance andthreeoriginalmovements. . tudentsmaycreate"costumes"fortheirdanceusingconstructionpaper, S scissors,andglue.

TImE OvERvIEW

OBJECTIvES

PREPaRaTION aNDmaTERIaLS aCTIvITyONE

9

LESSON

LESSON3: continued

DaNCEaNDmUSICINUGaNDa 4. tthebeginningofthefollowingclassperiod,askstudentstocomeinfront A oftheclassandteachoneoftheirmovements.Studentsshouldbeableto explainthepurposeoftheirdanceandwhattheyaimtoconveywiththeir respectivesteps.Thefollowingquestionsmaybehelpfultoprobethestudents: ·Howdoestheirmovementrepresenttheirfamilies? ·sthedancemeanttobeempowering?Doesittellofaparticular I struggle?Ifso,what? · owdoyouthinkthisdancelookstosomeoneoutsideofyourfamily? H Doyouthinkotherpeoplecanconnecttoyourmovements?Howso? · hatdoyourcostumessayaboutyourfamily?Again,canpeopleoutside W ofyourfamilyrecognizethesesymbols? · owdoyouthinkyourdancerepresentsyourpersonalitywithinthelarger H contextofyourfamily? ·Howisthisdanceahumanright? PROCEDURE: 1. DistributeHANDOUT.andgivestudentsafewmomentstolookitover. . skstudentstogatherintosmallgroupsandconsidertheirownlives.Isthere A anyareathatcouldbeimprovedbyaphysicalactivitylikeBreakDanceProject Uganda?Whatsortofactivitywouldbestmeettheirownneedsandinterests? . tudentsshouldquicklyassignagroupleadertogototheboardand S recordideas. 4. heyshoulddecideuponaspecificproblemandchooseanactivity.For T example,studentsmaychoosetofocusonspecificmentalhealthissues. Studentsshouldaddresssomeorallofthefollowingissues(andmayeven comeupwithmoreontheirown): ·Whowouldruntheactivity? · hatarrangementswouldbemadefinanciallytobenefitasmany W peopleaspossible? ·Howoftenwouldtheprogramrun? ·Whowouldbenefitfromthisprogram? ·Howmightyoumonitorresults? OVERVIEW: T hroughoutAfrica,youngchildrenandadolescentsplaymanygamesthatdevelop rhythmicandsingingabilities.Thesegamesinvolveawidevarietyofbodily movementsandsongs.ThegamedescribedhereispopularinGhana,though similargamesareplayedinMaliandotherWestAfricannations.Presentingthis gametostudentsintheUnitedStatesprovidesanopportunityforcultivatingcrossculturalawarenessandknowledgeofAfricanlanguage.Teachingstudentstosing inanAfricanlanguagemayenhancetheirphonemicawarenessoftheEnglish language,anditwillenlargetheirviewoflinguisticpossibilities.Ofcourse,the activityalsoprovidesforthedevelopmentofrhythmandsingingabilities.

aCTIvITyTWO

aCTIvITyThREE

40

LESSON

LESSON3: continued

DaNCEaNDmUSICINUGaNDa PROCEDURE: 1. ncouragestudentstobrainstormpossibleanswerstothefollowingquestions E thatincludeactivitiesoutsideofformalmusiceducation. · owdoyoungchildrenandadolescentsintheUnitedStatesdevelop H theirmusicalabilities? · hatareyouearliestmusicalmemories?Howweremusic,singingand W danceintegratedintoyourchildhoods? . ntroducethegame,explainingthatchildreninmanyculturesusegamesto I developtheirmusicalabilities.Thegameistypicallyplayedoutsideandinvolves passingstonesaroundinacircle,butsincethisversionwillmostlikelybe playedinside,studentsmayusenewspaperballsinsteadofstones.Each studentcanmakeatightnewspaperballaboutthesizeofanorange. . learanareaonthefloorandhavethegroupsitinaclosecircle.Students C shouldsitcross-leggedwiththeirkneesmeetingtheirneighbor'sknees.Itis importantthatnostudent'slegsareinfrontofthem.Studentsshouldplace theirstonesonthefloordirectlyinfrontofthemselves.Studentsshouldbe surethattheycanreachtheirstoneandthattheycanreachover(withtheir righthandonly)andplacetheirstonedirectlyinfrontoftheirneighbortothe right. 4. ehearsethe"Calabash"songsothatthestudentscancomfortablysingit. R PassingoutHandout.withtheprintedsonglyricsisaneffectivewayto introducestudentstothesong,buteducatorsmaychoosetoteachthesong orally.Thefollowingpointsmaybehelpfulwhenintroducingthisactivity: · xplainthatthesonginvolvescallandresponsesinging.Singthrough E thesonginitsentirety,demonstratingthecallandresponsestructure. · eachthetextasrhythmicallyspokenwords,proceedingonlyoneline(or T partofaline)atatime.Encouragestudentstorespondwithafullvoice andinunison. · henstudentscanspeakthroughthetextconfidently,teachthesong W onelineatatime,inabrokencallandresponseformat. 5. hilecontinuingtorehearsethesonginpropercallandresponseform,have W studentskeeptimebytappingtheirstonesonthegrounddirectlyinfrontof themselvesonthequarter-notepulse.Oncestudentsareusedtothis,explain thatthestonesaretobetappedinplaceduringthecallportionsofthesong, andthattheyaretobepassed,intime,totheright(usingtherighthand)during theresponseportionofthesong. **Note: hepulseofin-placetimekeepingistwiceasfastasthepulseofpassing­stones T

arepassedonthehalf-notepulse.

6. tisadvisedtobeginataslowtempo,andslowlyincreasethetempooverthe I courseofthesession.Thecallsectionsprovideanopportunityforstonestobe redistributedshouldthere(inevitably)developatrafficjam.

41

LESSON

LESSON3: continued

DaNCEaNDmUSICINUGaNDa 7. toptheactionanddiscussstudents'difficultiesinkeepingtimewiththe S group.Askstudentswhatwordscorresponddirectlywiththepassingaction. Pointoutthesociallessonsthatcanbederivedfromtheactivity:thegrouponly succeedsifeveryoneplaystheirpartincoordination.Studentswhomakeerrors canbeeliminatedfromthegroup;thisiscommonpracticeamongGhanaian children, h owever,itmaybeinappropriatetodoso.Besurethateveryonehashad achancetoadequatelymasterthemovementsandsongbeforeanyoneis eliminated.Takestepstomaintainstrongsingingthroughoutthegame. 8. econveneasaclassandusethefollowingdiscussionquestionstodebrief R thestudents. · owdoyouthinkthisactivityissimilartothePatongogroup? H Howisitdifferent? · owismusicanindividualactivity?Howisitagroupactivity?How H doyouranswersconnecttohumanrights­howaretheyanindividual andcollectiveresponsibility?Howcanactionbetakenindividuallyand collectively? · hatdoyouthinkmusicsaysaboutthepeoplewhoperformit? W Thepeoplewholistentoit? · hisparticularsongisatraditioninGhana­canyouthinkofanyother T traditionsthatyouaremorefamiliarwith? ·Ismusicahumanright?Whyorwhynot? · WhatIseeonthefacesofthesechildrenisthatthisisapartoftheir " culture."Whatisthesignificanceofthis?Whatisculture?Isculture important?Whyorwhynot?

aDDITIONaLREFERENCEINFORmaTIONFORThISLESSON(i.e.haNDOUT3.2) B reakdancing,astreetdancestyle,evolvedasapartofthehiphopmovement amongAfricanAmericanandPuertoRicanyouthsinManhattanandSouthBronx ofNewYorkCityduringtheearly1970s.Itlentitselftobeinganimportantmeans fortheyouthtoexpressthemselvesinapositivewaywithoutviolence.Instead ofjoininggangs,manyjoinedbreakdancecrews,givingwaytoacceptanceand opportunitiesforinvolvementbasedonitsownbreakdancingculturefreeof issuesofrace,genderandageboundaries.Thereisahugesimilarityinthe rolebreakdancingplayedinNewYorkCitywiththeroleitisplayinginnorthern Uganda.Similarly,theimportanceofhiphopamongAfricanyouthingeneralis alsosignificant,andisincreasinglybeingusedtogiveAfricanyouthavoice(See TheBavubukaFoundationinAdditionalResources).***Attheteacher'sdiscretion,moreof

afocusmaybemadeonitsorigininordertoemphasizethelinkoftheUnitedStates,thestudents'own communitiesorindividualidentitiesandrelationshipstowardssuchmeansofexpression.***

4

LESSON

haNDOUT3.1:

DaNCEINaFRICa "Singingmakesyouforget,"oneofthemsays, andanotherinsists,"inourdailylivestheremustbemusic. Lifebecomessogood."

A tafuneral,oneofthebasicunderlyingthemesofAfricanphilosophy,carried outthroughdance,isthatlifealwayscontinues,ifnotinthelivingworld,thenin thespiritualworld.Inthefuneraldancesofthehunter,thechiefandthepriest, weseethatthereisnomusicanddanceusedsolelyforafuneral.Whatpleased manmostduringhislife,andwhichismostrepresentativeofthispersonalityand accomplishments,isthemusicanddancethatisappropriateforhisfuneral.Many Africandancesadaptsimilarlytomorethanoneoccasion.Ceremony,celebration andvenerationareallwoventogetherindanceastheyareinlife.Thefuneral dancesexpresstheimportanceofthecommunityintraditionalAfricanlife,in whichpeopleareboundbyasharedrespectfortheirheritageandaprideinthe accomplishmentsoftheirfellowmembers.AnotheranchoringelementofAfrican societyisthebeliefthatonehashisfather'sspiritandhismother'sblood.Thus, Africandancesdonotholdapurelyentertainmentvaluesincetheirrootsare embeddedsodeeplyintotheAfricanpast.Itwouldonlymakesensethatnomatter theexperiences,beliefsandattitudesofthepeople,theywillbefoundwithinthe movementsoftheirdance. aChOLIDaNCE · Acholidanceiscommunal. · heyhave8or9differenttypes,includingBwola(thetraditionaldance T performedbythekidsattheInternationalMusicFestivalatKampala). · heBwolaisusedforcelebrationandwasonceperformedonlyforthechief.It T istheonlyroyaldanceofthetribeanditisperformedwithgreatrespectand dignity."Bwolaisadanceofbeauty." · verymanhasadrum.Performersareadornedwitharmlets,jingles, E headgears,andbeads. · odayitisperformedbychildrenintheirschoolsandatfestivalsasawayof T preservingAcholiculture.

++Source: ttp://www.mith.umd.edu/outreach/digitaldirections/students/salma/africandance.html h PhotographybyAbbieTrayler-Smith

4

APPENDIX

haNDOUT3.2:

BREakDaNCEPROJECTINUGaNDa BreakDanceProjectUgandaisaUgandanbasedprojectwhichusesbreakdance(and otherelementsofhiphop)forpositivesocialchange.ItwasstartedupinFebruary 006byAbramzTekya.TheprojecthassincebeengivingfreeclassesinKampala atSharingYouthCentreinNsambyaeveryMondayandWednesdayfrom5pm8.0pm.Classesarefreeofchargeforeveryoneandareopentoeveryone regardlessofage,sex,tribe,race,ornationality. T heaimsofthisprojectaretoempowerandinspiretheyouthandchildrenthrough breakdanceplusotherelementsofhiphopby: · ridgingthegapbetweennorthernUganda&theotherregions B ofUganda ·Bridgingthegapbetweentheadvantaged&disadvantaged ·Bridgingthegapbetweenilliterateandliterateindividuals ·Buildingself-esteem ·Promotinginteractionbetweenlocal&internationaldancers · reatingemploymentforpeoplewhodreamofcareersindance,but C can'taffordtopayfordanceclasses.

B reakdancingisusedasatooltoofempowerment.Itisawayofreachingoutto thekidsinimpoverishedareaswhodonothavethemoneyforschoolsandwhoare unemployed.Inaddition,teachingeachotherisanotherwaytomakeyouthinteract acrossage,gender,religion,andtribe.ForAbramz,thefounderanddirectorof BreakDanceProjectUganda,breakdancinghasbecomeawaytoresolveconflicts. Theprojectnowhasover00studentscountrywide.Amongthestudents,there aredisadvantagedchildren,othersarefromtheNsambyaBabiesHome,locatedin KampalaincentralUganda,andsometeenagersfromanorphanagecalledUganda Children'sCentre,whichisbasedinMakindye,anareawithinKampala.Theyhave reachedMbale,locatedinEasternUganda,wheretheyholdclassesquarterly, collaboratingwithFDNC(FoundationforDevelopmentofNeedyCommunities).In addition,thereisalwaysamyriadofprimary,secondaryanduniversitystudents, internationalschoolstudentsplusemployeesfromdifferentsectorswhoallcometo practicetogetherthroughoutthecountry.TheprojecthasreachedNorthernUganda wheretheorganizationoffersmonthlyclassesunderthe"Hiphoptherapy"project. ItworkshandinhandwithH.E.A.L.S,anNGObasedinnorthernUganda.Theyuse breakdancingasameansofcopingwithchildren'sissuesduetoformerabuses byLRArebelssuchasabduction,beingorphanedaswellasotherinadequacies surroundingcareforchildrenwithAIDS.Theaimsofthisorganizationandoverall movementaretoextendtheclassestodifferentregionsofUgandaovertime.They believetheywillmakeitwiththecontinuedsupportofotherorganizationsand individuals,whoarewillingtosupporttheprojectindifferentways.

44

APPENDIX

haNDOUT3.2: continued

BREakDaNCEPROJECTINUGaNDa " Inthisprojectwe'reallequal,everyoneisastudentandeveryoneisateacher.If youlearnsomethingforfreeyouteachsomebodyelseforfree,"Abramzasserts. "AllUgandanshavegrownupwithconflicts,wehaveinheritedthem,butwe,the BreakDanceProjectUganda,aretryingtobreakthatchain,tobringpeopletogether fromeverywhere.Somepeoplecannotevenaffordameal.That'sthereasonwe dothisorfree.Weevengotsomekidsoncewhohadnevergonetoschool;allthey f k newwasfighting.Wetaughtthemhowtodanceandcreatedsomerespectamong themandtheotherbreakdancers." 1. hatistheprimarypurposeofBreakDanceProjectUganda?Howdoesit W fulfillitsaims? . WhatmakesBreakDanceProjectUgandadifferentfromotherdanceclasses? . sthechangethatBreakDanceProjectUgandahascreatedsustainable? I Whyorwhynot? 4. hatissuesfacingpresentdayUgandadoesBreakDanceProjectUganda W address? 5. eflectonacommonactivitythatyouhavedonewhereyouhavehadthe R opportunitytomeetnewpeoplewhoaredifferentfromyouoryourusualgroup offriends.Howdidyoumeetthemandwhatdidyougetoutoftheexperience? Wouldyoudoitagain?Whyorwhynot?Ifyouhaven'tdonesuchanactivity, whatcouldyoudotochangethatsoyoucanmeetnewpeopleinthefuture? Whyisthisimportant? 6. hatdoesunitymeantoyou?Whataspectsofdancingallowhealingand W unity?Doestheactivityfromquestion5allowhealingand/orunity?

DISCUSSION QUESTIONS

45

APPENDIX

haNDOUT3.3:

C aLaBaShSONG

++Source: http://www.powertolearn.com/teachers/lesson_activities/arts/CBV.100.E.ART.R7.D1_58.pdf

46

APPENDIX

lEssoN4: pERsoNAlANDCollECtivEREspoNsibilit Y

QUESTION H owcananindividualorcommunitytakepersonalorcollectiveresponsibilityina societythatfeelspowerlesstowardsthelivesoforphans,childsoldiers,andother childreninconflict?Whatstepscanwetaketoturnourawarenessabouthuman rightsabusesintosustainableandmeaningfulsocialaction?

***Note: oradditionalmaterialsonhowtoteachhumanrightsissuesinyourclassroom,instructorsmight F considerreviewingTheUDHRIntroductoryLessoninTheUniversalDeclarationofHumanRights PosterSeriesandTeacher'sGuide.Formoreinformationonobtainingacopyofthisguide,see http://www.amnestyusa.org/education/teaching_guides/.***

TImE OvERvIEW

Two45-minuteclassperiodsorone90-minuteclassperiod I nthedocumentaryWar Dance,thechildren'schoicesandactionsarelimited byimminentrebelthreatoftheLRAaswellastheseverelackofresourcesand opportunitieswithintheIDPcamp.Thus,someofthemostcompellingquestions thatariseare:howcanthisgroupfindavoice?Howcanvariousgroupswhich thelawneitherprotectsnoracknowledgesformasenseofcommunity?Howcan theseindividualchildrenmakechoicesandtakeactionsthatwillimpactthelarger forcesthatcontinuetoneglecttheirneedsaswellasprohibitthemfromachieving abetterqualityoflife?Dotheseindividualshavethepowertocreatesustainable andmeaningfulchange?Thislessonwillexplorethepowerofindividualsbothinthe documentaryandinourowncommunities.Thefirstexercisewilloutlinethesteps thateachindividualcantakeincreatingasociallyconsciousglobalcommunity.The secondexercisewilltakeaninsidelookathowwecangeneratecyclesofpositive actiontoeliminatehumanrightsinjusticewithinourcommunities,countries,and eventheworld. STUDENTSWILLBEABLETO: · emonstrateanunderstandingofthestepsthatonecantaketoturn D awarenessofahumanrightsabuseinto · nalyzethecompellingfactorswhichcaninfluencepersonalactioninany A givensituation · emonstrateanunderstandingoftheconceptsof`poweroftheindividual', D `responsibility'and`positiveaction' · rainstormwaysinwhichanindividualcouldtakeresponsibility,either B personallyorcollectively,tocreateeffectiveandsustainablechangein situationsofhumanrightsabuses HANDOUT4.1:AbouttheChildren

OBJECTIvES

PREPaRaTION aNDmaTERIaLS

47

APPENDIX

LESSON4cont.: aCTIvITyONE

PERSONaLaNDCOLLECTIvERESPONSIBILITy PROCEDURE: 1. resentthefollowingscenariostothestudents: P "Afriendofminestolesomemakeupfromthelocalstore.Ididn'tstopher." "sawanupperclassmanteasingayoungerstudent.Ididn'twantto I getinvolved." " homelesspersonaskedmeformoney.Ididn'tknowwhetherIshouldstopor A keepwalking." . skstudentstothinkofatimewhentheypersonallywitnessedaninjustice,or A atimewhentheyweretreatedunfairly.(Youmaywanttoencouragestudentsto share,butitisnotnecessaryforthisexercise.) . rieflyexplorethestudents'feelingsandreactionswiththefollowingquestions B asaguide: · idyouconsiderinterveningtostoptheinjusticewhileitwashappening? D Whatstoppedyou? ·fyouwerethevictim,whatwouldyouhavewantedfromabystander? I ·fyoucouldgobackintime,whatwouldyouchangeaboutyourreaction I tothesituation? PROCEDURE: 1. xplainbrieflythatnotallhumanrightsneedtobetalkedaboutinthenegative E sense.Thatis,conversationsabouthumanrightsarenotlimitedtotheir violations,butmayincludepositivemomentswherehumanrightsareupheld. Forexample,whenDominicwenttospeakwiththecapturedLRArebel.Talk aboutwhythevillagewasnotangrywithhimforhisactiontotalktotherebel. TalkaboutwhatDominicmighthavefeltorthoughtgoingintothissituation andwhyorhowdidhisactionsexerciseupholdhispersonalandcollective responsibilitiesinapositiveandmeaningfulway.Howdidheasserthisrights andtherightsofhiscommunity? . skstudentstospendsometimeoverthecourseofaweektoobservetheir A surroundings.Askthemtolookforhumanrightsissuesthattheyseeeveryday intheircommunities­bothpositiveandnegative.Eachstudentshouldrecord thesemomentsonindexcards,inanotebook,oronasheetofpaper. . fteraweekhaspassed,collectalloftheirindexcards,papers,etc.and A redistributethemtootherstudents.Allowstudentssometimetoreviewtheir newscenarios.Askthemtosharesomeoftheissuesthattheyhavefoundon theotherstudent'sindexcards.Havetheywitnessedtheseissuesaswell?If so,didhe/shewriteaboutthisissueonhis/herlist?Why?Whynot? 4. ividestudentsintosmallgroups.Askeachgrouptocomparetheirhuman D rightsissuesandchooseonethattheyfindtobethemostimportant/ compelling.Spendingabout15-0minutes,askeachgrouptodevelopan ActivismStrategyfortheirparticularissue. ·Whatcanyoudotoraiseawarenessaboutthisissue? ·Whoseresponsibilityisittobeawareoftheseissues? ·Whoseresponsibilityisittochangetheseissues?

aCTIvITyTWO

48

LESSON4

LESSON4: continued

PERSONaLaNDCOLLECTIvERESPONSIBILITy 5. Studentsmaythenmakebriefpresentationsabouttheircampaigns. 6. Debrieftheclasswiththefollowingquestions: · henyouchoseyourgroupissue,whatfactorscausedyoutopickone W issueoveranother?Wasitadifficultdecisiontomake? ·sitokaytochooseoneissueoveranother?Isthisbetterthan I choosingnoissueatall?Askyourstudentstothinkaboutthecriteria thatorganizationssuchastheUnitedNationsandnongovernmental organizationsmightdevelopinordertochoosewhichissuestoaddress first. · hataresomemethodsthatyoucameupwithtosparkchangeinyour W school?Inyourcommunity? · hataresomewaysthatyoucouldincludeothermembersofyour W communityinactiononanissue? PROCEDURE: Ifyouwouldliketocontinuethistopicthroughoutthesemesterorschoolyearyoucould: · skthegroupstoimplementtheirActivismStrategieswithintheirown A communitiesoverthecourseofafewmonths.Havethemdocumenteverything thattheyhavedoneinajournal,particularlyaddressingthedifficultiesthey encounteraswellasthechangestheyhavefacilitated. · ttheendofthesemester,allowgroupstodoapresentationontheirActivism A StrategyProjectthatcountsforpartoftheircoursegrades. · oldastudent-ledinformaldiscussionafterpresentations.Invitethemtocome H upwiththeirownquestionsoranecdotesabouttheirownexperiencesduring their"transformativelearningprocesses."

OPTIONaL ExTENSION aCTIvITy

49

LESSON4

haNDOUT4.1:

aBOUTThEChILDREN "t'sdifficultforpeopletobelieveourstory,butifwedon'ttellyou,youwon'tknow."We I watcheventsunfoldmainlyfromtheperspectivesofthreeofthechildrenofPatongo rammarSchool.BelowaretheprofilesandquotedaccountsofthechildrenofWar G Dance.Usetheclipsprovidedintheappendixtocomplementtheprofiles. ROSE,SINGER " henwecamebackfromhiding,weaskedwhereourmotherwas.Ourparents' W headswerestuffedinacookingpotandotherpartsdisplayedontheground.We startedtocry." " eforemyfatherdied,hetoldmesingingwasagreattalent.WheneverIsingI B thinkofhim." " espitethefactthatwecomefromwar,wewillperformsowell,andevenwin. D Peoplethinkwearejustmurderers,wearenot." "Eventhoughwearefromthewarzone,wecandogoodthings." A tthetimeofthedocumentary,Rosewas1yearsold. R oseisachoirgirltryingtopieceherlifebacktogetherafterwitnessingthegrisly aftermathofherparents'executionbyrebelforces.Anorphan,sheliveswithher demandingauntandisforcedtodomostoftheworkofcaringforthefamily's children,herthreeyoungersiblings. UPDaTESaNDNEWS: R oseisbecomingmoreoutgoingeachandeveryday.Shehasletmanynewfriends intoherlifeandherstepfamilyhasbecomemoreacceptingofherandherlovefor music.ShewasallowedtotraveltoKampalaagaintocompeteinthe006music anddancecompetition.Thistimeherstepfamilywishedherfarewellandgood luck.Socially,shehasmadehugestrides,whichisagreatsuccessforRose.She currentlyattendsschoolinPatongoandthoughtmusicremainsherfavoriteclass, shenowhopestobecomeanurse.Roseunfortunatelydidnotpassthesecondary schoolentranceexamsandremainsinlevelsixofprimaryschool,theU.S. equivalentofsixthgrade.Herfamilyisconsideringtransferringhertoavocational school. NaNCy,DANCER " ancingmakesmeforgetwhateverishappeninginthecamp.Ifeelveryangry D whenI'mmovingaroundthecamp.Youcanseepeoplewithnojoborclothes,no food...thirsty...somearedying...everythingisnotthere." " ongsmakemeforgetaboutwhatishappeninginthecamp...allthedisease,no S food,peopledying...Dancingislikeclosingmyeyesandbeingwithfriends.Itfeels likeI'minmyownhome."

50

LESSON4

haNDOUT4.1: continued

aBOUTThEChILDREN Atthetimeofthedocumentary,Nancywas14yearsold. A ftertherebelsmurderedherfatherwasmurderedwithmachetesandabductedher motherwhenshewasjustnine,shekeptherselfandhertwobabysiblingsalivein thebusfordaysuntiltheyfledtothecamp.Althoughhermothereventuallyescaped therebelsalive,shemustnowcareforheryoungersiblingswhilehermotherworks farawayfromPatongo. UPDaTESaNDNEWS: N ancyisinherthirdyearofsecondaryschoolinsouthernUgandaandexcelsinher studies.Sheisstillpursuingherdreamtobecomeadoctorandtobuildamedical clinicinthecamp.Thedeclineinrebelactivityandongoingpeacenegotiationshave ledtosomePatongofamiliesrebuildingtheirhomesteadsoutsidethecamp.Nancy andherfamilyhavestartedtorebuildtheirhomeintheiroldvillage,Kitang,near herfather'srestingplace.However,Nancy'smotherstillmusttraveltolookforwork andleavesNancyalonetotakecareofherthreesiblings. DOmINIC,XYLOPHONE "Herechildrenneverstophidingfromtherebelssincetheyarethetarget." " henI'mplayingthexylophone,peoplelikemesomuch,teachers...students...It's W agiftfromGodandIhopeitwilltakemetomanyplaces." " anypeopleinKampalawillcomeandseemeplaying.TheyshouldthinkthatI'm M thebest." "wanttobeamusicianbecauseplayingthexylophoneisagiftfromGod.Without I music,therewouldbenolife." " hesoldierstoldmeifIdidn'tkillthefarmers,theywouldkillme.Theytoldmeto T useahandhoetokillthem." Atthetimeofthedocumentary,Dominicwas14yearsold. A ttheageofnine,hewasabductedfromthecampwithhisolderbrotherand forcedtoserveasachildsoldier,beforeheranawayandmadeitbacktothe camp.Heishauntedbythememoryofthethreepeopletherebelsforcedhimto kill.Dominicplaysthexylophone,anddailyhepractices,hopingtoachievehisgoal ofbeingthebestxylophoneplayerinallofUganda.Playingthexylophone,hesays, makeshimforgetaboutthehorriblethingshehasseenand"makeslifeseem betterforawhile". UPDaTESaNDNEWS: D ominiccontinuestoplaymusiceverydayandstilldreamsofbecominga professionalmusician.Heisanintegralpartofhischurchchoirandhelpsteach themusicclassathisschool.Heisalsoshiningacademically.Lastsemester,he rankedninthoutof160studentsandpassedhisexamstoenterintosecondary

51

APPENDIX4

haNDOUT4.1: continued

aBOUTThEChILDREN s choolinKitgum,avillageoutsideofPatongo.LikeNancy'sfamily,Dominic'sis beginningtorebuildtheirhomeintheirformervillage.Dominicreturnstohisgrade schoolinPatongoasoftenashecantoteachtheyoungerstudentsthexylophone. 1.Ifyoucouldmeetoneofthepeoplefromthefilm,whowouldyoumeetandwhy? . hatwouldyouwanttosaytohimorher?Whatdoyouthinkyouwould W talkabout? . henthingsarenotgoingbestinyourlife,whatissomethingthatyouliketo W dototakeyourmindoffofit? 4.Whydoyouthinkthosethreechildren'sstorieswerechosen? 5.Whosestory,perspectiveorroleaffectedyouthemostandwhy? 6.fyouweretoaddanythingtothefilm,whetheritisanothersceneor I perspective,whatwouldyouaddorchange?Why?(i.e.aninterviewwitharebel, showingtheotherpartstothecompetitionetc.) 7. romwhatyoulearnedandheardfromtheteachersinthefilm,didyougetthe F feelingthatanyofthemwantedmorefortheirstudents? 8. idtheteachersrecognizethatboththeyandthechildrendeservedan D opportunityforchange?Howcouldthisrecognitionbringaboutsocietal change? 9. hatkindofpersonalandcollectiveresponsibilitiesdideachchildtakeonin W theIDPcamporPrimaryschool?

DISCUSSION QUESTIONS

++Source(Updatesfrom): http://www.wardancethemovie.com PhotographybyAbbieTrayler-Smith

5

APPENDIX4

hUmaNRIGhTRESOURCES General AmnestyInternational: http://www.amnestyusa.org HumanRightsEducationAssociates: http://www.hrea.org HumanRightsWatch: http://www.hrw.org NationalEconomicandSocialRightsInitiative(NESRI): http://www.nesri.org BeyondJuba: http://www.beyondjuba.org HumanRightsandServiceLearningManual: http://www.amnestyusa.org/education/index.html Beah,Ishmael. LongWayGone.SarahCrichtonBooks-Farrar,Straus a andGiroux,007. Bradbury,Adrian/Walters,Eric. henElephantsFight:ThelivesofChildrenin W Conflictinafghanistan,Bosnia,SriLanka,Sudan andUganda.OrcaBookPublishers,008. McKay,Sharon.WarBrothers.PenguinGroupCanada,008. Wilson,Janet. nePeace:TrueStoriesofyoungactivists.OrcaBook O Publishers,008. AmnestyInternational: http://www.amnestyusa.org/lordofwar/finalchildren.html http://www.amnestyusa.org/document.php?id=ENGaFR590052007&lang=e http://www.amnestyusa.org/uganda TrialWatch: http://www.trial-ch.org/en/trial-watch/profile/db/ context/joseph_kony_358.html UgandaConflictActionNetwork(UgandaCAN): http://www.ugandacan.org Briggs,Jimmie." eliverUsFromEvil:FaithandtheChildren'sWarinNorthern D Uganda."InnocentsLost-WhenChildSoldiersGotoWar. N.p.:BasicBooks,005.105-144. AmericanFriendsServiceCommittee: http://www.afsc.org/immigrants-rights/default.htm AmnestyInternational: http://web.amnesty.org/pages/refugees-index-eng HumanRightsEducationAssociates:GuideonRefugees:

Books/manuals

LESSON1

Books/manuals

LESSON2

5

ADDITIONALRESOURCES

hUmaNRIGhTRESOURCESCONTINUED Internally Displaced Persons http://www.hrea.org/learn/guides HumanRightsFirst: http://www.humanrightsfirst.org/asylum/asylum.htm InternationalOrganizationforMigration: http://www.iom.int RefugeesInternational: http://www.refugeesinternational.org UnitedNationalHighCommissionerforRefugees: http://www.unhcr.ch U.S.CommitteeforRefugees: http://www.refugees.org InternalDisplacementMonitoringCentre: http://www.internal-displacement.org TheUNRefugeeAgency http://www.unhcr.org/protect/3c0762ea4.html UNOfficefortheCoordinationofHumanitarianAffairs: http://ochaonline.un.org/humanitarianIssues/InternallyDisplacedPersons/ tabid/1202/Default.aspx U.S.AidOrganization: http://www.usaid.org PhysiciansforHumanRights: http://www.physiciansforhumanrights.org PartnersinHealth: http://www.pih.org Children'sHungerReliefFund: http://www.chrf.org/orphan-charis-center.html ShineGlobal: http://www.shineglobal.org TheAfricanMedicalandResearchFoundation(AMREF): http://www.amref.org GlobalNomadsGroup: http://www.gng.org InvisibleChildren: http://www.invisiblechildren.com ResolveUganda: http://www.resolveuganda.org InternationalCriminalCourtVictimsTrustFund: http://www.icc-cpi.int/vtf.html ThanksgivingCoffeeCompany:DeliciousPeace: http://www.thanksgivingcoffee.com http://www.deliciouspeace.com/growpeace WorldVision: http://www.worldvision.org

ADDITIONALRESOURCES

Organizations relatedtohealth Care&Food

orthernUgandan N Programsand Initiative

54

hUmaNRIGhTRESOURCESCONTINUED Unight:ForChildrenofUganda: http://www.unight.org ChildVoiceInternational: http://www.childvoiceintl.org DoctorsWithoutBorders: http://www.doctorswithoutborders.org GuluWalk: http://www.guluwalk.com InternationalRescueCommittee: http://www.theirc.org OneGlobalTribe: http://www.globaltribenet.org SurveyforWarAffectedYouth: http://www.sway-uganda.org UgandaConflictActionNetwork: http://www.ugandacan.org ProjectHaveHope: http://www.projecthavehope.org HopeNorth: http://www.hopenorthus.org VoicesRising: http://www.voices-rising.com WarChildInternationalNetwork: http://www.warchild.org InternationalMedicalCorps: http://www.imcworldwide.org WatchListonChildrenandArmedConflict: http://www.watchlist.org CoalitiontoStoptheUseofChildSoldiers: http://www.child-soldiers.org LESSON3 Organizations/ Groups BreakDanceUganda: http://www.myspace.com/breakdanceprojectuganda BavubukaFoundation: http://www.bavubuka.com TempleofHipHop: www.templeofhiphop.org H.E.A.L.S(Health,Education,Arts,LiteracyandSports) http://apps.facebook.com/causes/66442 FoundationforDevelopmentofNeedyCommunities(FDNC): http://www.fdncuganda.org Ugiveuganda: http://www.ugive2uganda.org

55

ADDITIONALRESOURCES

hUmaNRIGhTRESOURCESCONTINUED music InstrumentsAComin'(NewOrleans,USA): http://www.tipitinasfoundation.org/programs/iac/# Mr.Holland'sOpusFoundation: http://www.mhopus.org Vh1SavetheMusicFoundation: http://www.vh1.com/partners/save_the_music MusicForAll: http://www.musicforall.org TheNationalAnthemProject: http://www.nationalanthemproject.org TheNationalAssociationforMusicEducation: http://www.menc.org SupportMusic: http://www.supportmusic.com TheASCAPFoundation: http://www.ascapfoundation.org/about.html TheGrammyFoundation: http://www.grammy.com/grammyfoundation TheMockingbirdFoundation: http://www.mockingbirdfoundation.org/funding FDNCMbaleMusicSchool: http://www.fdncuganda.org/orchestra.html BuildingTomorrow: http://www.buildingtomorrow.org/site/home HabitatforHumanity: http://www.habitatforhumanity.org CommonGroundRelief: http://www.commongroundrelief.org CommonGround: http://www.commonground.org

LESSON4 Construction

SeeresourcesunderMusicfromLesson OtheravailableeducationalmaterialsandresourcesfromAmnestyInternational USAincludecurriculumguidesforthefilmsBlood Diamond,Born into Brothels andKite Runneraswellasmanyothertopicsandareasrelatedtohumanrights suchasthedeathpenalty,humantrafficking,Service-Learning,U.S.Historyand theUniversalDeclarationofHumanRights.Forthisadditionalhelporobtaining thismaterial,pleasecontacttheHumanRightsEducationprogramofAmnesty International([email protected])orvisitourwebsite.

56

ADDITIONALRESOURCES

GLOSSaRyOFTERmS acholitribe-largelyresidentinthenortherndistrictsofGuluandKitgumof NorthernUganda activism-Intentionalactionbyanindividualorgroupthatismeanttogenerate socialorpoliticalchange asylum-Protectionandimmunityfromextraditiongrantedbyagovernmenttoa politicalrefugeefromanothercountry Cessation-abringingorcomingtoanend Childsoldier-childrenwhoaresingledoutforrecruitmentbybotharmedforcesand armedoppositiongroups,andexploitedascombatants,thereareapproximately 50,000childrenundertheageof18arethoughttobefightinginconflictsaround theworld.Theyaremostoftenforcedtojoinorriskbeingkilledthemselves, drugged,orsoldtoarmiesbytheirfamilies. TheConventionontheRightsoftheChild(CRC)-TheConventionontheRightsof theChildisthefirstlegallybindinginternationalinstrumenttoincorporatethefull rangeofhumanrights-civil,cultural,economic,politicalandsocialrights.In1989, worldleadersdecidedthatchildrenneededaspecialconventionjustforthem becausepeopleunder18yearsoldoftenneedspecialcareandprotectionthat adultsdonot.Theleadersalsowantedtomakesurethattheworldrecognizedthat childrenhavehumanrightstoo. Displacementcamp-placetowhichpersecutedpeoplefleewhentheirhomeshave beendestroyedoritisnolongersafetoliveintheirisolatedvillage,hometoIDPs (internallydisplacedpeople)andrefugees.Seeinternallydisplaced. Exile-anyoneseparatedfromhisorhercountryorhomevoluntarilyorbyforceof circumstances Extra-judicial-notinvolving,occurringin,orformingpartofalegalproceeding,they areillegalandaremostoftencarriedoutbystategovernment,stateauthorities,or criminaloutfits Immigrant-someonewhohasenteredanewcountrytosettleusuallybecause ofpoverty,lossofgovernmentservicesandinfrastructure,usuallyinsearchof opportunityorabetter Internallydisplaced-usedtodescribeapersonwhohasbeenforcedtofleeone partofacountrytoanotherduetoproblemslikewar,ethniccleansing,religious persecution,ornaturaldisasters.

57

GLOSSARY

GLOSSaRyOFTERmSCONTINUED LRa-Lord'sResistanceArmy(rebelgroupinUganda),perpetratorsofgrosshuman rightsabusesinUganda Pardon-areleasefromthepenaltyofanoffense,toforgive Raid-asuddenassaultorattack,asuponsomethingtobeseized,asbyairorbya smalllandforce Reconciliation-toreestablishcordialrelations Refugee-anindividualwhoresidesoutsideofhercountryoforiginbecausesheis beingexposedtoseroushumanrightsabusesbecauseofwhosheisorwhatshe believes.Heorshecannotorwillnotreturntohercountryoforiginbecauseher governmentcannotorwillnotprotecthim/her. Regime-theperiodduringwhichaparticulargovernmentorrulingsystemisin power. Resolution-aformalexpressionofopinionorintentionmade,usuallyaftervoting, byaformalorganization,alegislature,aclub,orothergroup. UniversalDeclarationofhumanRights(UDhR)-Adeclarationadoptedbythe UnitedNationsGeneralAssembly(A/RES/17,10December1948atPalaisde Chaillot,Paris).Itconsistsof0articleswhichoutlinetheviewoftheUnited Nationsonthehumanrightsguaranteedtoallpeople.

58

GLOSSARY

FILmCLIPS

CLIP# 1 4 5 6 7 8 9 10 11 1 1 14 15 16 17 18 19 0

CLIPDESCRIPTION OPENINGSEQUENCE NANCY DOMINIC ABDUCTED ANEWINSTRUCTOR ROSE PRACTICE REBELS DRYSEASON THEBWOLA AVISITHOME TWODAYSTOGO THEJOURNEY THEFESTIVAL SECONDPERFORMANCE FREETIME TRADITIONALDANCE AWARDSCEREMONY RETURNINGTOPATONGO ENDCREDITS

DvDChaPTER 1 4 5 6 7 8 9 10 11 1 1 14 15 16 17 18 19 0

aPPLICaBLE LESSONS Lesson1 Lesson1,4 Lesson1,4 Lesson1,,4 Lesson Lesson4 Lesson Lesson,4 Lesson,4 Lesson,4 Lesson4 Lesson Lesson1 Lesson1,,4 Lesson Lesson1, Lesson Lesson4 Lesson4

59

FILMCLIPS

OPTIONaLExTENSIvEaCTIvITy:IDENTIFyhUmaNRIGhTSvIOLaTIONSINPhOTOGRaPhy

OvERvIEW

I nWar Dance,cinematographyplaysacentralroleinexposingtherealitiesofthe dailylivesoftheAcholichildren.Thisactivityismeanttoencouragestudentsto takeacriticallookatphotographythroughahumanrightslens,andtoexamine howhumanrightsissuescanbeconveyedthroughimages.Theanalysisofthe photographsshouldbeopentodialogueandindividualinterpretation;studentsmay disagreeonthescopeandmagnitudeoftheabuseportrayed.Withthisactivity,the childrenwillneedtohaveaccesstoacomputeraswellastheinternet.Thisactivity maybedoneinacomputerlab,libraryorathome,aslongaseverychildhasthe opportunitytoparticipate. HANDOUT5.1,5.,AdditionalResources-ConventionontheRightsofaChild(CRC) Procedure: 1. rovidethestudentswithHANDOUT5.1andaccesstotheinternet.Break P studentsupintogroups.Encourageyourstudentstochooseaphotothat speakstothemonsomekindoflevel,whetheritispersonally,artisticallyor emotionallyengaging,andholdsareferencetohumanrightsabusesinthe region.**Thismaybeusedasanindividualexerciseaswellasanat-home assignment.** . ANDOUT5.isachecklistoftherightsoutlinedintheConventiononthe H RightsoftheChild.Ifpertinenttothephotograph,studentsshouldcheck offwhichrightstheyfeelmaybeeitherblatantlyorsubtlyviolatedinthis photograph,ifatall. . tudentsshouldnowactasateamofcampaignactiviststhathavebeenhired S toraisemoneyforthehumanrightsissuesthatareapparentintheirgroup's photograph.Studentswillcreateanad,posterorapresentationtopersuade peopletohypotheticallydonatemoneytotheircause. 4. tudentswillusethephotographitself,theanalysisderivedbyusingHANDOUT S 5.1andthelistofallegedhumanrightsviolationsderivedfromHANDOUT5. asabasisfortheircampaign.Thisportionoftheexerciseinvitesstudentstobe creativeandcomeupwithoriginalideasforcampaigning.Studentsmaychoose toinclude: ·Atitleoftheircampaign ·Theirphotographalongwithachosentitleforit ·Briefbackgroundoftheissuessurroundingthephotograph(hypothetical) ·Ablurbdescribingtheallegedhumanrightsviolations ·Acatchyslogan-whypeopleshoulddonatemoneyforthiscause 5. orhomework,studentsshoulddoashortindividualwritingactivitywherethey F outlinethebenefitofusingphotographyratherthantexttoportraycompelling humanrightsissues. 6. ncouragethestudentstogetascreativeastheylikewiththisactivity.Ifthey E wantorforextrapoints,encourageyourstudentstotakewhattheylearnedin thelessonandbringittothenextlevelby:

maTERIaLSaND PREPaRaTION

60

OPTIONALACTIVITY

OPTIONaLExTENSIvEaCTIvITy:IDENTIFyhUmaNRIGhTSvIOLaTIONSINPhOTOGRaPhy

continued

· akingaFacebookgrouporMySpaceaccountthatspreadsawareness M ofthehumanrightsabusesgoingoninNorthernUganda(seehttp:// www.myspace.com/mrhollandsopusfoundationforinspirationor guidance) ·Makingawebpageaboutwhatyouhavelearned · tartingyourownactivismprojectinyourcommunitytohelpraisemoney S forthePatongoScholarshipFundthathasbeensetuptosupportthe childreninWar Dance.Pleasesendalldonationsraisedto: AMREF-USA (anddesignateforthePatongoScholarshipFund). Attn:LisaMeadowcroft ExecutiveDirectorofAMREFUSA 4West4Street NewYork,NY1006 · tartingyourownactivismclubthatspreadsawarenessofthehuman S rightsissuesdiscussedinWar Dance.

61

OPTIONALACTIVITY

OPTIONaLaCTIvITyPaRT2 maTERIaLSaND PREPaRaTION HANDOUT5.1,Computer(s)withinternetaccess PROCEDURE: 1. istributeapieceofpaperwiththethreequotesfromWar Dancebelow.Touse D asanin-classactivity,writethequotesonachalkboard. ·" ampalaisverynewtome.Peopleareplayingpeacefully.I'llneverknow K if,sincetheywereborn,theyhaveeverheardagunshot." ·"tisgenerallybelievedbymostpeoplethatpeoplefromcampscannotdo I well,thatisamisconception." ·" eoplewillseeforthemselvesonthestage,theywillbemadetobelieve P whenwebegintoperform." . ivethemHANDOUT5.1andaskyourstudentstomatcheachquotewitha G photographfromtheonlinegallerythattheyfeeleffectivelyexpressesthequote. Youmaywantthestudentstowriteaparagraphabouteachoftheirselections beforetheydiscusstheminclass. . reakintogroupsandhaveyourstudentsdiscusstheirselectionprocessaswell B aswhytheythinktheirchosenphotographappropriatelyportraysthequote.Have eachgroupselectonephotothattheyfeelbestfitswitheachgivenquoteand presenttheirchoicestothewholeclass.

6

OPTIONALACTIVITY

haNDOUT5.1:

ThETRaNSFORmaTIvEPOWEROFPhOTOGRaPhyINWaRDaNCE

++PhotographybyAbbieTrayler-Smith

PaRTONE

AccessingtheWar DancephotographygallerybyAbbieTrayler-Smith 1. Typethiswebsiteintoyourbrowser:http://www.wardancethemovie.com/ . nceyouopenthewebpage,feelfreetoexploreit,clickingonthevarious O sectionsprovidedforyouatthetop.Whenyouareready,clickonthesection titled"Photographs." . oumayexploretheextensivegalleryofphotographstakenbyAbbieTraylerY Smith,whetherbywatchingtheprovidedslideshoworbyclickingoneach individualphotographtolookthroughthembyhandoratamorepreferable pace.Theslideshowwilltakealittlelessthantenminutestolookatallof thephotographs. 4. nceyouhaveseenallofthephotographs,chooseaphotographthatthe O grouplikes.

6

HANDOUT5.1

haNDOUT5.1cont.: PaRTTWO

ThETRaNSFORmaTIvEPOWEROFPhOTOGRaPhyINWaRDaNCE PHOTOGRAPHYANALYSIS 1. hisexercisewillusethedocumentaryWar Danceasacasestudyinan T analysisofthehumanrightsofchildren.AfterwatchingWar Danceandreading thechildrenprofiles(Lesson4,HANDOUT5.1),goovertheConventiononthe RightsoftheChild(CRC)(providedintheappendices).Askstudentstopoint outwhereintheboththedocumentaryandtheprofilestheserightshavenot beenupheld. . herearemanyexamplesonthedocumentaryandtheprofileswherethe T rightsofthechildrenasoutlinedbytheCRCwerenotupheld.Usethechecklist (HANDOUT5.)todocumentwhichrightswereviolatedornotupheldineach case.Onaseparatesheetofpaper,providespecificexamplesfromthefilm. . fthereisstilltimeaftertheactivitiesoutlinedabove,reflectonthefollowing I questionwithyourstudents.Thereisnodefinitiverightanswer,andthe students'answersshouldformmoreofadiscussionthanaflatanswer session. othArticle9oftheCRCandArticle6oftheUDHRstressthe B righttothefulldevelopmentofhumanpersonality,includingphysical, mental,spiritual,moralandsocialdevelopment.Whatdoestheterm `fulldevelopment'meantoyou?

64

HANDOUT5.1

haNDOUT5.2:

ChECkLISTOFThECONvENTIONONThERIGhTSOFThEChILD(CRC)

SummaryofrightsoutlinedintheCRC: Righttofamily,love,happiness,understanding Nodiscrimination Familyprovidedwithassistance,protection Righttolife Righttoname,nationality,parents Righttosafeidentity Righttoremainincontactwithparents Righttoleavecountry Righttoexpressownviews Freedomofexpression,thought,association,assembly Righttoprivacy,protectionoflaw Righttoaccessdiverseinformation Righttochild-care Protectionfromalltypesofabuseandneglect Righttoprotection/assistanceiffamilynotpresent Humanitarianassistanceforrefugees Righttodecentlifeforchildrenwithmentalorphysicaldisabilities Righttohigheststandardofhealthcare Righttosocialsecurity,insurance Righttoadequatestandardofliving Righttoeducationtorealizefullpotential Righttopracticecultureandreligion Righttoplay,recreation,participateinarts Protectionfromeconomicexploitation Protectionfromdrugtradeanduse Protectionfromsexualexploitation Protectionfromabduction Innocentuntilprovenguilty Nocapitalpunishment,lifeimprisonment Protectionduringtimesofwar,norecruitmentofchildren Righttolegalassistance

Checklist Photograph#

Notes:

65

HANDOUT5.

CONvENTIONONThERIGhTSOFThEChILD(CRC),aBBREvIaTED

Article 1

T hisdeclarationstemsfromtheunderstandingthatchildhoodisentitledtospecialcare andassistance.Achild,asdefinedbytheCRCiseveryhumanbeingundertheageof eighteenyearsunless,underthelawapplicabletothechild,majorityisattainedearlier. T herightsofeverychildshallbeensuredwithoutdiscriminationofanykind,irrespective ofthechild'sorhisorherparent'srace,color,sex,language,religion,politicalorother opinion,nationalethnicorsocialorigin,property,disability,birthorotherstatus. T hefamily,responsibleforthegrowthandwell-beingofthechild,shouldbeafforded thenecessaryprotectionandassistancesothatitcanfullyassumeitsresponsibilities withinthecommunity. Everychildhastheinherentrighttolife. E verychildshallhavetherightfrombirthtoaname,therighttoacquireanationality, andtherighttoknowandbecaredforbyhisparents. Everychildhastherighttopreservationofhisorheridentity. E verychildwhoisseparatedfromhisparentshastherighttomaintainpersonal relationsanddirectcontactwithbothparentsonaregularbasis,exceptifitiscontrary tothechild'sbestinterests. Everychildhastherighttoleaveanycountry,includingtheirown. E verychildhastherighttoexpresshis/herownviewsfreelyinallmattersaffectingthem. E verychildhastherighttofreedomofexpression,thought,conscience,religion, associationandpeacefulassembly. E verychildhastherighttoprivacy,andhastherighttoprotectionofthelawincaseof interferenceorattacksonsaidprivacy. E verychildhastherighttoaccessinformationandmaterialfromadiversityofnational andinternationalsources,especiallythoseaimedatthepromotionofhis/hersocial, spiritualandmoralwill-beingandphysicalandmentalhealth. C hildrenofworkingparentshavetherighttobenefitfromchild-careservicesand facilitiesforwhichtheyareeligible. E verychildhastherighttoprotectionfromallformsofabuse,physicallyormentally,as wellasagainstneglectandnegligenttreatment. E verychildtemporarilyorpermanentlydeprivedofhis/herownfamilyenvironmenthas therighttospecialprotectionandassistanceprovidedbythestate.

Article 2

Article 3

Article 6 Article 7

Article 8 Article 9

Article 10 Article 12 Article 13-15

Article 16

Article 17

Article 18

Article 19

Article 20

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RIGHTSOFTHECHILD

CONvENTIONONThERIGhTSOFThEChILD(CRC),aBBREvIaTEDCONTINUED

Article 22

E verychildwhoisseekingrefugeestatushastherighttoreceiveappropriateprotection andhumanitarianassistance. E verymentallyorphysicallydisabledchildhastherighttoenjoyafullanddecentlife,in conditionswhichensuredignityandpromoteself-reliance. E verychildhastherighttothehighestattainablestandardofhealthandtofacilitiesfor thetreatmentofillnessandtherehabilitationofhealth. Everychildhastherighttobenefitfromsocialsecurity,includingsocialinsurance. E verychildhastherighttoastandardoflivingadequateforthechild'sphysical,mental, spiritual,moralandsocialdevelopment. E verychildhastherighttoeducationonthebasisofequalopportunity,andsuch educationwillbedirectedtothedevelopmentofthechildtotheirfullestpotential. E verychildhastherighttoenjoyhis/herownculture,toprofessandpracticehis/her ownreligionandtousehis/herownlanguage. E verychildhastherighttoengageinplay,recreationalactivities,andtoparticipate freelyinculturallifeandthearts. E verychildhastherighttobeprotectedfromeconomicexploitation,andfrom performinganyworkthatislikelytobehazardousortointerferewiththechild's education,ortobeharmfultohisorherhealthanddevelopment. E verychildhastherighttobeprotectedfromtheillicituseofnarcoticdrugs,andfrom beingusedintheillicitproductionandtraffickingofsuchsubstances. E verychildhastherighttobeprotectedfromallformsofsexualexploitationandsexual abuse. E verychildhastherighttobeprotectedfromabduction,sale,trafficandallotherforms ofexploitationforanypurpose. N eithercapitalpunishmentnorlifeimprisonmentwillbeimposedforoffenses committedbypersonsbelow18yearsofage. E verychildhastherighttoprotectionduringtimesofwar,thatchildrenundertheageof fifteenarenotrecruitedintoarmiesanddonottakedirectpartinthehostilities. Everychildhastherighttopromptaccesstolegalandotherassistance. E verychildallegedasoraccusedofhavinginfringedthepenallawhastherighttobe presumedinnocentuntilprovenguilty.

RIGHTSOFTHECHILD

Article 23

Article 24

Article 26 Article 27

Article 28-29

Article 30

Article 31

Article 32

Article 33

Article 34

Article 35

Article 37

Article 38

Article 39 Article 40

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RESOURCE:

maPOFU.S.GOvERNmENTRELaTEDhEaLThCaREaIDINUGaNDa*

*MaybeusedtocomplementLessonorattheteacher'sdiscretion. ++Source:http://www.usaid.gov/our_work/humanitarian_assistance/disaster_assistance/countries/ uganda/template/maps/uganda_101405.pdf

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RESOURCEMAP

fEEDbACkfoRm : War DanceCURRICULUmGUIDE

DearEducator, Wegreatlyvalueyourinputandguidanceinourwork.Wewouldlovetohearyour feedbackandwouldgreatlyappreciateifyoucouldcompletethisformandemail [email protected]t AmnestyInternationalUSA,5PennPlaza,16thFloor,NewYork,NY,10001 Name: ___________________________________________________________ Location: _________________________________________________________ Email: ___________________________________________________________ ageleveloflearners:________________________________________________ 1. Inwhatkindofeducationalsettingdidyouusethismaterial? pleasecircleone: middleschoolhighschoolcollege/universitycommunitygrouphomeschool . Wheredidyoufirsthearaboutthiscurriculumguide? pleasecircleone:aiusawebsitefriendcolleagueHrenewsletter(theFourthR) . Haveyoutaughtabouthumanrightsissuespriortousingthiscurriculumguide? pleasecircleone:yesno 4. hydidyouchoosethiscurriculumguide?______________________________ W _____________________________________________________________ ______________________________________________________________ 5. Whatdidyoufindtobethemostbeneficial/helpfulaboutthiscurriculumguide? _ ____________________________________________________________ _____________________________________________________________ ______________________________________________________________ 6. Whatdidyoufindtobeleastbeneficial/helpfulaboutthiscurriculumguide? _ ____________________________________________________________ ______________________________________________________________ 7. hichpartofthecurriculumguideseemedtoresonatethemostwithyour W learners?______________________________________________________ ______________________________________________________________ 8. idyouteachtheentirecurriculumoronlycertainsections?Ifyouonlyused D sections,pleasedescribewhichonesandwhyyoudecidedtousethem. _ ____________________________________________________________ _____________________________________________________________ ______________________________________________________________ 9. ouldyoubeinterestedinusingothereducationalresourcesproducedbythe W HREdepartmentatAMNESTYINTERNATIONALUSA?* pleasecircleone:yesno 10. dditional Comments/ Feedback: __________________________________ A ____________________________________________________________ _ _____________________________________________________________ _____________________________________________________________

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