Introducing Human Rights: A Course for Secondary Schools Name of organization: Youth Centre of Human Rights and Legal

Culture

S. Dyachkova, V. Lukhovitsky

Modular Course Human Rights for high school grades 6-8 1. Explanatory Note
The Need for the Introduction of a Modular Course The subject Human Rights forms part of the social studies curricula in the same way as Citizenship, Man and Society, Social Studies etc. For several years there have been ongoing arguments between scholars and educators about what sort of human rights course is needed. Throughout the world there are several approaches to this problem. In Western European countries and in the USA, social science and courses on rights are based on the study of national legislation and practical rights (one of the textbooks for older American students is called The Street Right). Such an approach is possible in conditions of a stable democratic tradition where children grow up in an atmosphere of respect for human rights. A completely different approach to the teaching of social science disciplines has been developed by our colleagues in Eastern Europe. Polish, Slovak and Czech authors pay attention mainly to natural human rights: this is more legitimate for countries that have recently embarked on the path to democracy. For example, the Slovak educators latest teaching developments appear in a collection entitled Upbringing in the Spirit of Human Rights. In Russia, which only recently has faced the challenge of developing a civil society, democratic traditions and institutions are not sufficiently advanced to give particular attention to the teaching of human rights. A characteristic phenomenon of our society is legal nihilism disrespect for the written law and an unwillingness to observe it. What is the reason for disrespect for the law and lack of belief in human rights? The contradiction between moral standards and the totalitarian legal system which existed until recently; The totalitarian system breaking its own laws; The States declaration of its acceptance of human rights while constantly disregarding them; The absence until recently of a mechanism for protecting rights; Peoples ignorance of the means of protecting their rights. From the above, it follows that it is not at all simple to familiarize children with the laws and gain compliance with those laws. It is necessary to create conditions

whereby children could come of their own accord to the idea that the law is not an end in itself but a means of making life easier. Experience shows that the majority of people who dont break the law dont even know the law. What makes these people not break the law? The answer obviously lies in their moral standards and perception of natural justice. It is these very perceptions that lie at the root of the theory of inalienable human rights. As a rule the reason for offence and disputes arises from the breach of some sort of right which a person feels but cant identify: often in such cases a person cannot explain the reason for his own discomfort, and consequently cannot consciously influence the situation or change it (assert himself or his rights). We believe that for every child justice is a natural thing which doesnt have to be taught. It is necessary to teach children to be aware of their rights and how to defend them. But it is impossible to solve this problem within the context of the present courses and the limited learning time they offer. It is necessary, therefore, to introduce a modular ethical-philosophical course Human Rights in which considerable potential for the development of a worthy citizen of Russia is invested. This course could be an introduction to any legal course. You can read about the history and problems connected with human rights in greater detail in the article What are Human Rights. The Target Age for the Course This program is directed at grades 6-8, since: At this age children have not formed fixed stereotypes; they are still developing their life view. Therefore, a course devoted to human rights could help them to do this. This program provides a continuation of the introductory course Me and My Rights developed for junior school by the Youth Centre of Human Rights and Legal Culture. However, this does not exclude the possibility of starting to teach the course Human Rights from the 6th grade, since most of the concepts introduced in junior school are studied at a higher level in high school. Several courses devoted to the understanding of a concrete legal system have been developed for older classes (Mushinsky The Basics of Law, and Alexeev The State and the Right and others). For a better understanding at the intermediate level, a base of the natural human rights and an appreciation of modern jurisprudence has to be established. We suggest the following alternatives for studying the course: Three-year course grades 6-8 6th and 7th grades one hour per week 8th grade 2 hours per week Two-year course grades 7-8 7th and 8th grades 2 hours per week Course Aims and Activities The courses basic aim is engendering in children the spirit of a deep awareness and an observation of human rights--nurturing the feeling of self worth and a respect for the worth of others. An understanding of the worth of human individuality is the key understanding in the theory of natural right. Only by respecting pnes own individuality can a person respect the rights of other people

and defend his own rights. The natural consequence of this is conscientious social behavior. The courses aim is to acquaint children with the basic human rights declared in the Universal Declaration of Human Rights (10.12.1948) embedded in the International Covenant on Economic, Social and Cultural Rights (3.01.1976), and also guaranteed by the Constitution of the Russian Federation (12.12.1993) To realize this aim it is necessary to do the following: Develop a system of appreciation of human beings, their individual dignity, unique individuality and of the greatest treasure their rights and means of defending them; Provide conditions in which participants are persuaded that having rights and freedoms is inextricably linked with their responsible behavior; Develop the skill to evaluate social events and life situations from a legal point of view; Create conditions whereby children could come of their own accord to the idea that the law is not an end in itself but a means towards a normally functioning society; Motivate young people to study Russias legal system. Contents of the Course

This course is dedicated to the study of basic human rights and freedoms declared in the Universal Declaration of Human Rights, embedded in the International Agreement on Civil and Political Rights and the International Agreement on Economic, Social and Cultural Rights, and also guaranteed by the Constitution of the Russian Federation. The subject of human rights should be the starting point for any course dedicated to the study of the relationship between people, society and the State, and the relationship among citizens themselves. The remaining subjects-- the legal system, legislation, the legal State, democracy etchave human rights as their foundation. In this way the most general principle of the course, dedicated to problems of the State and society, can be realized: not the person for the State, but the State for the person. It is suggested that this course should be concentric the problem of human rights studied at various levels. The program consists of four sections: Man. The natural human rights Tolerance to differences Basic rights and freedoms Human rights, society and the State. Each section is divided into various topics. In the first section participants acquire an insight into human individuality, its dignity and inalienable natural rights. The second section is devoted to the development of these insights, the nurturing of tolerance towards individual, cultural and national differences and the ability to live in society. This section is particularly important because tolerance and also appreciation of individual differences constitute the basic philosophy of human rights. In the third section participants learn in detail about basic rights and freedoms. Here, a great deal of attention is paid to tolerance as an essential condition

for the realization of human rights and freedoms. The order of study was determined by historical tradition (starting with examining private, civilian and political rights, then social-economic rights) and by the closeness to the lives of participants (the right of the child and the right to education). However, a teacher has the right to change the order of study of topics of the third section in accordance with their relevance to a given class. Each legal standard is examined as an element of a system of a natural and civil law (i.e. embodied in international and Russian legislation). This approach is investigated more deeply in the fourth section, devoted to the problem of implementation and defense of rights in modern society. Participants will learn about the most important institutions of government charged with facilitating the implementation of human rights; they will learn about different types of relationships which can arise between the citizen and authorities, and about means of defending human rights, including on an international level. Course Methods The methodology of the course lies in the humanitarian tradition of Russian pedagogy. Humanitarianism is defined as the historically changing system of views recognizing the value of a person as an individual, his right to freedom, happiness, the development and manifestation of his abilities, considering the welfare of a person a criterion in the evaluation of social institutions, and principles of equality, justice and humanity as desirable standards in relationships between people (V.J. Kelly). N.I Pirogov and K.D Ushinsky are considered founders of the Russian humanitarian movement. It is possible to point out a number of humanitarian principles in this course including movement from the individual towards society and the State and even course methodology (discussion, games, creative activities). The aspiration to bring up a person in all relationships. For the overall development of the moral, spiritual and physical qualities of a person it is necessary first of all to recognize and evaluate these qualities and to learn the inherent value the human person. A special system of games and tasks will help children sense their own value and relate both to themselves and to people around them with respect. This method has something of a non-academic character; it is based not on mechanical memorizing of indisputable truths, the precise division of the world into black and white; rather, it sets out to show the need for a comprehensive study of events that show the absence of ready-made universal truths in relationships between people. Therefore, children are offered textbooks that express different points of view on a problem. The discussion of original ideas is encouraged, not the exchange of categorical judgments. Training must be directed towards the development of the individuality of the person, the forming of opinions and the feeling of responsibility in taking decisions. The course underscores the inseparable connection between freedom and responsibility. The principle of independence is very important for a person in todays society independent action in the perception of the surrounding world. Therefore, the study of each topic begins with an analysis of a problem situation, whereby children independently acquire new knowledge and capabilities and work out their own point of view. Independent ideas flow only from independently acquired knowledge (K.D. Ushinsky).

Features of the Course This course can be considered unusual. Its fundamental idea is not to deliver learning of basic rights but rather to enable children to feel the idea and understand that rights have a direct relationship to their lives, namely to create an ideology in the human spirit. It is important that children recognize the responsibility that is connected with rights and learn to resolve conflicts in everyday life. To realize this aim, methods of work were chosen which satisfied the following requirements: Allow children to realize their rights or the obstacles and difficulties in applying their rights; Challenge children to think about the problems of human rights in the relationships between people and also between citizens and the State; Encourage children to form their own (and not socially acceptable) opinion and express it freely; Teach children to relate constructively with one another, to solve disputes arising from conflicts between rights and interests of different people in society; Create in class an atmosphere of equal rights and respect, without which speaking about human rights is meaningless. The course uses an active study method, implying not only games but also activities which demand a creative approach to material and create optimal conditions for participants to work independently: Role plays and table games (see the articles Games, Values Arising in the Course of Role Plays, Methods of Organization of Discussion in Games about Law); Psychological games and exercises (see the article Small Psychological Games); Work in small groups (see the article Teaching in Small Groups by Cooperation Methods); Discussions (see the article Discussion Methods); Work with sources of law, legal literature and published texts (see article Notes for the Teacher); Creative work (projects); Drawing.
The Program of the Course Section Man. The natural human rights (five hours) This section is dedicated to introducing children to the sphere of human individuality, its value and natural rights. Concepts: individuality; human dignity; human rights; inalienable rights; moral and natural rights and civil law Aims: 1. To give children an understanding of human individuality, enjoying inalienable rights. 2. To acquaint children with the theory of moral and natural rights and civil law. 3. To teach children to distinguish between moral and natural rights and civil law.

Topic 1. Humans. Distinguishing Humans from Animals Topic 2. Human Needs Topic 3. Moral and Natural Rights, and Civil Law Section Tolerance toward Differences (13 hours) The section is devoted to an understanding of human dignity and equality, on which the philosophy of human rights is based. The basic task is to facilitate the nurturing of respect towards human individuality as a thing of the highest value, and tolerance of all differences individual, cultural and national. The exercises in this section help children to verbalize their understanding of the feeling of their own dignity and of respect for the dignity of others. This section also facilitates the active socialization of children and development of social skills. Concepts; patience; tolerance; tolerance of beliefs; equality; equal rights; prejudices; stereotypes; conflict; intolerance; nonconformity; race; nationality, social group; minority; culture; nationalism; discrimination; genocide; racism Aims: 1. To create the conditions for developing tolerance towards differences between people (individual, differences in sex, age, social position, nationality, race and ideology). 2. To acquaint children with the mechanism which creates and propagates stereotypes and prejudices. 3. To facilitate the development of an active rejection of discrimination. 4. To acquaint children with the basic international documents and articles of the Constitution of the Russian Federation which forbid different forms of discrimination. Topic 1. Respect of Individual Differences between People Topic 2. Respect of National, Racial and Cultural Differences. Prohibiting Discrimination Section Basic Rights and Freedoms (64 hours) This section is dedicated to an acquaintance with the basic human rights and freedoms embedded in the Universal Declaration of Human Rights and in the second chapter of the Constitution of the Russian Federation. Topic 1. Human Rights and the Law (four hours) Concepts: law; right; the aggregate of legal standards; the sources of rights; human rights and rights of the citizen; constitution Aims: 1. To include in the system of studied concepts an understanding of law and a right as the aggregate of legal standards. 2. To establish the relationship between human rights, State laws and practices. 3. To show participants how legal standards arise. Topic 2. The Right to Life (six hours) Concepts: Aims: killing; the death penalty; genocide; euthanasia

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

and eras.

2. To show the value (the unrepeatability and uniqueness) of human life. 3. To discuss the basic aspects of the right to life the problems of the death
penalty and euthanasia etc. Topic 3. The Right to Freedom and Personal Immunity (two hours) Concepts: Aims: 1. To introduce the concept of freedom. 2. To show the difference between freedom and personal inviolability. 3. To present cases of the legal deprivation of freedom. Topic 4. The Sanctity of Private Life (six hours) Concepts: private life; sanctity of the home; privacy of correspondence; censorship; medical confidence Aims: 1. To introduce the concept of private life and teach how to determine the boundaries of private life. 2. To show the legal means of protecting private life. 3. To facilitate the development of skills in the constructive resolution of disputes (for example, dispute connected with interference into private life). Topic 5. Freedom of Thought and Conscience (four hours) Concepts: freedom of conscience, belief, religion, church, secular State, State religion, freedom of faith, sects, dissent, dissident Aims: physical freedom; personal immunity; deprivation of freedom

1. To acquaint participants with the history of the struggles for freedom of

thought, conscience and religion which constitute a component of the struggle for freedom and democracy. 2. To continue the development of a tolerant attitude toward people who hold different views and follow different religions. 3. To explain the concept of a secular State. 4. To teach how to analyse different documents from the point of view of freedom of thought, conscience and religion embedded in articles 18-19 of the Universal Declaration of Human Rights and article 28 of the Constitution of the Russian Federation Topic 6. Freedom of Speech (eight hours) Concepts: censorship Aims: information, the right to information; mass media, freedom of the press,

1. To show the role of information in human life. 2. To show the need for freedom of speech for the dignity of human
individuality. 3. To show the role of freedom of speech in the life of society. 4. To acquaint children with different concepts of freedom of speech represented in the legislation of different countries.

5. To teach children how to analyze information and evaluate its veracity. 6. To teach children to recognize and analyze cases of conflict of rights, for
example the conflict of freedom of speech and the inviolability of private life. Topic 7. The Right to Trial of a Criminal Case by an Independent and Impartial Court Concepts: court; independence and impartiality of a court; openness of a trial; presumption of innocence; adversarial system Aims: 1. To explain the concept of court and examine the features of the legal procedure. 2. To explore the concept of presumption of innocence. 3. To develop the criteria of a just court (independent, impartial and open) and the adversarial nature of the court process). Topic 8. Freedom of Assembly and Association Concepts: non-governmental organization, social movement, association, political party, trade union, meeting, gathering, picket, demonstration, strike, act of civil disobedience Aims: 1. To show the significance of independent social organizations and free gatherings for the functioning of civil society and the struggle for human rights. 2. To teach how to organize groups in order to assert collective interests. 3. To teach how to analyze program documents and activities of different social organizations (in particular to recognize totalitarian organizations). Topic 9. The Abolishment of Cruel and Demeaning Behavior and Torture (two hours) Concepts: Aims: 1. To explain the concept of cruel and demeaning behavior. 2. To show the impossibility of obtaining reliable information by force. 3. To develop the conviction that torture is inhuman and an unacceptable form of behavior. Topic 10. Outlawing Slavery and Keeping in a Servile Status (two hours) Concepts: Aims: slavery; slave trade; servile status; forced labor cruel and demeaning behavior, punishment, torture

1. To examine the problem of slavery in the modern world. 2. To teach the concept of forced or compulsory labor and evaluate the concept
as it is applied to different kinds of work activity.

3. Develop a firm understanding that all questions relate to the violation or the
observation of human rights in the public sphere and to the relationship between a person and the State. Topic 11. The Right of the Child (four hours)

Concepts: child, right to a name and to citizenship, right to healthy growth and development, favorable conditions for development, responsibility of the parents for the life and health of the children, school charter, school autonomy, convention Aims: 1. To explain the substance of a childs rights. 2. To acquaint participants with the regulatory acts in which the rights of children are embedded. 3. To develop skill in defending ones rights. Topic 12. The Right to Education (two hours) Concepts: Aims: 1. To elicit the connection between the right to education and the right to receive and disseminate information, freedom of speech, thought and conscience; the value of education in the modern world. 2. To study the basic position of the law on education in the Russian Federation. Topic 13. Freedom of Movement (four hours) Concepts: citizenship, freedom of entering and leaving a country, political asylum, refugee, registration, registration of domicile (the licensing and official control character of registration) Aims: right to education, free education, paid education

1. To develop an understanding of freedom of movement as the most important

natural human need.

2. To acquaint participants with the main aspects of freedom of movement the

freedom to leave a country and return to it, the freedom to enter another country and the freedom of movement and choice of where to live. Topic 14. Equality Before the Law (four hours) Concepts: law Aims: 1. To acquaint participants with the basic treatment of the concept of equality. 2. To explain that in the course Human Rights we are talking about equal rights and equality before the law. 3. To acquaint participants with the history of the struggle for equal rights and equality before the law for women, different social groups, nationalities and religious minorities. Topic 15. The Right of Ownership Concepts: ownership, private property, communal property, state property, possession, benefit of ownership, deed of ownership, inheritance, sale, flawed ownership, income, taxes, freedom of economic activity Aims: legal capacity, capacity to act, legal status, court, lawsuit, equality before the

1. To explain the legal meaning of the concept of ownership of property and

show its connection to other human rights.

2. To acquaint participants with the changes in the understanding of ownership

in different cultures and different eras. Topic 16. The Basic Social-Economic Rights (The Right to a Decent Living Standard, the Right to Work and Rest, and the Right to Social Care) (eight hours) Concepts: decent standard of living, social care, right to work, free choice of profession, right to rest, taxation system, fair and favorable working conditions, right to health and medical care; protection against unemployment Aims: 1. To teach participants to use the concepts of decent standard of living, social care, right to work, free choice of profession and right to rest. 2. To show the difference between social-economic rights and civil and political ones (first generation) and the dependence on the structure and resources of the State to realize these rights. 3. To link the realization of social-economic rights with the knowledge of the responsibilities of the citizen to the State (such as payment of taxes). 4. To show different means of asserting social-economic rights. Topic 17. The Right of Participation in the Management of Ones Country Concepts:: social agreement, right to vote, representative democracy, direct democracy, authoritarianism, elections; division of power, delegated authority Aims: 1. To recognize that it is natural to work together to reach decisions affecting the group to which the person belongs (beginning with a group of friends or a class right up to the State). 2. To study the basic points of the theory of social agreement (from J.J. Rousseau to present day). Topic 18. The Universal Declaration of Human Rights ( four hours) Concepts: Aims: declaration, ratification

1. To extend the understandings of all the rights studied. 2. To examine the connections between different rights. 3. To acquaint participants with the history of the Universal Declaration of
Human Rights. Legal documents are studied at the end of each topic. Students acquaint themselves with extracts from the sources which regulate the essence of each right.

Section Human rights, Society and the State (37 hours) In studying the problems of interaction and relationships between the person, society and the State, the mastery of legal standards takes place at a higher level. Aims: 1. To give an understanding of different types of State structure, political regime and State institutions from the point of view of implementation and protection of human rights.

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

rights.

3. To teach how to analyze different acts of law (international agreements,

conventions and declarations, the Constitution and laws of the Russian Federation) and how to use them to evaluate social events and life situations. 4. To teach how to use the knowledge acquired in the previous exercises for the protection of human rights. Topic 1. Human Rights and the State (four hours) Aims: 1. To determine possible situations of violation and of implementation of human rights in the relationship between the citizen and state officials. 2. To examine a citizens possible actions when his rights are violated. Topic 2. Types of State Structure and Political Regimes Concepts: democracy, monarchy, constitutional monarchy, republic, parliamentary republic, presidential republic, dictatorship, totalitarianism, oligarchy, power sharing, legislative assembly, executive assembly, judiciary Aims:

1. To examine different types of State structure from the point of view of

implementation and of violation of human rights.

2. To study the possible alternative relationships between branches of

government. Topic 3. Democratic Elections as a Means of Forming a Government (five hours) Concepts: candidate; election campaign, majority and proportional representation; electoral system; polling station; ballot paper; direct secret ballot; Aims:

1. To examine the basic stages of an election campaign. 2. To introduce the basic points of the legislation of the Russian Federation. 3. To examine the possible instances of breach of human rights and the means of
defending rights during an election campaign. Topic 4. A State Structure as a Necessary Condition for Implementation of Human Rights (three hours) Concepts: Aims: civil society, non-governmental organization

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

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

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

social organizations.

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

society.

Topic 5. State Institutions Qualified to Defend Human Rights (10 hours) Concepts: jury court, police, arrested, suspected, accused, on trial, order, arrest, detained, lawyer Aims: 1. To study the working of a court, law enforcement agencies and human rights organizations. 2. To determine the possible violations of human rights in a practical situation of combating crime and the possible courses of action in situations of conflict. 3. To acquaint participants with the rights of detainees Topic 6. War and Human Rights (two hours) Aims: 1. To examine the concept of war and the basic reasons for armed conflicts. 2. To develop an understanding of the violations of human rights during armed conflict. 3. To acquaint participants with the points of international humanitarian rights. 4. To analyze the means of solving international conflicts. Topic 7. Freedom of Conscience and the Alternative Civilian Service (three hours) Concepts: service Aims: 1. To consider the problem of the citizen implementing his rights of freedom of thought and conscience the right to refuse military service because of ones personal convictions and instead perform alternative civilian service. 2. To introduce the basic points of the legislation of the Russian Federation regarding military duty. 3. To check the ability of participants to work with legal documents (analyze them and use them in the legal process) Topic 8. The Legal Status of a Juvenile (two hours) Aims: defense of the motherland; military duty; conscription; alternative civilian

1. To show how the legal status of juveniles changes as they grow up. 2. To study the rights and sense of responsibility of juveniles of 13-14 years of
age (the age of the participants) Topic 9. The State and Family Institutions and Marriage (two hours) Concepts: Aims: 1. To show the role of the family in society. 2. To examine the different types of interaction of the State, society and the family. 3. To acquaint participants with the points of the Family Code of the Russian Federation. 4. To clarify legal rights and the duties of family members. Topic 10. The Means of Protecting Ones Rights inside the Country and on an International Level marriage; civil marriage; church marriage; divorce; adoption; guardianship

Aims:

1. To examine the mechanisms of defending ones rights inside the country

(court, human rights organizations).

2. To examine international mechanisms for defending human rights (The

international court of human rights).

3. To study international documents about this problem.

Concepts, Abilities, Skills 1st Year of Study Knowledge By the end of the year participants will be able to explain all the studied concepts in their own words, and also know: The main points of the theory of natural rights; The content of the articles of the Universal Declaration of Human Rights and the Constitution of the Russian Federation; The mechanism by which stereotypes and prejudices arise; The basic arguments against racism, nationalism, fascism and xenophobia; The sources of rights; How rights relate to a person and the law; How the attitude to human life changed in different cultures and eras; The basic arguments against the death penalty; The existence of humanitarian rights and the regulation of war activity; Situations in which deprivation of freedom is permissible; The meaning of private life; The legal means of protecting private life. Abilities By the end of the year participants will be able to: Distinguish between moral and natural rights and civil law; Analyze their own feelings which arise on meeting people who differ from them in some way (sex, age, social position, nationality, race, ideology); Identify prejudices and stereotypes in their own behavior, in that of other people and in information presented by the mass media; Distinguish between human rights and the rights of a citizen; Determine the boundaries of private life; Acquire information by means of an interview; Work with legal documents; Develop a creative project expressing a particular approach to a problem; Use constructive behavior strategies in situations of conflict. Skills In the course of the year participants will develop the following skills: The skills of discussion and debate; The skills of solving a problem in a small group; The skills of self-analysis, self-evaluation and evaluation of other participants; Communication skills; The skills of various types of presentation;

 The skill of analyzing information; The ability to look at a situation from another persons point of view. Sources The Universal Declaration of Human Rights (10.12.1948): Constitution of the Russian Federation (12.12.1993): The European Convention on Human Rights (4.11.1950): The International Covenant on Economic, Social and Cultural Rights (3.01.1976): The International Covenant on Civil and Political Rights (26.03.1976): article 3, 6, 9, 17, 26, 27

2nd Year of Study Knowledge By the end of the year participants will be able to explain all the studied concepts in their own words and use them in analysis of different events, and also know: The basic stages of the struggle for freedom of thought, conscience and religion: The possible types of relationship between church and State; The content of the articles in the Universal Declaration of Human Rights and the Constitution of the Russian Federation about the freedom of ideas, conscience and religion; The signs of a totalitarian organization; The basic concepts of free speech; The content of the articles in the Universal Declaration of Human Rights and the Constitution of the Russian Federation about free speech ; The basic means of propaganda; The basic functions of the court and participants in the legal process; The signs of adversarial and inquisitorial court proceedings; The criteria of a just court (independent, impartial and open) and the adversarial nature of the court process; The basic forms of civil actions for assertion of rights (meeting, picket, demonstration, strike, act of civil disobedience); The right of the child, written into the Convention on the Rights of the Child, in the Family Code of the Russian Federation, and in the Law on Education of the Russian Federation; The mechanisms for defending the right of the child; The basic points of the Law on Education of the Russian Federation. The basic arguments for and against freedom of movement (including registration); The basic rights of refugees and exiles; The mechanisms for defending human rights through the court; The basic stages of the struggle for equal rights and equality before the law for women, different social groups, nationalities and religious minorities. Abilities By the end of the year participants will be able to: Analyze different documents and events from the point of view of freedom of thought, conscience and religion embedded in articles 18-19 of the Universal Declaration of Human Rights and article of the Constitution of the Russian Federation;

 Distinguish between belief as an intellectual or spiritual phenomenon and belonging to a religious organization (distinguish religious learning as a spiritual phenomenon and religious organizations as social); Recognize the signs of totalitarian organizations independently from their proclaimed aims; Analyze the accuracy of information presented by the mass media; Recognize the basic means of propaganda in the mass media and advertisements; Recognize and analyze cases of conflict of rights, for example the conflict of freedom of speech and the inviolability of private life; Organize groups for the assertion of collective interests; Analyze program documents and activities of different social organizations (in particular totalitarian organizations). Apply the concept of forced or compulsory labor for evaluating different kinds of work activities; Defend their own rights in school using the Decree about Schools and instruments of the self management of schools.

Skills In the course of the year the participants will develop the following skills: The skill of independently selecting information on given topics; The skill of managing a group (setting tasks, organizing work for group members and management of discussion); The skill of analyzing different documents and events from the point of view of the principle of the presumption of innocence; The ability to create a basic plan for collective action; The ability to organize the means of open agitation. Sources The Universal Declaration of Human Rights (10.12.1948): articles 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 18, 19, 20, 26 Constitution of the Russian Federation (12.12.1993): articles 27, 28, 29, 30, 31, 33, 38, 43, 46, 47, 48, 49 The European Convention on Human Rights (4.11.1950): articles 3, 4, 6, 9, 10, 11 The International Covenant on Economic, Social and Cultural Rights (3.01.1976): articles 8, 13, 14, 15 The International Covenant on Civil and Political Rights (26.03.1976): articles 7, 8, 12, 13, 16, 18, 19, 21, 22, 24 The Family Code of the Russian Federation (8.12.1995): section II, section III, section IV, section VI The Law on Education of the Russian Federation (10.07.1992): chapter 1, chapter 2, chapter 5

3rd Year of Study Knowledge By the end of the year participants will be able to explain all the studied concepts in their own words and use them in analysis of different events, and know different treatments of the concepts. Also they should know: Different types of ownership;

 The basic stages of changes in the understanding of ownership in different cultures and eras; Basic social-economic rights and the difference between them and civil and political rights; The obligation of a citizen to pay taxes; Different means of asserting social-economic rights; Basic points of the theory of social agreement; Several ways of organizing group discussion; Different types of State structure; Basic functions of the branches of government; Basic stages of an election campaign. Basic points of legislation of the Russian Federation about elections; Basic features of civil society; Mechanisms for the creation and activity of non-governmental (social) organizations; Basic functions of law enforcement agencies; The rights of the detained and the accused; Basic points of the legislation of the Russian Federation pertaining to mass media; Content of article 59 of the Constitution of the Russian Federation and the basic points of the Law on Military Service and Serving in War; Stages in the changes in the legal status of the juvenile; Rights and obligations of family members embodied in the Family Code of the Russian Federation; Mechanisms of defending ones rights inside the country (court, human rights organizations); International documents and mechanisms for defending human rights on an international level.

Abilities By the end of the year participants will be able to: Determine the type of State structure and political regime of the State; Show how the practice of human rights depends on the political regime; Analyze an election campaign from the point of view of observation of human rights; Know what behavior is expected of them if called by the police, detained or arrested; Determine their legal status (13-14 year olds); Prepare a court lawsuit; Prepare a lawsuit in the Constitutional Court; Prepare a lawsuit in the International European Court. Skills In the course of the year participants will develop the following skills: The skill of participating in collective decision making; The skill of expressing their opinion in social-political questions. Sources The Universal Declaration of Human Rights (10.12.1948): articles 16, 17, 21, 22, 23, 24, 25, 27, 29 Constitution of the Russian Federation (12.12.1993): articles 1, 8, 13, 14, 32, 34, 35, 36, 37, 38, 39, 40, 41, 44, 48, 49, 50, 51, 52, 53, 54, 57, 59

The European Convention on Human Rights (4.11.1950): articles 12, 13, 19 The International Covenant on Economic, Social and Cultural Rights (3.01.1976): articles 6, 7, 9, 10, 11 The International Covenant on Civil and Political Rights (26.03.1976): articles 10, 14, 15, 23, 25 The Criminal Procedure Code of the Russian Federation (with amendments and additions on 17.12.1997): articles section II, section VII The Law on Mass Media Information (27.12.1991): chapter 1, chapter 3, chapter 4, chapter 5 The Law on Military and War Service (11.02.1993): section I, section IV