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UNICEF Kid Power Schools

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An American tradition since 1950, Trick-or-Treat for UNICEF is the original Kids Helping Kids® initiative, empowering generations of children to become global citizens. In addition to the iconic orange collection boxes, classrooms receive free educational resources that can be incorporated into everyday curriculum. These lessons help students learn what it means to be global citizens and also converts their learning into real-world impact. Along the way, students become empowered to help their peers around the world.

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Kid Power School Program | UNICEF Kid Power

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An American tradition since 1950, Trick-or-Treat for UNICEF is the original Kids Helping Kids® initiative, empowering generations of children to become global citizens. In addition to the iconic orange collection boxes, classrooms receive free educational resources that can be incorporated into everyday curriculum.

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This is the NPR article and the associated study that was the basis for my own fake news unit.

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This model is a little more straightforward than the one I use in my classroom already.

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Examining Credibility and Bias in Websites

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Examining Credibility and Bias in Websites

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This is a tactic I already use in my classroom in our Fake News site, but the example is better than one I've found in quite some time (martinlutherking.org)

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This is a resource from one of the webinars. Love its introduction: "What would I change?"

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Stands for College, Career, and Civic life. More easily used by government and social studies teachers, but pretty cool "inquiry" questions that may overlap with my big question units at times.

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These lessons focus on conflict resolution strategies for developing understanding of the other. Includes interesting alternative methodologies that I like but may be difficult to connect to required English standards.

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Easily searchable. I like that these lessons incorporate multimedia to cover a single question or topic.

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I was reminded of this website by one of the curriculum sites. It is great for humanizing different cultures since the author has long since expanded beyond the streets of New York. You can look up stories by region.

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"Educating Global Citizens." This site requires a sign-up as well and a fair portion of the materials are only available with a paid membership. However, the guides  available to all do look quality. Conveniently separated by region. Would be more useful for providing students with resources if they were doing research

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National Geographic Lessons and Activities

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National Geographic Lessons and Activities

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These units and their activities are useful because you can choose activities independent of larger lessons, and therefore more easily incorporate them into lessons/units you are already developing. Easily searchable by age group and topic.

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These are a little more general and geared toward undergrad, but the content within the curriculum, in particular that related to human rights, could in fact be adaptable.

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It's a little too late this year, but I can't wait to incorporate info from this site for my Middle East unit for sophomores.

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I may have a little more difficulty incorporating these lessons into my own curriculum aside from more guided ideas for our Wonder Projects, but these are mostly to do with saving the world from waste.

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This website's lessons are particularly useful because you can search by discipline, and they are accompanied by true "stories," films, or articles to pique interest. You can also search by topic and save like Pinterest, which is useful for English teachers following a specific theme. There's an awesome one on the "5 steps to heal democracy" that I am excited about.

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Well, if Ken Robinson endorses it...this website has plenty of lesson plans available for all age groups if you sign up.

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This OxFam guide is directly related to my content! I've only skimmed through so far but it looks like it will have ideas I can use in the units I'm presently making. I downloaded the guide in my Google Drive as well since the website doesn't always load.

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Teaching for Multicultural Literacy, GlobalCitizenship, and Social Justice

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Teaching for Multicultural Literacy, GlobalCitizenship, and Social Justice

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Again, I'm putting this resource in teaching because I think selections could be unpacked and analyzed by students. Banks' article covers what multicultural literacy is and why it is the necessary basis of a successful nation-state and nation.

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What does it mean to be a global citizen of the world?

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What does it mean to be a global citizen of the world?

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I am putting this Ted Talk under teaching resources because I actually think it could be very useful for showing to kids! Especially my naysayers; Evans touches on how global citizenship is simply thinking two steps ahead -- if we ignore the problems of others', that doesn't mean they won't affect us.

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Hugh Evans: What does it mean to be a citizen of the world?

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Hugh Evans started a movement that mobilizes "global citizens," people who self-identify first and foremost not as members of a state, nation or tribe but as members of the human race. In this uplifting and personal talk, learn more about how this new understanding of our place in the world is galvanizing people to take action in the fights against extreme poverty, climate change, gender inequality and more.

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From Ellen Kraft. Not sure how I missed it, but very cool ideas.

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Report: How is the World Treating People with Disabilities? (NPR)

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Report: How is the World Treating People with Disabilities? (NPR)

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This article can connect to our study of Of Mice and Men, as well as serve as a tidy reconnection to the UN's human freedoms.

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This article is useful for much the same reasons as the resource above. It connects the racism in our own country's history to the present day rise of populism. The article's publication date (Nov. 2016) also speaks for itself.

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One of the tasks I have as a teacher (and a human being) is connecting the required texts of our curriculum with the issues they discuss, on a global level. When it comes to specific historical details for these connections, it looks like this book offers some great perspectives.

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Here too is an interesting dossier of global poverty, provided by specialists at Brookings.

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I ended up on this site while researching definitions of poverty globally. I'm surprised it doesn't show up on the Taking Action Doc, in fact. It has a lot of great ideas for teens making a difference.

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Baggini Ted Talk. This came up in conversation in our first Webinar with Gaudelli. It's an excellent entry point for the conversation of the ever-changing self. Note to self: pull in the "Skandas" of Buddhism next time. Another note "We are made of Stardust."

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This PDF has loads of ideas about how to integrate Empathy-oriented curriculum into any classroom. It includes lesson plans and reflections on what works and what doesn't

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Four girls' discussion their (in/not-so-in)significance in this great big world.

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Brave New Voices 2009 - Denver [Semi Finals]

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Brave New Voices 2009 Semi Finals. Denver was probably my favorite team!!! Their writing is just honest and they are great people! So much heart!! I love this team!!

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Peggy McIntosh: Unpacking the Invisible Knapsack

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Peggy McIntosh: Unpacking the Invisible Knapsack

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I thought of this article as I was discussing how to pull in awareness of one's own disadvantages or advantages compared to others. I think I could make it so that students created specific lists of privileges in comparison to other types of members of the community, which I haven't done before.

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I'm a big fan of Ted Talks, so Ted Talks that focus on a macular level are perfect for globalizing the classroom.

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TEDGlobal is an annual 5-day conference that celebrates human ingenuity by exploring ideas, innovation and creativity from all around the world. The next conference will be held October 5-10, 2014, in Copacabana, Rio de Janeiro, Brazil.

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Brene Brown: The Power of Vulnerability (Video)

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Brene Brown: The Power of Vulnerability (Video)

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It may not seem like it, but this video lays excellent groundwork for the power and necessity of empathy for growth.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

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Brené Brown studies human connection -- our ability to empathize, belong, love. In a poignant, funny talk, she shares a deep insight from her research, one that sent her on a personal quest to know herself as well as to understand humanity. A talk to share.

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Great informative reading task, and there is audio available from Eleanor Roosevelt.

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The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 ( General Assembly resolution 217 A) as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected and it has been translated into over 500 languages. The UDHR is widely recognized as having inspired, and paved the way for, the adoption of more than seventy human rights treaties, applied today on a permanent basis at global and regional levels (all containing references to it in their preambles).

Preamble

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

Now, therefore,

The General Assembly,

Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

Article 1

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2

Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

Article 3

Everyone has the right to life, liberty and security of person.

Article 4

No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Article 5

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 6

Everyone has the right to recognition everywhere as a person before the law.

Article 7

All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

Article 8

Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

Article 9

No one shall be subjected to arbitrary arrest, detention or exile.

Article 10

Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

Article 11

1. Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.

2. No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.

Article 12

No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.

Article 13

1. Everyone has the right to freedom of movement and residence within the borders of each state.

2. Everyone has the right to leave any country, including his own, and to return to his country.

Article 14

1. Everyone has the right to seek and to enjoy in other countries asylum from persecution.

2. This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.

Article 15

1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.

Article 16

1. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.

2. Marriage shall be entered into only with the free and full consent of the intending spouses.

3. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.

Article 17

1. Everyone has the right to own property alone as well as in association with others.

2. No one shall be arbitrarily deprived of his property.

Article 18

Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

Article 19

Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

Article 20

1. Everyone has the right to freedom of peaceful assembly and association.

2. No one may be compelled to belong to an association.

Article 21

1. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.

2. Everyone has the right of equal access to public service in his country.

3. The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.

Article 22

Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

Article 23

1. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.

2. Everyone, without any discrimination, has the right to equal pay for equal work.

3. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.

4. Everyone has the right to form and to join trade unions for the protection of his interests.

Article 24

Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

Article 25

1. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

2. Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.

Article 26

1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

3. Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27

1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

2. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

Article 28

Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

Article 29

1. Everyone has duties to the community in which alone the free and full development of his personality is possible.

2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.

3. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

Article 30

Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

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Universal Declaration of Human Rights | United Nations

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The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 ( General Assembly resolution 217 A) as a common standard of achievements for all peoples and all nations.

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A great way to get kids thinking about their advantages (and potential disadvantages) in comparison to other countries. Helps them realize we are not just 'Murica: Greatest Country in the World

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The Human Freedom Index presents the state of human freedom in the world based on a broad measure that encompasses personal, civil, and economic freedom. Human freedom is a social concept that recognizes the dignity of individuals and is defined here as negative liberty or the absence of coercive constraint. Because freedom is inherently valuable and plays a role in human progress, it is worth measuring carefully. The Human Freedom Index is a resource that can help to more objectively observe relationships between freedom and other social and economic phenomena, as well as the ways in which the various dimensions of freedom interact with one another.

The report is co-published by the Cato Institute, the Fraser Institute, and the Liberales Institut at the Friedrich Naumann Foundation for Freedom.

ByIan Vásquez and Tanja Porčnik

Full Report PDF
Country Profiles PDF
Download the data XLSX
Figures, Tables and Appendices XLSX

The index published here presents a broad measure of human freedom, understood as the absence of coercive constraint. It uses 79 distinct indicators of personal and economic freedom in the following areas:

The Human Freedom Index (HFI) is the most comprehensive freedom index so far created for a globally meaningful set of countries. The HFI covers 159 countries for 2014, the most recent year for which sufficient data are available. The index ranks countries beginning in 2008, the earliest year for which a robust enough index could be produced.

On a scale of 0 to 10, where 10 represents more freedom, the non-weighted average rating for 159 countries in 2014 was 6.93. The level of global freedom stayed about the same compared to 2008, but almost all countries experienced changes in their ratings, with about half of those increasing their ratings and half decreasing.

The top 10 jurisdictions in order were Hong Kong, Switzerland, New Zealand, Ireland, Denmark, Australia (6), Canada (6), the United Kingdom (6), Finland (9), and the Netherlands (10). The United States is ranked in 23rd place. Other countries rank as follows: Germany (13), Chile (29), France (31), Japan (32), Singapore (40), South Africa (74), Brazil (82), India (87), Russia (115), Nigeria (140), China (141), Saudi Arabia (144), Zimbabwe (148), Venezuela (154), and Iran (157).

Out of 17 regions, the highest levels of freedom are in Western Europe, Northern Europe, and North America (Canada and the United States). The lowest levels are in the Middle East and North Africa, South Asia, and sub-Saharan Africa. Women's freedoms, as measured by seven relevant indicators in the index, are strongest or least repressed in Europe and North America and least protected in the Middle East and North Africa, South Asia, and sub-Saharan Africa.

Countries in the top quartile of freedom enjoy a significantly higher per capita income ($37,147) than those in other quartiles; the per capita income in the least-free quartile is $8,700. The HFI finds a strong correlation between human freedom and democracy. Hong Kong is an outlier in this regard.

The findings in the HFI suggest that freedom plays an important role in human well-being, and they offer opportunities for further research into the complex ways in which freedom influences, and can be influenced by, political regimes, economic development, and the whole range of indicators of human well-being.

ByIan Vásquez and Tanja Porčnik

Download PDF
Download the data XLSX
Purchase

Updated HFI data (Posted February 4, 2016) XLSX

The index published here presents a broad measure of human freedom, understood as the absence of coercive constraint. It uses 76 distinct indicators of personal and economic freedom in the following areas:

The Human Freedom Index (HFI) is the most comprehensive freedom index so far created for a globally meaningful set of countries. The HFI covers 152 countries for 2012, the most recent year for which sufficient data is available. The index ranks countries beginning in 2008, the earliest year for which a robust enough index could be produced. This preliminary report was updated (using data for 2013) and will be subsequently presented and updated on a yearly basis.

On a scale of 0 to 10, where 10 represents more freedom, the nonweighted average rating for 152 countries in 2012 was 6.96. The level of global freedom stayed about the same compared to 2008, but almost all countries experienced changes in their ratings, with about half of those increasing their ratings and half decreasing.

The top 10 jurisdictions in order were Hong Kong, Switzerland, Finland, Denmark, New Zealand, Canada, Australia, Ireland, the United Kingdom, and Sweden. The United States is ranked in 20th place. Other countries rank as follows: Germany (12), Chile (18), Japan (28), France (33), Singapore (43), South Africa (70), India (75), Brazil (82), Russia (111), China (132), Nigeria (139), Saudi Arabia (141), Venezuela (144), Zimbabwe (149), and Iran (152).

Out of 17 regions, the highest levels of freedom are in Northern Europe, North America (Canada and the United States), and Western Europe. The lowest levels are in the Middle East and North Africa, Sub-Saharan Africa, and South Asia. Women's freedoms, as measured by five relevant indicators in the index, are most protected in Europe and North America and least protected in South Asia, Sub-Saharan Africa, and the Middle East and North Africa.

Countries in the top quartile of freedom enjoy a significantly higher per capita income ($30,006) than those in other quartiles; the per capita income in the least-free quartile is $2,615. The HFI finds a strong correlation between human freedom and democracy. Hong Kong is an outlier in this regard.

The findings in the HFI suggest that freedom plays an important role in human well-being, and they offer opportunities for further research into the complex ways in which freedom influences, and can be influenced by, political regimes, economic development, and the whole range of indicators of human well-being.

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The Human Freedom Index presents the state of human freedom in the world based on a broad measure that encompasses personal, civil, and economic freedom. Human freedom is a social concept that recognizes the dignity of individuals and is defined here as negative liberty or the absence of coercive constraint.