HUMAN RIGHTS ABUSES AROUND THE WORLD: What Can We Do?
This activity was adapted from Breaking the Classroom Silence: A Curriculum about Gay and Lesbian Human Rights (D. Donahue and M. Satterthwaite, 1994).
OVERVIEW: In this activity, students read one or two Amnesty International Urgent Action appeals. These information sheets ex-plain how to write on behalf of prisoners of conscience or against human rights abuses. The lesson concludes with students writing a letter on a currently active Urgent Action case. Letter writing works best when it is part of a larger curriculum unit. Students can explore human rights in general or political and civil conditions in one country or area of the world in particular that is related to the Urgent Action appeal. Without this scaffolding, students will not understand the importance of their actions or be motivated to take action.
OBJECTIVES:
| Age Level: High school to adult | Time: About 45 minutes |
Materials: copies of one or two Urgent Action appeals (see box for more information), sample letter (prepared in advance by the teacher)
Subject Areas: Social Studies, English
PROCEDURE:
1. Hand out copies of an Urgent Action appeal to students. They can read them in class or as homework in preparation for this class. Ask the following questions:
Explain that prompt, brief, and courteous letters are most appropriate. Prepare a sample letter on the case and hand out to the students. Ask them to highlight words or phrases that illustrate courtesy. Discuss why it is important to maintain a polite tone even if we are angry at human rights abuses.
2. Ask students to read the current Urgent Action. Using the sample letter as a model, students write a brief and courteous letter.
Note: Some school boards and school principals have suggested that teachers offer one, possibly two non-Amnesty International letter-writing activities as alternatives. Students could write to an elected official about a matter of concern or to an environmental or arts organization for more information about their work. The provision of choice in letter-writing ensures that the Urgent Actions are freely undertaken by the students.
3. After students have completed their letter, ask them to form groups of three. The groups should take responsibility for ed- iting the letters to make them polished enough for sending to a head of state. Students may find the editing form helpful for this task.
4. Students should write a final draft of their letters incorporating their peers' editing comments.
5. Encourage students to send their letters. Airmail postage is $0.60 (check with the post office to verify current rates).
6. Teachers may choose to use an additional Urgent Action appeal case to provide more experience and information for students.
Editing Form: Please attach this edit slip to the first draft of your letter, then use a colored pen or pencil to edit your classmates' letters.
Give the letter and this form to your teacher who will complete the final edit. After you review the editing comments, revise your letter and (For Current Appeals Only) send it to the appropriate government official.
Name of editor:
What I liked about this letter:
Questions I have about this letter:
Some suggestions to make this letter better:
