Unit Five: Human Rights

"All human beings are born free and equal in dignity and rights."
- Universal Declaration of Human Rights, Article 1

Lessons

Explore the fundamental principles of human rights through historical documents and testimonies

Human rights awareness
Lesson 1
Introduction

Are We Aware of These Rights - I

This lesson introduces the fundamental concept of human rights and explores why awareness is crucial for their protection. We examine the Universal Declaration of Human Rights and its historical context.

Key Concepts:
  • Definition and scope of human rights - Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status.
  • The Universal Declaration of Human Rights (1948) - A milestone document in the history of human rights, proclaimed by the United Nations General Assembly in Paris.
  • Civil and political rights - Rights that protect individuals' freedom from infringement by governments, social organizations, and private individuals.
  • Case studies of rights violations - Historical and contemporary examples of human rights abuses and the responses to them.

"Everyone has the right to life, liberty and security of person. Everyone has the right to recognition everywhere as a person before the law. All are equal before the law and are entitled without any discrimination to equal protection of the law."

— Universal Declaration of Human Rights, Articles 3, 6 & 7
Human rights in action
Lesson 2
Economic Rights

Are We Aware of These Rights - II

Building on Lesson 1, we delve deeper into specific rights and how they apply in different contexts. This lesson focuses on economic, social, and cultural rights.

Key Concepts:
  • Economic, social and cultural rights - Socio-economic human rights, such as the right to education, right to housing, right to adequate standard of living, and right to health.
  • Right to work and fair wages - The right to work, to free choice of employment, to just and favorable conditions of work, and to protection against unemployment.
  • Freedom from discrimination - The principle that every human being is entitled to enjoy their human rights without discrimination.
  • Contemporary human rights challenges - Modern issues including digital privacy, climate change, and refugee rights.

"Everyone has the right to work, to free choice of employment, to just and favorable conditions of work and to protection against unemployment. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family."

— Universal Declaration of Human Rights, Articles 23 & 25
Children learning
Lesson 3
Social Rights

Rights to Health and Education

This lesson examines two fundamental human rights that are essential for human development and dignity: the right to health and the right to education.

Key Concepts:
  • International recognition of health and education rights - How these rights are enshrined in international law and treaties.
  • Barriers to accessing healthcare and education - Economic, social, and cultural obstacles that prevent people from exercising these rights.
  • Global disparities in health and education outcomes - Inequalities between developed and developing nations, and within countries.
  • Successful programs that promote these rights - Case studies of effective interventions and policies.

"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. 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."

— Universal Declaration of Human Rights, Articles 26 & 25
Coal miners at work
Historical Document
Workers' Rights 1842 Testimonies

Coal Miners: Voices from the Past

Exploring workers' rights through the lens of coal mining history, this lesson examines the struggles for fair labor practices, workplace safety, and collective bargaining. Below are the complete testimonies gathered by Lord Ashley's Mines Commission in 1842.

Historical Context:

Sharing the Earth is a collection of justice-oriented environmental writings. In this lesson, we read an excerpt from the speech of Lord Ashley which he delivered in 1842. We read three testimonies collected by Lord Ashley's commission that investigated a serious accident at Huskar Colliery, Yorkshire in 1838. During his investigation, he interviewed a large number of people working in Britain's factories and mines. Through the interviews, inhuman working conditions in the collieries, severe exploitations, and a worrying number of child labourers were revealed. The working conditions of these children were inhumane. Lord Ashley found very young children working as long as eighteen hours a day in mines and collieries, some attached by chains to heavy carts that they had to drag.

Sarah Goodler
Age: 8 years

"I'm a trapper in the Gawber pit. It does not tire me, but I have a trap without a light and I'm scared. I go at four and sometimes half past three in the morning, and I come out at five and half past. I never go to sleep. Sometimes I sing when I've light, but not in the dark; I dare not sing then. I don't like being in the pit. I am very sleepy when I go sometimes in the morning."

"I go to Sunday-schools and read Reading made Easy. She knows her letters, and can read little words. They teach me to pray. She repeated the Lord's Prayer, not very perfectly, and ran on with the following addition: 'God bless my father and mother, and sister and brother, uncles and aunts and cousins, and everybody else, and God bless me and make me a good servant. Amen.' I have heard tell of Jesus many a time. I don't know why he came on earth, I'm sure, and I don't know why he died, but he had stones for his head to rest on. I would like to be at school far better than in the pit."

[Trapper: The trapper in the coal mine was often the youngest member of the family working underground. Their job was to open and close the wooden doors (trap doors) that allowed fresh air to flow through the mine. They would usually sit in total darkness for up to twelve hours at a time, waiting to let the coal tub through the door.]

Isabella Read
Age: 12 years

"I am wrought with sister and brother, it is very sore work; cannot say how many rakes or journeys I make from pit's bottom to wall face and back, it may about 30 or 25 on average; the distance varies from 100 to 250 fathom (1 fathom = 1.8 meters). I carry about 1 cwt. (equivalent of 50kg) and a quarter on my back; have to stoop much and creep through water, which is frequently up to the calves of my legs. Once I get down, I frequently fall asleep while waiting for coal from heat and fatigue. I do not like the work, nor do the lassies, but they are made to like it. When the weather is warm there is difficulty in breathing, and frequently the lights go out."

Mary Barrett
Age: 14 years

"I have worked down in pit five years; father is working in next pit; I have 12 brothers and sisters — all of them but one live at home; they weave, and wind, and hurry, and one is a counter, one of them can read, none of the rest can, or write; they never went to day-school, but three of them go to Sunday-school; I hurry for my brother John, and come down at seven o'clock about; I go up at six, sometimes seven; I do not like working in pit, but I am obliged to get a living; I work always without stockings, or shoes, or trousers; I wear nothing but my chemise; I have to go up to the headings with the men; they are all naked there; I am got well used to that, and don't care now much about it; I was afraid at first, and did not like it; they never behave rudely to me."

Frederick Douglass portrait
Lesson 5
Abolition Primary Source

Frederick Douglass: From Slavery to Freedom

This lesson focuses on Frederick Douglass, the renowned abolitionist, and his contributions to human rights, particularly in the fight against slavery and for racial equality. Below is the complete text from Chapter I of his autobiography.

About Frederick Douglass:

Frederick Douglass, an important leader in the fight against slavery, was born into slavery around 1818 in Talbot County, Maryland. He became very well-known, advising presidents and giving talks to many people about various issues like women's rights and Irish self-rule. Douglass wrote several books about his life, including his famous autobiography, Narrative of the Life of Frederick Douglass, an American Slave. Here is an excerpt from this book:

CHAPTER I.

"I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege. I was not allowed to make any inquiries of my master concerning it. He deemed all such inquiries on the part of a slave improper and impertinent, and evidence of a restless spirit. The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age. I come to this, from hearing my master say, some time during 1835, I was about seventeen years old.

"My mother was named Harriet Bailey. She was the daughter of Isaac and Betsey Bailey, both colored, and quite dark. My mother was of a darker complexion than either my grandmother or grandfather.

"My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered that my master was my father; but of the correctness of this opinion, I know nothing; the means of knowing was withheld from me. My mother and I were separated when I was but an infant--before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor. For what this separation is done, I do not know, unless it be to hinder the development of the child's affection toward its mother, and to blunt and destroy the natural affection of the mother for the child. This is the inevitable result.

"I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night. She was hired by a Mr. Stewart, who lived about twelve miles from my home. She made her journeys to see me in the night, travelling the whole distance on foot, after the performance of her day's work. She was a field hand, and a whipping is the penalty of not being in the field at sunrise, unless a slave has special permission from his or her master to the contrary--a permission which they seldom get, and one that gives to him that gives it the proud name of being a kind master. I do not recollect of ever seeing my mother by the light of day. She was with me in the night. She would lie down with me, and get me to sleep, but long before I waked she was gone. Very little communication ever took place between us. Death soon ended what little we could have while she lived, and with it her hardships and suffering. She died when I was about seven years old, on one of my master's farms, near Lee's Mill. I was not allowed to be present during her illness, at her death, or burial. She was gone long before I knew any thing about it. Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger."

Human Rights Timeline

Key moments in the history of human rights

1776

US Declaration of Independence proclaims "unalienable Rights" including "Life, Liberty and the pursuit of Happiness"

1789

French Declaration of the Rights of Man and of the Citizen

1838

Huskar Colliery disaster leads to investigation of child labor in mines

1842

Lord Ashley's Mines Commission publishes testimonies; Mines Act passed

1845

Frederick Douglass publishes his Narrative

1948

Universal Declaration of Human Rights adopted by the UN

Recommended Reading

Enhance your understanding of human rights with these carefully selected books:

Stack of books

Key Organizations

Human rights organizations working to protect and promote rights worldwide

Amnesty International

Global movement of more than 10 million people who take injustice personally. They campaign for a world where human rights are enjoyed by all.

Visit Website

Human Rights Watch

Investigates and reports on abuses happening in all corners of the world. They publish research and advocate for change.

Visit Website

UN Human Rights Office

Leads UN human rights efforts, works to ensure the enforcement of universally recognized human rights norms.

Visit Website