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Performance Tasks to Support English Language Arts

Performance Task Title: What Is Advocacy?

Essential Question:

How much should Americans interfere in the ethical practices of other countries?

Task RationalThrough this Performance Task, students build on their study of literary and informational texts to explore contemporary opinions on an issue. By integrating their prior knowledge of literary texts with current research on a debatable topic, students will demonstrate their Common Core Reading and Writing skills through analysis and argumentative response.

Overview for Performance Task AssessmentTask OverviewThis performance task is made up of a culminating activity & assessment that require students to research human rights violations through the lens of various academic sources.

Course Content ConnectionsNight, Elie Weisel; All But My Life, Gerda Weissman Klein; The Middle of Everywhere, Mary Pipher; Things Fall Apart, Chinua Achebe; The Kite Runner, Khaled Hosseini

Additional Essential Questions Should one culture interfere in

another culture’s beliefs, values, and practices?

Is there such a thing as “unalienable rights” as the Declaration states?

Are global human rights more important than a people group’s historical culture?

Scorable ProductsStudent responses to 2 constructed-response research questions in Part I. A full-length argument report in Part 2.

Student Task Part IStudents examine and take notes on the stimuli, a series of sources that present various perspectives on human rights violations and responses for ending them. Constructed-response questions call upon the students to summarize and evaluate the presented sources.

Student Task Part IIStudents refer to their notes as needed to compose a full-length argumentative report based on the scenario. Students are allowed access to the stimuli they examined in Part 1.

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Standards and Task SpecificationsTitle: What Is Advocacy?

Course/Grade Level:

10

Common Core Standards Assessed

W.9-10.1a–e, W.9-10.4, 5, 6, 7. 8, 9L. 9-10.-1, 2, 3, 6RI.9-10.1, 2, 3, 4, 6, 7, 8RL.9-10.1, 2, 4, 5, 10

DOK: 4Total Possible Score Points:

Up to 10

Possible Adjustments for

Students with IEPs or 504s

Decrease the number of sources provided to students Incorporate documentary footage provided in the chart of

supplementary texts to model and frame the debate of the PT


Students with LEPs

Provide students with pre and post reading questions regarding the text.

Use graphic organizers to outline response Limit text set based on lexile


Honors, AP, or IB Students

Allow students to select their own sources. Turn the PT into a PBL unit where student are forced to create a

persuasive call to action based on their research Extend the PT by encouraging students to participate in the Write to

Right campaign and begin the initiative at their schoolStimuli: Flesch Kincaid Grade

Level 1. A Long Way Gone 6.42. Anti Humanitarian Aid 11.63. Elie Wiesel Nobel Speech 6.84. The Case Against Aid 8.45. Universal Declaration of Human Rights 11.36. We Meant Well 10.8

How this Task contributes to

sufficient evidence for the

standards:

In order to complete the performance task, students 1. Evaluate and select information from a series of sources 2. Write an argumentative report effectively demonstrating

• a clearly-established claim about the topic • presentation of relevant supporting evidence, details, and elaboration consistent with the position, sources, purpose, and audience • effective organization of ideas • adherence to conventions and rules of grammar, usage, and mechanics • control of language for purpose and audience

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Whole Group Engage Activity

Teacher Directions

Present on a projector (or distribute a handout of) the image of Holocaust victims being liberated from Buchenwald, April 1945 (see attached).

After giving students a moment to look at the image, ask, “What do you think this photograph is of? Based on our studies this semester, what do you know about the Holocaust and genocide?”

After taking a few responses, affirm or state that the image was taken during the liberation of a concentration camp in Germany. One of the individuals in the picture they may have even studied this year: Elie Wiesel, author of the memoir Night.

Invite students to briefly discuss what they remember from their Holocaust studies. Some may even have looked at human rights violations, specifically genocide, in other texts they have read for the course. Remind students that human rights violations aren’t merely limited to genocide, violations occur on a spectrum of intensities and have taken place (and still are) all over the globe. Take some time to brainstorm these other texts and violations.

After students have recalled prior knowledge via this initial discussion, have them examine the next visual, an organizer that maps out what human rights violations consist of (see attached).

Ask students to fill out their own individual chart then share with a partner. Once sufficient time has been provided for them to brainstorm on their map, students should then be prompted to share as a whole class. Fill in a model map for the students as they synthesize their ideas. Use the example organizer to help guide their conversation if necessary (see attached).

Say to the students, “In the performance task that you are going to participate in today, you will learn more about human rights advocacy and the debate over the extent to which aid and interventions are offered to victims. Eventually, you will need to take a position on what the beginning level of response prevention adopted by the United States should be to such a situation? It is important to know that, as our studies this semester have indicated, genocide has occurred and continues to happen with various levels of response. Human rights advocates don’t always agree on the best form of foreign aid to offer to potential human rights victims, particularly considering the diversity of interventions and the very culturally and politically specific environments these violations occur within.”

Engage Activity Stimuli & ResourcesTitle Link Important to Know

Visual I: http://www.ushmm.org/wlc/ This image be substituted with

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http://www.ushmm.org/wlc/en/media_ph.php?ModuleId=10007176&MediaId=4052


Holocaust Survivors During the

Liberation of Buchenwald, 1945

en/media_ph.php?ModuleId=10007176&Media

Id=4052 another, or shown with various iconic photographs

Visual II: A Model of

Diagrammatic Mapping for Human

Rights

http://www.amnesty.nl/sites/default/files/public/

mapping_for_human_rights.pdf

Please note the teacher copy provided below to insure students are exposed to a complete and thorough chart.

The Devil Came on Horseback

Film Site:http://

www.thedevilcameonhorseback.com/

YouTube Link:https://www.youtube.com/

watch?v=_BJOfpJ8qVE

This 2007 documentary about genocide in Sudan can provide students with background in advocating for human rights intervention and the difficulties/realities of such work. It may provide a great opportunity for teachers to model the thought process of the task before its actual implementation.

Worse Than War

PBS Site:http://www.pbs.org/wnet/

worse-than-war/

Film Link:http://www.pbs.org/wnet/worse-than-war/the-film/

watch-worse-than-war/24/

This PBS initiative includes many helpful resources for the study of genocide over time periods and cultures. Linked here is the site, as well as the full length documentary that has been described by critics as is the first documentary to step back and focus on the general phenomenon of genocide – offering viewers profound insights into its dimensions, patterns and causes, and tragic role in politics and human affairs.

Amnesty International http://www.amnesty.org/

Use this site for helpful resources on human rights advocacy, as well as current events.

Write for Rightshttp://

www.amnestyusa.org/writeforrights/

This site provides real world context for the performance task prompt and could also serve as a resource for expanding the task into a project based unit.

Visual I: Holocaust Survivors During the Liberation of Buchenwald, 1945

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http://www.amnestyusa.org/writeforrights/



http://www.amnesty.org/

http://www.pbs.org/wnet/worse-than-war/the-film/watch-worse-than-war/24/



http://www.pbs.org/wnet/worse-than-war/

http://www.pbs.org/wnet/worse-than-war/

https://www.youtube.com/watch?v=_BJOfpJ8qVE

https://www.youtube.com/watch?v=_BJOfpJ8qVE

http://www.thedevilcameonhorseback.com/



http://www.amnesty.nl/sites/default/files/public/mapping_for_human_rights.pdf






Taken from the USHMM: http://www.ushmm.org/wlc/en/media_ph.php?ModuleId=10007176&MediaId=4052

Visual II: A Model of Diagrammatic Mapping for Human Rights

A Model of Diagrammatic Mapping for Human Rights: Teacher KeyViolations / Abuses

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Types of Violation/

Abuse

Sustainers

Places of Violence

Victims

Constraints

ResourcesInterventions

Causes

Methods

Perpetrators



• Domestic violence• Sexual violence• Economic disempowerment• Political domination• DisinheritanceSustainers• Communities• Family members• Traditional leaders &institutions• Local administration• Religious leaders• Incompetent legislators• Law enforcement officers

Places of Violence• Homes• Work places• Government offices• Conflict hit areas• Detention centers• Learning institutions• Villages

Methods• Beatings• Rape & defilement• Killings• Disinheritance• Denial of an education• Forced marriages• Forced involvement in armedconflicts• Harassment of women rightsdefenders• Low wages and forced labor

Constraints• Lack of financial resources• Ingrained cultural and religiousbeliefs• Lack of political will• Sexualization of issues• Abject poverty

Interventions• Persistent awareness creation• Economic and political empowerment & participation• Strengthening of legal frameworks• Engendering of traditional and local institutions• Prosecution of cases• Exposure through mass media• Strengthening of local women’s rights groups• Intensifying lobbying and advocacy

Resources/opportunities available• Local resource centers• Active local/national/regional human rightsorganizations• Supportive mass media• Trained human rights defenders• Strong voices of local activists (male and female)• Local/national/regional force for lobbying and advocacy• Legislation guaranteeing women’s rights

Causes• Cultural beliefs• Religious beliefs• Lack of education andawareness• Gender inequality• Lack of access to land anddisinheritance• High unemployment• Dysfunctional legal system• Breakdown of social valuesand order

Victims• Women• Girl child• Boy child• General community• The economy

Perpetrators• Family members• Neighbors• Community leaders• Law enforcement officers• Government officials• Criminals• Militia gangs• Insensitive government• Guardians

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Materials for Students

Stimulus Set of Texts

SourcesTeachers should preview the texts for length and suitability. Teachers may assign select reading prior to Benchmark on-demand testing, or substitute similar texts to meet the same Part 1 and Part 2 goals.

A Long Way Gone

http://www.alongwaygone.com/media/ALongWayGone_Excerpt.pdf

There were all kinds of stories told about the war that made it sound as if it was happening in a faraway and different land. This text is printable directly from the link.

Anti Humanitarian

Aid

http://reason.com/archives/2006/03/10/anti-

humanitarian-aid

Aid to Africa remains a favorite cause for politicians and entertainers. From Geldoff to Bono to Blair, everyone wants credit for attacking poverty. This text has a Printable feature on the website, if needed.

Elie Wiesel, Nobel Prize Acceptance

Speech

http://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-acceptance_en.html

It is with a profound sense of humility that I accept the honor you have chosen to bestow upon me. I know: your choice transcends me. This both frightens and pleases me. This text has a Printable feature on the website, if needed.

The Case Against Aid

http://www.boston.com/bostonglobe/ideas/articles/

2010/09/12/the_worlds_humanitarian_aid_organizations_may_do_more_harm_than_good_argues_linda_polman/?page=full

In 1859, a Swiss businessman named Henry Dunant took a business trip to Italy, where he happened upon the aftermath of a particularly bloody battle in the Austro-Sardinian War. This text has a Printable feature on the website, if needed.

Universal Declaration of Human

Rights

http://www.un.org/en/documents/udhr/

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. Find a printable copy in the Appendix.

We Meant Well

http://wemeantwell.com/blog/

wp-content/uploads/2011/09/

WeMeantWelExcerpt.pdf

The reconstruction of Iraq was the largest nation- building program in history, dwarfing in cost, size, and complexity even those undertaken after World War II to rebuild Germany and Japan. This text can be printed directly from the link.

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http://wemeantwell.com/blog/wp-content/uploads/2011/09/WeMeantWelExcerpt.pdf





http://www.boston.com/bostonglobe/ideas/articles/2010/09/12/the_worlds_humanitarian_aid_organizations_may_do_more_harm_than_good_argues_linda_polman/?page=full






http://reason.com/archives/2006/03/10/anti-humanitarian-aid







Student Directions Part I

Your AssignmentYou will conduct research on the pros and cons of the United States interjecting in the affairs of another country under the impression that human rights violations are occurring as a result of the direct efforts or negligence of its governing body. Once you have reviewed the sources provided, then you will write a report arguing your opinion on the initial level of response the United States is obligated to take when dealing with human rights violations, supporting your conclusion for that plan of action from the research you have conducted. You have 55 minutes to complete this task.

Your TaskYou are currently holding the position of Student Activist Coordinator (SAC) with the human rights organization Amnesty International (AI).

Amnesty International is a global movement of more than 3 million supporters, members, and activists in over 150 countries and territories who campaign to end grave abuses of human rights. Your organization’s vision is for every person to enjoy all the rights enshrined in the Universal Declaration of Human Rights and other international human rights standards. As an SAC for AI, you operate independently of any government, political ideology, economic interest or religion, and are funded mainly by memberships and public donations

Part of your job as an SAC is to work with your Senior Director on campaign opportunities and policy-related issues; act as a liaison between AI groups, staff and other volunteer leaders; promote area-wide initiatives; and act as a spokesperson for AI where appropriate. Recently, your Senior Director has challenged you to work on the “Write for Rights” campaign: an initiative that promotes activism on the high school level and encourages students to write letters to their local, state, and national representatives concerning America’s stance on intervening in human rights violations abroad.

The question that all of the letters should answer is: What is the best way for America to address Human Rights violations in other countries?

As the leader of this initiative at your local high school, you need to be knowledgeable and informed on issues relating to human rights and the broad level of responses, outcomes, and challenges that relate to activism abroad—particularly when providing humanitarian aid to victims. Your senior director has encouraged you to research your subject matter in order to be best prepared for leading the “Write for Rights” event at your school.

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Back in your office, you enter “humanitarian aid” into a Google search engine, and it returns what looks like a promising mix of articles, videos, and first-hand accounts. You must review and evaluate these sources and summarize their arguments about human rights violations and aid—both pro and con—before reporting back to your senior director about your findings.

You have been provided with and are encouraged to use a note-taking guide that will help you gather and process your findings.

Steps to FollowIn order to plan and compose your report, you will do all of the following:

1. Review and evaluate the sources provided on the pros and cons of your topic. 2. Make notes about the information from the sources. 3. Answer two questions about the sources.

Preview of Research Questions As you review your sources, keep in mind the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you have read and viewed, which should help you write your report. There is space to write your responses after you have taken your notes.

Question 1: From the sources you have reviewed, summarize 3 major arguments that support and 3 major arguments that oppose possible interventions adopted by the United States when addressing human rights violations in another country. For each of the arguments, cite at least one source that supports that point of view.To begin, you should consider:Based upon the sources provided, what appears to be the crux of the debate influencing a country’s level of response to reacting against human rights violations in another country? Based upon the issue, what are the arguments in favor of an aggressive versus more cautious intervention strategy?

Question 2: Evaluate the credibility of the arguments and evidence presented by these sources. Which of the sources are more trustworthy and why? Which of the sources warrant some skepticism because of bias or insufficient evidence?

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Note Taking Guide (Optional but recommended. Not scored)If students complete this assignment digitally, the charts will extend to accept student work. If completed on paper, use the printable copy in the Appendix.

Research Source Published By Arguments for Aggressive

Intervention

Arguments Against Aggressive

Intervention

How reliable is the evidence from this

source?

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Scorable Constructed Response Prompts

Question 1: From the sources you have reviewed, summarize 3 major arguments that support and 3 major arguments that oppose possible interventions adopted by the United States when addressing human rights violations in another country. For each of the arguments, cite at least one source that supports that point of view. If students complete this assignment digitally, the charts will extend to accept student work. If completed on paper, use the printable copy in the Appendix.

Argument / Facts in Favor of aggressive interventions

Source(s) Supporting This Argument

1. 1. 2. 2.3. 3.Argument / Facts in Opposition to aggressive interventions


1. 1. 2. 2. 3. 3.

Question 2: Evaluate the credibility of the arguments and evidence presented by these sources. Which of the sources are more trustworthy and why? Which of the sources warrant some skepticism because of bias or insufficient evidence? If students complete this assignment digitally, the charts will extend to accept student work. If completed on paper, use your own paper.

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Student Directions Part II

Your AssignmentBefore you begin the Write to Rights campaign at your school, the Senior Director assigns you to write a full response to the problem as an example for other students to use as they write their own letters.

The key question all students should answer in their letters to their legislators is: What is the best way for America to address Human Rights violations in other countries?

Write an argumentative report that recommends the position that you believe your representatives should take on humanitarian outreach and aid in areas where human rights violations are occurring.

Support your claim with evidence from the sources you have read and viewed. You do not need to use all the sources, only the ones that most effectively and credibly support your position and your consideration of the opposing point of view.

Response GuidelinesYour report will be scored on the following criteria: 1. Statement of purpose / focus and organization: How well did you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims? How well did your ideas logically flow from the introduction to conclusion using effective transitions? How well did you stay on topic throughout the report? 2. Elaboration of evidence: How well did you elaborate your arguments and discussion of counterarguments, citing evidence from your sources? How well did you effectively express ideas using precise language and vocabulary that were appropriate for the audience and purpose of your report? 3. Conventions: How well did you follow the rules of usage, punctuation, capitalization, and spelling?

To Begin WorkManage your time carefully so that you can:

plan your report write your report revise and edit for a final draft

Word-processing tools and spell check are available to you when done on word-processing program.

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Type your response in the space provided. Write as much as you need to fulfill the requirements of the task; you are not limited by the size of the response area on the screen.If students complete this assignment digitally, the charts will extend to accept student work. If completed on paper, use your own paper.

Materials for Teachers

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Teacher DirectionsPart 1 (60 minutes)Students should receive the sources, directions, questions, report assignment, and any other material related to the task. They should receive the constructed-response questions in Part 1 and the report assignment in Part 2. 1. Initiate the research session. 2. Pass out the note-taking guide, reminding the students that its use is optional and unscored. 3. Alert the students when there are 25 minutes remaining in class. 4. Alert the students when there are 5 minutes remaining in class. 5. Have students write their names on any notes. Collect all student notes. 6. Close the research session.

Part 2 (One 90 minute class period)1. Initiate the performance task Part 2. 2. Allow students to access the sources, their notes, and their answers to the constructed-response questions presented in Part 1. They will not be allowed to change their answers. 3. Once 15 minutes have elapsed, suggest students begin writing the report. 4. Alert the students when 30 minutes remain. 5. Alert students when 15 minutes remain and suggest they begin revising their reports. 6. Close the testing session.

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Scoring Rubrics

Scorable Constructed Response Part IQuestion 1:

2 Point RubricUsing Evidence (CCSS RI.7, RI.8, W.7, W.9)

2 The response gives sufficient evidence of the student’s ability to cite evidence to support arguments and/or ideas.

1 The response gives limited evidence of the student’s ability to cite evidence to support arguments and/or ideas.

0 The response receives no credit if it provides no evidence of the student’s ability to cite evidence to support arguments and/or ideas.

Question 2:

2 Point RubricEvaluating Sources and Information (CCSS RI.8, W.8)

2 The response gives sufficient evidence of the student’s ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.

1 The response gives limited evidence of the student’s ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.

0 The response receives no credit if it provides no evidence of the student’s ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources..

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4-Point Argumentative Full Response4 3 2 1 NS

Stat

emen

t

ofPu

rpos

e

The response is fully sustained and consistently and purposefully focused: claim is clearly stated, focused, and strongly maintained alternate or opposing claims are clearly addressed claim is introduced and communicated clearly within the purpose, audience, and task

The response is adequately sustained and generally focused: claim is clear and mostly maintained, though some loosely related material may be present context provided for the claim is adequate within the purpose, audience, and task

The response is somewhat sustained and may have a minor drift in focus: may be clearly focused on the claim but is insufficiently sustained, or claim on the issue may be somewhat unclear and/

The response may be related to the purpose but may provide little or no focus: may be very brief may have a major drift claim may be confusing or ambiguous

Insufficient, illegible, in a language other than English, incoherent, off-topic, or off-purpose writing

Focu

s an

d O

rgan

izat

ion

The response has a clear and effective organizational structure creating a sense of unity and completeness: consistent use of a variety of transitional strategies to clarify the relationships between and among ideas logical progression of ideas from beginning to end effective introduction and conclusion for intended audience and purpose strong connections among ideas, with some syntactic variety

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety to clarify the relationships between and among ideas adequate progression of ideas from beginning to end adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas

The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of transitional strategies and/or little variety uneven progression of ideas from beginning to end conclusion and introduction, if present, are weak weak connection among ideas

The response has little or no discernible organizational structure: few or no transitional strategies are evident frequent extraneous ideas may intrude


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Performance Tasks to Support English Language ArtsEv

iden

ce a

nd

Elab

orat

ion

The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: use of evidence from sources is integrated, comprehensive, relevant, and concrete effective use of a variety of elaborative techniques

The response provides adequate support/evidence for the writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is redominantly general: some evidence from sources is included, though citations may be general or imprecise adequate use of some elaborative techniques

The response provides uneven, cursory support/ evidence for the writer’s claim that includes partial or uneven use of sources, f acts, and details. The response achieves little depth: evidence from sources is weakly integrated, and citations, if present, are uneven weak or uneven use of elaborative techniques

The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details: Use of evidence from sources is minimal, absent, incorrect, or irrelevant


Effec

t on

Au

dien

ce

The response clearly and effectively expresses ideas, using precise language: use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose

The response adequately expresses ideas, employing a mix of precise with more general language:use of domain-specific vocabulary is generally appropriate for the audience and purpose

The response expresses ideas unevenly, using simplistic language:use of domain-specific vocabulary may at times be inappropriate for the audience and purpose

The response’s expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary may have little sense of audience and purpose


2- Point Argumentative Full ResponseConventions

2 1 NSThe response demonstrates an adequate command of conventions: errors in usage and sentence formation may be

present, but no systematic pattern of errors is displayed and meaning is not obscured

adequate use of punctuation, capitalization, and spelling

The response demonstrates a partial command of conventions: errors in usage may obscure meaning inconsistent use of punctuation, capitalization


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Adapted from Smarter Balanced Assessment Consortium Grade 11 Performance Task http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

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http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf


Printable Resources & Scaffolds

Organizers, Charts, and Texts

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Note Taking Guide

Research Source

Published By

Arguments for Aggressive

Intervention


Intervention

How reliable is the evidence from

this source?

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Research Source

Published By

Arguments for Aggressive

Intervention


Intervention

How reliable is the evidence from

this source?

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Scorable Constructed Response Prompts

Part 1. Question 1Argument / Facts in Favor of aggressive

interventionsSource(s) Supporting This

Argument1. 1.

2. 2.

3. 3.

Argument / Facts in Opposition to aggressive interventions


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1. 1.

2. 2.

3. 3.

:

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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

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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.

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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.

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(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

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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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