The Price of a Child: Contemporary Implications

Overview of the Unit

One of the primary questions raised in the book The Price of a Child is the question of risks taken in the name of social justice. This activity is designed to help students begin to understand social justice, social change and human rights. People may have many different definitions of social change, and struggles for justice, freedom and equity can take place in many different arenas. However, all of these fights center around basic human rights. But what are basic human rights?

Perhaps the best way to answer this question is to take a look at the Universal Declaration of Human Rights, which was adopted by the General Assembly of the United Nations over 50 years ago, in 1948. This activity may take several days to complete. The students can be assigned the task of reviewing the Declaration for homework and then proceed directly to step 3.

Procedure

1. Explain to students that Lorene Cary, the author of The Price of a Child, is founder of an organization called Art Sanctuary, which is located at the Church of the Advocate in North Phildelphia. Write the following quote on the board: “Cowardice asks” Is it safe?” Expedience asks, “Is it politic?” Conscience asks, “Is it right?” The time comes when we must act, not because it is traditional, not because it’s acceptable, but because conscience says that it is right.” Explain to the students that Father Paul Washington was an important figure in the history of Philadelphia. He was the rector for the Church of the Advocate, which played a central role in many movements for social change in Philadelphia’s history. These words were written into Father Washington’s daily planner. They reflect the kinds of mental and moral struggles he faced in working for justice and taking positions that were sometimes unpopular. Ask students to discuss the quote as a class. What does it mean to them? Can they give examples of times when they themselves or others acted on conscience? (Note: It is important for students to realize that people may be acting from conscience, even if they don’t agree with them.)
2. Distribute copies of the simplified version of the Universal Declaration of Human Rights to students. Explain that this is a formal declaration which has been adopted by member nations of the United Nations. This particular version was created by youth working with the Women’s Institute for Leadership Development for Human Rights (WILD) in San Francisco. (The actual version can be accessed on the internet through the United Nations if students or teachers are interested in seeing it. ) Ask students to read the first section from the reading entitled “What Is Meant by Human Rights.” Have the class discuss what they think would be considered “human rights”. Have them collectively define “human rights.” From what they have read and their own prior knowledge, ask them to identify what distinguishes a human right from other things like “wants” or “desires.”
3. Break students into groups of 4 or 5. Assign each group approximately five articles from the Declaration. Have each group go through the articles and make sure all members of the group understand the contents. If a group is unsure of a particular article, they can ask assistance of the teacher in helping to understand the content. Groups should discuss whether or not they agree that their particular articles should be a human right. In addition, ask them to determine whether or not they feel that these particular human rights are honored in the United States. Each group should note on newsprint ways in which the US meets the standards of the Universal Declaration and in which ways the US fails to meet the standards in the various articles they have been assigned.
4. Have each class report about the results of their discussion. The distribute copies of the obituary for Father Paul Washington to each of the students. In small groups, have them identify which issues Father Washington fought to address during his lifetime.
5. Have students report out which issues they identified were addressed by Father Washington. Post this list on the board, and ask students to identify which human right(s) is/are connected to the issues listed.
6. Students should then be allowed to circulate around the room and look at the newsprint posted by each of the groups. Have students place a check next to those rights which they would feel they would “take a stand” to defend. Which ones would move them to acts of conscience? For homework, students should write about why they would take a stand on the issues they chose.

What is meant by “human rights?”

“Human beings are born equal in dignity and rights. These are moral claims which are inalienable and inherent in all human individuals by virtue of their humanity alone. These claims are...what we today call human rights, and have been translated into legal rights...The values of dignity and equality of all members of the human race...can be found in virtually every culture and civilization, religion and philosophical tradition.” — From Leah Levin, Human Rights: Questions and Answers, NY: United Nations Educational Scientific and Cultural Organization, 1981

The Universal Declaration of Human Rights

On December 10, 1948, the General Assembly of the United Nations adopted the Universal Declaration of Human Rights:

Article 1: All human beings are born FREE and EQUAL.
Article 2: You have HUMAN RIGHTS no matter what RACE, SEX, COLOR, RELIGION, NATIONALITY, SEXUAL ORIENTATION and CLASS you are or what OPINIONS you have.
Article 3: Everyone has the RIGHT to LIVE and be FREE and feel SAFE.
Article 4: No one shall be held in SLAVERY for any reason.
Article 5: No one shall be put through TORTURE, or any other treatment or punishment that is CRUEL or makes her/him feel less than HUMAN.
Article 6: Everyone has the RIGHT to be accepted everywhere as a person, according to law.
Article 7: Everyone has the RIGHT to be treated EQUALLY by the law and be protected under the law.
Article 8, 9, 10 and 11: Everyone has the RIGHT to a FAIR TRIAL, innocence until proven guilty, and a judge that will see that JUSTICE is done.
Article 12: Everyone has the RIGHT to PRIVACY in their family, home and writings, and a RIGHT to HONOR and REPUTATION.
Article 13: Everyone has the RIGHT to CROSS BORDERS.
Article 14: Everyone has the RIGHT to ESCAPE from their country if they are persecuted, threatened or harassed because of their beliefs or opinions (or because of who they are).

Article 15: Everyone has the RIGHT to their NATIONALITY or to change that nationality.
Article 16: Everyone has the RIGHT to choose to MARRY, choose who they want to marry, if they want to stay married, and if they want to have a family.
Article 17: Everyone has the RIGHT to PROPERTY and the SECURITY of their private belongings.
Article 18: Everyone has the RIGHT to their IDEAS and BELIEFS and to choose, practice or change their RELIGION.
Article 19: Everyone has the RIGHT to freedom of EXPRESSION, including access to the MEDIA.
Article 20: Everyone has the RIGHT to GATHER peacefully with people, and to be with anyone they want. No one can force you to join or belong to any group.
Article 21: Everyone has the RIGHT to PARTICIPATE in government either by holding office, or voting for others.
Article 22: Everyone has the RIGHT to have his/her BASIC NEEDS met, and should have whatever it takes to live with PRIDE, and become a person she/he wants to be.
Article 23. Everyone has the RIGHT to WORK where they want, where it is SAFE, with EQUAL and FAIR PAY, and to be able to form or join a UNION. If you don’t have a job, you can get help to find one.
Article 24: Everyone has the RIGHT to REST and have FUN and REASONABLE work hours.
Article 25: Everyone has the RIGHT to a DECENT LIFE including food, clothes, a home and medical care. Everyone has the RIGHT to get help from society if they are sick, unable to work, old, or a widow.
Article 26. Everyone has the RIGHT to FREE EDUCATION when they are young with REAL opportunities for more schooling and to be taught to RESPECT and UNDERSTAND each other.
Article 27: Everyone has the RIGHT to CULTURE and to benefit from scientific discoveries.

This simplified version of the Universal Declaration on Human Rights was prepared by the Young Women’s Leadership Program of the Women’s Institute for Leadership Development for Human Rights in San Francisco.