Seven+Key+Elements


 * 1) == **The Declaration** – Students identify at **least four important facts** about how the Declaration was created (who, what, when, where, why, how). This may include biographical information about contributors to the Declaration. ==

﻿Relevant facts of The Universal Declaration of Human Rights

 * 1) === The declaration was made in 1948. Eleanor Roosevelt participated in the making of the declaration. ===
 * 2) === She thought human rights where important and needed to be respected. ===
 * 3) === The universal declaration of human rights was drafted by the Human Rights Commission of the United Nations. ===
 * 4) === The declarations drafting system process was marked by a series of debates on a range of issues. ===
 * 5) === The Universal Declaration was adopted and proclaimed on the 10th of december in 1948. December 10 continues to be honored as human rights day. ===

=== **2. Article analysis – meaning.** Students analyze the meaning of their article. Drawing from the English version, the “plain language” English version, and the Spanish version, students explain A.) why the rights defined in this article should be universal and B.) why the rights defined in this article are important to YOU. === ===

=== ===3. **Article analysis – positive example** – Students identify a situation in today’s world where the rights guaranteed in their selected article are being honored. Students provide details including A.) how the right is being honored, and B.) the positive consequences for the people whose rights are being honored. ===

Citizens of the European Union (also known as the "EU) enjoy more liberty to travel and to relocate to other EU member countries.
EU citizens can learn new languages and cultures.

EU citizens can move throughout Europe to see new jor better ob opportunities.

4. **Article analysis – negative example** – Students identify a situation in today’s world where one or more of the rights guaranteed in their selected article is NOT being honored. Students provide details including A.) an explanation of why those rights are not being honored, and B.) the negative consequences of the people whose rights are being denied. = Cuba = = ﻿ In the world there is a place where these rights aren't respected. That place is Cuba. In Cuba people can't travel when they want to.The government does not want to lose citizens, so they place great restrictions on travel outside of the country. =

A.) an explanation of why those rights are not being honored
=== El gobierno cubano le prohibe la salida a todos los que estan estudiando algo relacionado con la medicina y a todo aquel que haya tenido un puesto importante en el gobierno. Ademas, no permite la salida libre de todos los que quieren salir porque no es bueno ante la opinion publica mundial. ===

B. WHAT ARE THE CONSEQUENCES?
=== Muchos cubanos queremos salir de Cuba debido a la falta de libertad de expresion. En Cuba no puedes tener derecho a un buen puesto de trabajo o a estudios superiores en la universidad si tus ideas politicas no coinciden con el gobierno castrista. En mi epoca incluso no se podia tener creencias religiosas o ser homosexual, si querias estudiar en la universidad o aspirar a un puesto administrativo en el trabajo o en la dirigencia del pais. Ademas, la falta de libertad para establecer tu propio negocio hace que la situacion economica del cubano sea pesima y dependa en gran medida del dinero que le mandan los familiares que viven en el extranjero. === === El exhodo masivo de los cubanos ya que por anos Fidel ha exportado al extranjero una imagen de que la revolucion cubana es lo mejor para el pueblo y muchoa paises latinoamericanos piensan erronameante que una revoloucion como la de Cuba es la solucion a los problemas de su pais. === ===

=== === 5. **Catalysts for change** – Students identify at least one organization working to advance the human rights of the people denied their rights described in key element #4. A.) Students describe specific actions taken by the organization to expand the human rights defined by their article. B.) Students describe what ordinary citizens can do and are doing to contribute to these efforts. ===

=== **6. Artwork –** A.) Students include an image (e.g. photograph, work of visual art, etc.) that is symbolic of the rights represented in their article. B.) Students provide analysis of the image (e.g. artist information, medium, year created, artist commentary). If the image is the work of an IAMS art student, commentary about the artwork by the student artist is included. === William T. Ayton was born and raised in Yorkshire, in the north of England. After showing an early aptitude for drawing and painting, he went on to study Fine Arts at Edinburgh College of Art in Scotland. He began exhibiting in earnest in Madrid, Spain where he lived for several years. Also in Madrid, he met his future wife, Diana, and seeking to combine their interests in visual expression and social justice, they began to collaborate on an illumination of the Universal Declaration of Human Rights. The exhibition first existed as a series of thirty drawings (one for each Article) that were exhibited in 1991 in England (University of Essex), Holland (Peace Palace, The Hague) and Krakow, Poland (Jagiellonian UniversitySummer School).

A series of thirty paintings was then created and shown at the Universal Expo in Seville, Spain in 1992, along with thirty 3-D computer animations displayed on a monitor. In 1993, the exhibition of paintings was shown at The Palais des Nations of the United Nations in Geneva for the 45th anniversary of the Universal Declaration of Human Rights. The artist & his family (which now includes their daughter, Sarah) currently reside in Brooklyn, New York. He continues to paint in a figurative style, dealing with the human condition at the end of the 20th century, intertwined with mythological subject matter and more contemporary issues.

**7. Analysis** – The presentation must feature statistical information with discussion of its meaning. This may be accompanied by a student-created graph or other graph.
===According to a Congressional Reserach Service report dated July 2009, Cuba consistently ranks among the top 10 source countries for legal permanent residents. A total of 49,500 Cubans became legal permanent residents in fiscal year 2008.===