This publication explains the Convention on the Rights of Persons with Disabilities to children. It's main purpose is to empower children, with and without disabilities, to play their part in challenging discrimination and promoting the Convention's principles.

This learning guide is a companion resource to It’s About Ability: An explanation of the Convention on the Rights of Persons with Disabilities, developed by UNICEF and the Victor Pineda Foundation. Designed to empower children and young people aged 12–18 to speak out on the convention and become advocates for inclusion in their communities, the learning guide offers lesson plans and suggested activities to be used by young leaders, peer educators, teachers and other educators at the community level.

	When Disaster Strikes - Secondary Guide Students in intermediate and senior grades will examine UNICEF global education concepts in relation to humanitarian emergencies and disaster relief. The classroom-ready activities are presented in a sequence which follows the UNICEF Global Classroom programme cycle from understanding, to personal response, to informed action. The country specific insert will allow you to explore specific emergencies.
	When Disaster Strikes: Horn of Africa Supplementary Guide By early July, 2011, it became apparent that a crisis was unfolding across Kenya, Somalia, Ethiopia and Djibouti, an area known as the Horn of Africa. A worsening drought, rising food prices, and on-going conflict in Somalia have created a severe humanitarian crisis, with some 12.5 million people in need of life-saving humanitarian assistance. This supplementary guide for teachers explores the crisis in the Horn of Africa. You may use it on its own, but for more extensive classroom activities, please check out the Elementary and Secondary guides, When Disaster Strikes: Understanding Humanitarian Emergencies.
	When Disaster Strikes - Pakistan Supplementary Guide On July 27, 2010, the first of what would eventually be a series of heavy monsoon rains arrived in Pakistan, largely affecting the northwestern province of Khyber-Pakhtunkhwa. Monsoon season takes place from July to September every year in Pakistan and averages about 63.5 millimetres of rainfall per month. In a mere three-day span from July 28 to July 30, Pakistan received over 203 millimetres of rain! Imagine your neighbourhood receiving more than three months worth of rain in less than 72 hours. This is what happened to the country of Pakistan, and it immediately killed more than one thousand people while displacing millions of others.
	When Disaster Strikes - Haiti Supplementary Guide On the evening of 12 January 2010, the strongest earthquake to hit Haiti in more than 200 years struck just 17km south-west of Haiti’s densely populated capital city, Port-au-Prince. The quake, measuring 7.0 on the Richter scale, lasted mere seconds, but the impacts will be felt for years to come.

This guide has been created to support Grade 8 – 10 teachers and students across Canada who are interested in learning more about student action, engagement and community involvement. The current generation of students is the first generation where the majority will, across the globe, grow up in cities. We hope that this guide will support teachers in their desire to mobilize their students to become more active in their schools and communities. This resource guide will also support teachers in their efforts to teach young people about citizenship, global issues, social injustice and community involvement. It has been designed to help students explore, reflect and then take their own community action on an issue they feel passionate about.

Everyone knows what it feels like to be left out. But for many children around the world, exclusion is a part of daily life. Children face prejudice and discrimination for many different reasons: because of their gender, their origins, their disability or illness, because they are unable to live with their parents or simply because they are poor. The Kids Inclusive CD toolkit is a resource for educators to use on a daily basis in their classroom. For your ease, we have broken the guide into individual guides by theme. Introduction Unit 1 Exclusion Unit 2 Gender Unit 3 Disability Unit 4 Beliefs and Origin PhotoSet Further Action and Tips

Nova Scotia art educator Diane Lewis collaborated with Drs. Katherine Covell and Brian Howe at the Children's Right's Centre at Cape Breton University to create an arts based curriculum resource, supporting teachers in their efforts to address universal children’s rights. The resource is available in both French and English and contains activities that are easily linked to a variety of curriculum outcomes from across Canada. Education that promotes rights-respecting values and norms is part of all provincial curricula and an important contributor to caring and compassionate schools.

"Beloved Canadian author Deborah Ellis" Our Stories, Our Songs endeavours to put a human face on HIV and AIDS. Ellis traveled to Malawi and Zambia where she spoke with children touched by the pandemic. Through their stories, readers are exposed, not only to the hardships faced by these children, but also their dreams and optimism for the future. This teacher’s guide was developed by UNICEF Canada education staff and teacher volunteers. The book is appropriate for students aged 12 and older.

The Children: The Missing Face of AIDS DVD profiles a day in the life of Nyirsabimana, a young Rwandan girl who has been orphaned by AIDS and left to care for her young siblings alone. This teacher's guide, created by UNICEF staff and teacher volunteers, will assist you and your students to understand Nyirsabimana's plight and, more widely, the impact of the AIDS pandemic on children in sub-Saharan Africa. The DVD is appropriate for students aged 12 and up. A French version of the video is also available. To order the DVD, go to www.shopunicef.ca To watch the video that accompanies this resource guide, click here.

Education for Development: A Teacher’s Resource for Global Learning” is a useful book for teachers, containing a useful overview of development education, and very useful and teacher-friendly activities and lessons.

Part 1: Introduction

This introduction provides a general overview and explanation of the education for development approach; the five global concepts upon which the book is based: interdependence, images and perceptions, social justice, conflict and conflict resolution, change and the future; ways for taking action; and an overview of the learning process as presented in the book. The activities in the book are divided according to age levels as follows:

• Level I: 7-11 years
• Level II: 12-15 years
• Level III: 16-18 years

Part 2: Interdependence

As citizens of a global village, the issue of interdependence has become increasingly important. Interdependence involves recognizing the world as a system and understanding the web of relationships that make up that system. It also involves appreciating the delicate balance between the various parts of this web and the reality of changes in any one part impacting on the whole.

Part 3: Images and Perceptions

The section on images and perceptions looks at stereotypes held around people from other countries, particularly the developing world. The activities are designed to challenge the roots of prejudice and promote understanding between groups and reduce stereotyping while developing an appreciation of diversity.

Part 4: Social Justice

Through the exercises and activities in this section, students will come to understand justice as an essential part of the development of individuals, communities and countries. A number of the activities refer to the Convention on the Rights of the Child.

Part 5: Conflict and Conflict Resolution

The focus of this section is on education about and for peace. Through these activities, students will gain a better understanding of the various types of conflicts, the range of solutions to conflicts and conflict resolution techniques, as well as how these principles can be applied to their daily lives.

Part 6: Change and the Future

Despite the fact that educational institutions aim to prepare their students for the future, a great deal of school curricula is heavily focused on the past. The activities in this chapter provide students with an opportunity to reflect on where they are heading and how they might apply the knowledge they are gaining through their education.

Part 7: Taking Action

The final section of the book provides ideas for ways students can take practical action on global issues as a way to extend their knowledge while practicing the skills and knowledge necessary for global citizenship. There is also an important discussion for teachers on handling controversial issues in the classroom.

Part 8: Bibliography and Index

Children whose basic needs and fundamental rights are denied cannot be expected to mature into caring, productive adults who will respect the rights of others. Rights violations are not only the cause of personal suffering; they also sow the seeds for political and social unrest, even for violent conflict. Rights issues touch everyone's lives, whether directly or indirectly.

Learning about the Convention on the Rights of the Child (CRC) is one way to begin. This book helps educators and youth to understand that rights issues are not something that affect people only in faraway places, but are also alive and relevant in their own communities.

Part 1: Introduction

This section provides readers with a background to the Convention and an overview of the activities in the guide.

Part 2: Activities for Learning About the CRC

This is the first of two sections with activities designed to help students understand the CRC in depth and consider its impact on their lives and those of others.

Part 3: More Activities for Learning About the CRC

 

Part 4: Planning for Action

Part Four suggests activities that can be used, either independently or in sequence, to help young people plan ways of taking action on a rights issue.

Part 5: In and Out of School, Different Ways of Using the Activities

The activities included in this section can be used in a variety of settings, from a one session introductory workshop to a unit of study in a school curriculum.

Bibliography