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Children' s rights and responsibilities worksheets pdf

National Child Day celebrated the United Nations Convention on November 20, after Independence Day, to celebrate the National Children's Day of Children's Rights, which is popular in Canada on November 20 every year. Celebrating National Child Day is about celebrating children as active contributions to their own lives and

communities, in which active citizens who can gather and help make decisions. Every child under 18 has rights. These are things that allow you to live a full life and you live in your full potential. Every child around the world has the same rights as you. Right: Things that allow children to live in need of their full potential: things that are

absolutely essential for all children or are able to live a happy and healthy life: good for things but not necessary to celebrate a full life that is fun to your life learning activities by using activities and ideas in this guide It has been made easy to use among others by practical and teachers, parents, leaders of youth groups and camp

supporters. This activity guide is not a comprehensive rights document. However, there are ideas for children across the guide to learn about and celebrate their rights. Children are also encouraged to reach out to their local, national and global community to engage the rights of children. Finally, young people can facilitate their learning

and access using the Canada Guide section, race walk: child rights activities for youth. In all Canadian provinces and regions, from kindergarten to grade 12, the curriculum units recognize the importance of education of children's rights. This guide meets the expectations of the curriculum described below. Through the participants of this

guide, demonstrate understanding of equality, the difference between human dignity and the needs of justice and wants to understand the importance and interests of international children's rights to understand the rights and responsibilities of children in Canada and international contextand work in groups and respect the rights and

opinions of others. Learning about children's rights can solve sensitive and controversial issues that need further discussion. To access more child rights resources and ideas, please visit the National Child Day website. The 1989 unconvention on child rights was an important development of its adopting, but it is not unnecessary. Search

for the development of the rights of important children of the recent past using the milestone on the following page. Then use this guide with activities and remember the National Baby's Day rights path! The 1924-Geneva Convention for the Rights of The Child adopted by the League of Nations. 1959- On the rights of a child approved by

the United Nations. 1979-International Year of The Child. 1989- The United Nations adopted the Convention on The Rights of the Child. 1990-World Meeting for Children held at united nations. 1991- Canada was held by the United Nations Convention on the Rights of Children. 1993-Canada desagnatis is suitable for children of a world

day as National Child Day 2002 on November 20. 2004-A world launch fit for kids. 2007-Commemoratire High Level Meeting for Children to Follow The Results of Special Sessions. 2009-20th anniversary of the United Nations Convention on The Rights of the Child. Anniversary of the 2019-30th Anniversary of the United Nations

Convention on Child Rights. The UNITED NATIONS Convention on The Rights of the Child is based on four basic principles: Rule 1: Non-discrimination All children have rights and must be respected without discrimination. Rule 2: The best interests of the child when decisions are made affect the lives of children, so it is very important to

think about what is better for the child. It is important for adults to think what is better for you when they make decisions. Rule 3: Protect children from harm in favour of survival, safety and development governments, and help children grow to survive and be the best. Rule 4: Children participating have the right to give their opinions in all

matters that affect them and hear their voices. Their thoughts should always be taken seriously and they should say more and more as they grow older. You have the right to give your opinion and listen to what you say to others. The rights of learning activities for all to celebrate the United Nations Convention on The Rights of the Child, it

is important to understand what the rights of children are and the convention pays. What rights are the use of activities in this section to discover what all children need them to do, and they have all been agreed to in this convention. Activity: The variable visitor age 4-8 Time: 30-50 minutes preparation: Make a copy of the convention

included in this kit or download from the National Child's Day website. The chart can collect paper and a markser, a clean waste garbage and filled animal and a suite. Collect photos and items to represent some articles from this convention: the right to play toy-food items---right to a home soccer ball: let's talk about all children need to live

well. Record the group views on chart paper. Prepare the items you collect because everyone is mentioned. Pack them in the suite. Ideas are not for you items, voluntarily draw a picture, use pictures cut from a magazine or select something from the room to represent ideas. Create an alien visitor using a ready made waste waste put up

or use a filled animal and can introduce it as a zawarp. Explain: As reported in the news, the planet is Earth Visited by friendly alien. They are very, very. Zaorp is here today because he wants to know about human children and he needs to live a full, healthy and happy life. Explain: It's hard to talk to a foreign like Zaorp because we don't

speak the same language. So we're going to provide the zaorp with pictures and items which explain our thoughts. We're going to pack a suite of zaverp with these items so that he can take them home. Explain: Since Zaorp knows nothing about children, they need us to organize our ideas into two types: things that you need to live fully

and live well (needs) and things that live well do not depend on them (wants). Discuss the difference between 'needs' and 'wants'. Manage the list in two types. The conclusion that most basic needs are also called rights. The world governments have agreed to provide and protect the rights of every child. Using the child-friendly version of

the convention, discuss the taseer and a few subjects. Do any of these rights surprise you? Who are the people ? Why? Do you have all these things? Do all the children have these things? Why are these things important to all children? Pack convention. Pack chart paper. Well, at your travel home, and the house of your journey. Create a

postcard and attract one of the rights in Yonkrock-send a friend or give a sahpathi! Age 9 + Time: 60-75 minutes preparation: a large paper plus by the marks, the stick notes, and the group. Create a copy of the convention included in this kit or download it from the National Child Day website. Organize participants into groups of 3-5. Hit

each group, get out of the hands of the flat notes and paper. A group member is down on paper and their outline has been detected. Instruct groups to assume that this paper person represents a child. Groups should give their child a name. Groups are all things individuals their child will need and will be able to be happy and healthy, in

their childhood. Explain that some of their ideas are things we can touch and physically (like dietary food). Other ideas will be things we can or may not do but see it or hide (like privacy). Each idea should be recorded on a different flat note and placed inside the child's outline. After fighting the brain, argue the group and then leave the 20

most important ideas inside the outline of the paper. They separated the other in a heap. Then each group share some of their thoughts about their child and the things they need to grow happy and healthy. Her announcement, unfortunately, means that the circumstances in their child's life mean that they will not be able to do everything

or the group must feel. Each group must choose 5 less important items (15 left) to remove their paper from the outline. They separated them in a separate pile. Explain that as a matter of regret, their child has to do less things in his childhood. Will be. Ko Ko Select 5 less important items inside the outline and remove them in separate

piles. There will be 10 items left. Well-being and conversation: What are some things inside your child's outline? Do we see similar views among groups? What were the things you removed in the first elimination? What about the second or third? Is it difficult to decide which items were you asked to take away? Why? What can we say

about the rest of the items on your paper compared to those we removed in the first elimination? Discuss the difference between 'needs' (things that are absolutely essential for all children or be able to live a happy and healthy life) and 'wants' (which are things that are not well needed for a full life). Now introduce conventions and explain

that it is a list of children's rights that governments agree to maintain. All rights in the convention are considered equally important and necessary for a full life. Each group has a copy of the convention out of hand. Participants have divided a line down into two in the middle of their child. He wants 'rights' on one side and on the other,

labeled '. Then the participants are categorized by two types of their syllable notes. They can use conventions to help. Post paper kids around the room and participants are circulating to see the views of other groups. Activity: Plot your place in age 12 + time: 60-75 minutes preparation: Make a copy of the convention included in this kit or

download from the National Child's Day website (one pair per pair of participants). Copy a statement (see below) and 'Plot Space' diagram (see below) on a piece of chart paper. Repeat for the remaining 7 statements. Tap the papers around the room. Chitra 1. An example of plot location Diagram Form 1 Text Description This plot is an

example of space diagram. It is divided into six squares: three squares on the top row and three squares on the bottom row. In the top row, in every square, from left to right is an icon of a happy face, neutral face, and a dissonant face. The row below, from left to right, below each face, are the points. Happy face is a place. There are three

neutral face spots. Finally, the ginger face has eight places. The top of the entire iCar is an orange title card, within which the plot can read the spout diagram. Give each participant a sign. Participants have moved around the room and each plot space has a dot space on the diagram how they feel about this statement. They agree

completely with the statement so they should keep a dot under the happy face. They only agree with the statement sometimes so they should keep a dot under the funny face. They should keep a dot under a point-of-the-face if they describe/according to a reworded statement the children's right children should have as much money as

they want. Can't redo the word as no relative Right. Not related to the truth. That's a wish. Children should have clothes in the latest fashion. Children should be proper lying. The way it is, it is a wish. When children agree, they feel they can't say anything. Children should say that unless it has hurt others. Your own right to opinion. Parents

should choose their children's friends. Parents should respect their child's right to choose their own friends. Your right to choose your friends. Children are not ok to threaten other children. No need for rewords. Right to protect against harm. Junk food is good for baby development. Nutritional food is good for the child's development. The

right to food. Everyone sits when they are finished. Discuss the results of each plot space. Ask: Why did you take the stand? Are you surprised by the results? Are you hard to decide to put your dot on? Why? The participants form pairs. Each pair hands a copy of the convention. Explain that the convention has a list of children's rights that

promises to protect governments around the world. Children's rights can be thought of that all children need or be able to do basic things to lead a healthy, happy life. Each pair uses the convention to determine that each statement is related (see the answers above). Discuss the answers as a large group. Ask: Are there any statements

that are not related to the truth? Yes. Children should have the maximum amount as they want.) This statement is a 'want' of many children (and adults) to deal with. Children don't need as much money as they want to live a healthy, happy life. Discussing other examples of children often ' want' . Ask: What did you learn from this activity?

Use activities in this section to find out more about the topic of rights and children's rights on National Children's Day. Activity: Rights Web Age 4 + Time: 30-40 minutes Preparation: 1 ball of a son plus. Choose an open space for this activity. Introducing activity as a joke way to protect the rights of children. Participants are standing in a

circle. Put a ball of soat in the hand of a person. They say, I have rights. You have rights( another partner's name) Then they keep tight at one end of the sot and they toss the ball to the nominee. This participant selects someone to throw the son, to redo the statements, narrow the sod and tosses the ball. This process repeats until

everyone is connected to the web. Explain that the web they have created is a good sign for children's rights for some reasons: all children in the world have the same means, such as every person in our circle has the same son. Our web links are linked with the rights of children, such as all of us together. At a time when the tag is felt

around by others, a few participants will tag on one of their sparking. Come find out when the kids Their rights were denied. With everyone still holding their suite, read the scenario below and ask the following questions: What are the things that children in this story don't need? For example, the group can agree that the child is not being

given the right to play and relax. Come that represents the right to run and be active (a partner name) and (another co-name) represents the right to rest. What will happen on our web and leave their sleep ? Instruct two participants to leave their sleep. What happens is conversation. Our web is strong because we are all part of it. We are

equally important to the power of the web for all, as each child's right is equally important to the health and happiness of a child. Ask: What did you learn from this activity? Why is a web a good sign for children's rights? Share what you learned about children's rights- Tell five friends about Yonkrock! Age 4-10 Time: 60-75 minutes

preparation: Collect ing pictures from magazines, newspapers or children's internet in different countries of the world. Choose the pictures that clearly explain in the process in favour of a child. Try to find pictures that show how children's experiences can be very different in other parts of the world. Give a list of rights that are consistent

with the pictures. Children search for pictures and present each picture correctly. To use with large groups, cut each picture into 3-6 puzzle pieces. Mix the picture pieces and give it to every child. Their picture is complete that their rotation to find other pieces. These children create a group. Each group searches for their picture, get from

the right side of this list and then rotates on to the next picture. This process presents again until each group has seen all the pictures. Tell the story of each picture in the larger group and review this match. Radio age 9 and more in activities: Preparing several group sessions: Children get a recent news story that is interested about

children or children in another country. Their instructions only select stories that clearly demonstrate the retention or rejection of children's rights. Children work in the group to make a radio broadcast that they will do 'Air' on National Child Day. The broadcast should include an interview and a newsletter that focuses on the topic of

children's rights. Participants use news stories to configure their broadcast content. They perform their broadcasts for a larger group or for the entire school on the National Child Day system. Activity: Un Age 14+ Time Report: Preparing several group sessions: Youth work in groups to select a country and have a right to focus children.

They prepare a report card to assess how this country is being corrected and secured for children. Participants choose the indicator that will allow them to fully assess the right (i.e. literacy rate, percentage of children attending school, average For student ratio-right to education). They assign a grade (100, letter grade or level R-4) on each

indicator and explain with comments because they choose the grade. The group then submits their report cards to the UNITED NATIONS (facility, teacher or representation from other youth). Rights come with responsibilities when governments around the world are working on conventions, they accepted responsibilities that seek the

relationship between the rights and responsibilities of all children with activities in this section. Activity: Working together 4-8 time: 45-60 minutes preparation: 'Copy a traditional story' (see next column). Collect a long stick (e.g. the handle of the sweep) attached to a fork attached to more than one, a pair of food and a pair of chup sticks on

a plate. Read 'A Traditional Story' loudly. Show the chup stocks. Discuss what kind of story people can feel. Show fork on stick and food. Ask for volunteers to try to do better than the people in the story. They can just catch the end of the handle running from the fork. Explain that the sweep handle stands for huge chup stocks. Help the

participants see how they can help each other. They can't eat themselves, but they can feed each other. Participants have demonstrated. What if story people never come to understand this solution. They could work together, but would kill their own starving on their own. The conclusion is that all children have rights but also

responsibilities to work together with them, to help each other with each other and to listen to each other. When children work with each other and adults, we can meet answers and things we can't do to us. Once upon a time a traditional story was once a group of travellers. They were traveling for a long, long time. They were tired and

hungry . They had no food and wanted to find a place to eat. Finally, they came to a big house. They knocked on the door and waited. Finally the door opened and a man invited them. What do you want? He asked. We have come a long way, the passengers said, and we are very hungry. Can you save us a little food? Definitely, man

answered. There is enough food. Follow me . He led the hungry group in a room. The room had a large table with lots of food. Passengers could not believe their eyes! The more food you can eat as you want, the man told them, but you should only eat with these chup stocks. He gave each person a couple of chup stocks. They were not

normal chup stocks. They looked like they were so big that they belonged to a big one! Hungry travelers tried to eat food, but try as they could, they could not find any food in their mouth. The man looked down, feeling the feeling that he could not find a way to eat food. Do you know what man wanted them to see? Children, youth hosting

an event to recognize Give the Children's Rights Championship Award- who are adults and go up and out to protect the rights of children! Age 9-13 Time: 60-75 minutes preparation: construction paper deposits in different colors, scissors and marks. What does hand in hand mean? Explain that rights and responsibilities go hand in hand.

You cannot get rights without responsibilities. For example, children have the right to privacy. They also have the responsibility to respect the privacy of others. Capture construction paper and try both your hands then cut them off with the help of your own or an adult. Select a right from the convention and write it on the left hand, you can

be creative and attract it too. Then you are sure that write responsibility goes along with your right on the right hand. When all are finished, each participant share his right and responsibility with this group. Post your left and right hand with the group or someone else on the board or see another. Create stories, facts, and messages about

children's rights and get your school, community center, or your friends out! Age 14 + Time: 100-120 minutes preparation: Write or print children's rights with convention and group work instructions on a chocolate board or chart paper. Prepare convention copy for the view and group work (print it from the convention copy or national child

day website in this kit. Collect the marks and chart paper for each group. Discuss that children are considered rights holder and have responsibilities. For example: 'Your right to give feedback is consistent with the express's responsibility to give feedback in ways that do not harm someone else's rights'. Ask: Why is it necessary for

responsibilities as well as rights? The responsibilities of children responsible for the rights of children to play duty-holder and to protect time to meet their responsibility to help around the house and to play the right to protection from harm. It is not responsible for hurting others to make children eat healthier so that they choose healthy food

for children to gain rights on the board and to individuals with possible responsibilities according to every right. There are many possible answers. See the examples provided. Ask the group: Who, apart from the child, is responsible for protecting the rights of children? (Duty holder: Government, parents, child rights advocacy/organizations,

families, friends, etc.) assign a duty obligation to the rights of children. See the examples provided. Organize participants into groups of 5. Explain that they will use their rights and responsibilities to discuss the issue of their proposed ban Junk food from their high school cafeteria. Scenario sheets, marks and chart paper, and convention

scan to each group. Review the instructions first of the group's work. Collect group results for group collection and sharing. Ask: Was it a difficult decision to do? Why or why not ? What have you learned from this activity? Alternative version: Families interested in this topic may argue to ban junk food from their homes and

camps/churches/days or not to discuss running junk food-free facilities. Read the group work instructions loud scenarios. Select an iPad to record the views of the group on chart paper. Argue: Do you have a rights or responsibility? What rights will be affected by the ban? What rights will be affected under the ban? What are your

responsibilities as rights? What are the duties of duty holder (i.e. principal, school board, parent, cafeteria staff, public health agency)? Argue against the ban and the violation. Tell you the rights and responsibilities in your discussion. Conversation: Are there any rights and responsibilities that conflict with each other? If so, how do we

resolve these conflicts? Decide how you will vote. Why would you vote like this? Argue: How do we move forward from here? Is a complete ban necessary or is there a possible middle ground? How will the rights of school students be better protected? Be prepared to share your results and important points of discussion with the larger

group. Scenarios: You are a high school student. You have been selected as a student consultant on a committee set up to decide if you should ban the sale of junk food from school cafeterias. The committee is made up of school staff members, parents, students, public health nurses, cafeteria staff and school board members. It is your

responsibility to represent the interests of the student population. This issue was raised by a group of concerned parents and local public health nurses. He has increased the rate of obesity in Canada three times between the age of 12-17 years in the last 25 years. And 59% of Canadian children and teenagers are recommended that less

fruits and vegetables than at least 5 times a day. These young people were significantly more likely to be overweight or overweight. Other schools that implement similar restrictions have reduced the better practice and disease among the student population. It is suggested that junk food options are changed with healthy eating options

based on canada's food guide. When you survey students that buy food from cafeterias, you realized that 72% of their students prefer healthy foods (like French floors and a brush) to healthy foods (such as pure wheat wrapped and salads). You have also found that 80% of students who unexpectedly would go anywhere to buy their lunch

were not offered these options. The majority of students were happy with the recent selection of the survey For sale in cafeterias you know that the ban on junk food will result in major changes. Preparing healthy, fresh food will need more staff as they often need more preparation work. The kitchen will need more refrigerators. Contracts

with soft drinking companies and frozen food suppliers will have to be ended or contracted. Machines benefiting from the sale of pop and snacks by both the student council and the department of the wending. Their profits can be significantly affected by these food restrictions. Your school focuses on protecting children's rights, so the

committee has decided to focus on rights and responsibilities that will be affected by the decision to address this issue. Will you vote against or against the ban on junk food? Use the Canadian Food Guide to plan healthy lunches for your family, school or center. Then put into the taste test! Offer them to family members, students and staff

or other members of your community. Use it as a way of educating a child about their right to eat healthy. Research looks like healthy food for children in different cultures and ethnic groups. Or share healthy food recipes, beliefs or customs from your heritage. Cook what you find and share it with others. Record the number of food ads

that appear in two hours of children's TV programming. Make a note of what type of food is used to describe the promotion and general words/phrases you eat (i.e. part of a food-eating diet). All children have the right to get important information for their welfare. How is this type of programming measured? Most of your rights are right to

know that you have them. Children have the right to know and understand their rights. Use activities in this section to encourage others to teach about children's rights. Activity: A special gift age 9-13 Time: Preparing several group sessions: Choose enough rights from the convention so that each participant receives only one right. Select

the articles that are easiest to explain. Write each one on a separate piece of paper. Hide these papers around the room. Paint, pencil crayons, marks, condiius and paper collect. Explain that participants are looking for something very special today-something really worth looking for. They're just sitting once to find one and they've got it.

Once all the articles have been found and everything is sitting, consider that they have discovered. Explain that they have a right now and have a responsibility to educate others. They will tell others by making gifts for other children. These gifts can be delivered to friends, siblings or others to increase awareness about the UNITED

NATIONS Convention on The Rights of the Child. Gifts can be drawing, paintings, sculptures or messages of images which explains their assigned right. He should keep one Punishment for their work to describe the truth (i.e. you have the right to play!). These gifts can be wrapped and given to anyone you know on National Baby's Day or

they can be scan and shared on the Internet with children in other parts of the world. Websites like Iaran and e-Dost can help facilitate this process. For more about them, see the Resources section. Alternative version: This activity can be customised for older children, who can choose the right from convention and create gifts by

screening T-sheets to represent their right, or other art forms. Host a child rights film festival for your local community. Ask the rups to speak to child rights organizations. Explain whether participants (alone, in couples or groups) are creatively going to describe one of any subjects or make a statement about the rights of children using

photography. The resulting collection of photos will be publicly shown to educate others about children's rights. Each participant/couple/group should choose how best to communicate with an article from the convention, a statement about the article or a general statement about the rights of children in a picture. Participants can use

technology to change the picture graph or add text. Remind participants that if they want to create a picture of children or people, they are allowed to preach and take pictures with dignity. Hanging complete photos as an exhibition on National Baby's Day. Invite members to participate in community, local government, school classes,

parents and rights organizations. Alternative version: Choose a different subject from the convention every day. The group has a way of representing the article with a picture. As a large group, the article has been expressed that compares different methods. Hang the exhibition at the community library or local art gallery so it can be seen

by many. Publish the exhibition as a book, magazine or website. Make a travel exhibition. Arrange for displaying it in local schools. Prepare activities/lessons with exhibition. Post the pictures as postcards and mail them to politicians. Print the pictures as note cards and sell them you have a name and a record right that identifies you as

you. Narrative is an important tradition in many cultures around the world. Discover the story behind your name. Does that mean something special? Who gave you? Is it short for another name? Tell others the story of your name. Create a story circle with friends and listen to stories. Pass around a conversation stick to show respect to

each legend Go. You have the right to a family that is entitled to live for you and in a safe environment. Respect your family and your right by learning about your family history. Ask a grandfather or other family member to share valuable stories, conontitions and beliefs from your family history or culture. Start by listening to the story of

Clare and her grandfather In Eastern Canada, Odoa describes the history of its aeronite ancestors. See 'Clear and his grandfather' in the Resources section to get the story. You have the right to give your opinion and listen to others. What a better way to celebrate the right to an opinion than to exercise! Debate child rights issues around

the dinner table. Start the topic of discussion about children's rights online. (See the Resources section for secure online children and youth debate sites.) You have the right to choose your friends and groups as long as it does not harm others. These days it is easy to make friends around the world. Celebrate the right to choose your own

friends by creating some new ones! Set up a pen friend with a child somewhere in the world. Join your family, friends or classmates. (See the Resources section for secure online pen friendly websites.) You have the right to be protected from harmful situations. Thank you for recognizing the right to protect from harm with a simple. Send

notes or emails to people protecting you. These people can be among your family, your friends, your family doctor, local police officers and firefighters, your MP, your local hospital staff, many others. You have a right to basic needs including food, shelter, healthcare, education, and information. Celebrate this right by reaching out to

others. There are many families who need support to meet their basic needs. Why not collect food items for your local food bank? Or donate dress items to a local cheriti. Try to warm up the baby's new home with a hint of a type-give your extra filled animals to the women and children's shelter. You have the right to play and relax. Why

don't you have the right to play with a little exercise? Host a sports tournament in the name of children's rights for your family and friends or for your local community. You can also challenge other local schools to play in tournaments on national child's day. A local professional player comes and address the group. Ask them to talk about

how a child has made a difference in his life. You have the right to know your rights. Every child needs to know and understand their rights. Learning about your rights can be a lot of fun! Try some online interactive games that you know about the rights of children. More information: A look at the Resources for Race section. Child rights

activities for young people affected by young people who stand for the rights of others? Get a sweep about youth workers? Join them. Most of the youth in today's world are more than now. Young people make up about half the land population- that's about 3,000,000,000 people. Imagine you all talking to each other? The effect will be

defening! You laid a solid foundation for the rights of children at the Un Convention. Child. Build on this basis. Go tell every child that you know about their rights. Challenge your child rights violations around you. Find inspiring examples of championship youth advocating their rights and rights of others. Get up and go! Go brush your head

rights on convention articles with the friendly game of Paktaunary-Paktaunaary. Make teams and draw a person from each team the same article from the convention at the same time. Win the first team point to guess the right article! What rights? -Read news articles to find a story where a child's rights are being ignored, violated or

denied. Use the convention to identify rights violations in this story. Prepare a letter to the editor, or a related organization/person associated with the story. Use this letter that suggests actions to improve the rights of children in this story. Performing rights in groups to perform the dust, pays to perform Tabliaus or the scene where the

child's rights are violated. Encourage audience participation. Discuss which rights are being violated and what can be done to resolve the situation suggest that audience members step into the game and follow possible solutions. Go read the loudvoice about it!-try to make this activity a buz and educate others about the rights of children.

Make interesting newspaper headlines about the rights of children which messages you want to communicate. Post some of them in the blotaround your school or community center where people don't expect to see them. It makes the tidings and people thinking. Then a few days later (for example, National Baby's Day) spread into the hall

and made headlines that explained to those who moved by them. The power of people-on-large pieces of paper to the outline of each member of your group is tres. This paper is the right to let people know and write in... For every article of the convention. This paper hanging on the walls to educate others about their rights to people. Kids

dress up a T-sheet decoration party throw. T-sheets designed for the awareness-enhancing campaign about child rights. Research T-sheets to make sure that kids have no advantage in making them. Choose a day to start your campaign (such as National Baby's Day) and don your new baby rights dress. Go move it to a wall on the

graphics wallpaper and invite your school or local community to include these ideas, references, challenges, challenges, drawings, etc. on the rights of children. Surveysays- A survey of your school or local community assessing the climate of children's rights. Design a questionnaire that asks the answerers how accurate statements define

their school/community. Make statements such as no one in our school is unfairly organized or all students are protected from discrimination. Format creative methods to share survey results. Then host a public debate Issues raised by the survey results. Resolutionresolutions for identity rights concerns. Holy Circle-Pareta by local

communities, where consensus, respect and inclusion are important. Manage a conversation circle where all participants sit at the same level, make eye contact and have equal opportunity to talk about the issue of children's rights. Invite elders from generations of your parents and grandparents and share stories from their children's

stories against the facts of their children these days. Are there significant changes in the desires and needs of children over the years? So how do we do it? -Identify some rights violations you want to deal with? Ask how do we find the actions of the group possible? Every brainstore ad ma'am until you create a large chart of possibilities.

Work together to select the best course of action. Figure 2. Answering an example of a decision making flow chart, 'How do we improve child counselling in school policy making? Answering the question, 'How do we improve the advice of children in school policy making? ' The first left-most decision branch goes to the answer, 'Invite

student feedback on policies'. It attempts to answer the question that prompts an additional decision tree, 'How to Answer' first. The second right most decision goes to branch response, 'Create a student selected position to attend the meeting'. It attempts to answer the question that an additional decision indicates the tree, 'How? ' For the

first answer. Dear me-write a letter and address ye. Start with it dear me, I promise. It's time for a person to resolve their promises or email them if it's preferred. Get the letter and remember your commitment to the rights of children! Change: Create a memory box to hold the entire group's promises. Open the box with each other at the end

of the year and assess whether the promises have been fulfilled or not. Rights Valkabout-Grab a clipboard, paper, pen and a copy of the convention. Do 'Valkaboot' through your school, community center or camp. Take note of examples of rights (e.g. opinion box-voice opinion rights) and rights being violated. Record your results on the

'Rights Report Card' and interact with school, centre or camp management. Format a plan to resolve any identified rights violations. This guide is celebrating national child day in Canada with activities as well as resources. This site is an aduatotes on the rights of children and the United Nations Convention on the rights of the child. He has

a connection with child rights activities and resources. The story of Clear and his grandfather was produced by local services Canada. It explores the contribution of the Canadian avirgint people. Canadian Culture and History The Canadian food guide was developed to make canada's food guide choose healthy food and to learn About a

balanced diet. There are both English and French versions of this guide. As well as a guide available for Ani, Maisis and the first UN people. Safe sites that interact with children and youth about youth-youth discussion boards and more! E-Friend-Global E-mail Friends Site Airn canada-links classrooms and groups to take young people

into interactive ways: search for children's rights online before children/youth, learn about internet security. What to cover? Always keep personal information off the Internet. Be careful when posting/sending photos. Do not post pictures showing people in sby or harmful situations. Don't send pictures to people you don't know. Trust your

own people. If something feels uneasy, say to an adult. Remember that people on the Internet are not always what they say they are. Always treat others the way you want to treat. Do not open emails/messages from people you do not know. Keep all passwords a secret. These instructions are revealed by children, Internet safety

instructions. Internet protection in the cybertop websites for children/youth children know about internet protection websites for The Zoe and Mouli-Saidtdangar Un Convention which are child friendly versions of the Convention on Child Rights. See the united nations convention on the rights of a child in full official text. Article 1 has 18

rights to them each. Article 11: You have the right to be safe from kidnapping. Article 21 if you have the right to take care and protect you in adoption or foster care. Article 31 is the right to play and relax. Article 2 All children have these rights, no matter where they are, where they live, what their parents do, what language they speak,

whether they are a boy or a girl, what is their culture, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis. Article 12 you have the right to give your opinion, and take it seriously for adults. Article 22 If you are a refugee, you have the right to special protection and assistance (if you

have been forced to leave your home and live in another country), as well as all rights in this Convention. Article 32 you have the right to protect from the work that harms you, and is bad for your health and education. If you work, you have the right to be safe and pay fairly. Article 3 Is What All Adults Should Do Which Is Best For You.

When adults make decisions, they should think about how their decisions will affect children. Article 13 you have the right to find things and what you think with others, talking, drawing, writing or in any other way unless it harms other people or offandas. Article 23 You have the right to special education and care if you have one You can

live a full life with all the rights of this convention. Article 33 you have the right to protect from harmful drugs and from the drug trade. Article 4 The Government has the responsibility to ensure that your rights are protected. It is important to help your family to protect your rights and create an environment where you can gain the ability.

Article 14 You have the right to choose your religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you. Article 24 is the right to information to help you stay well, the best health care possible, safe water to drink, food, a clean and safe environment, and you can live well. Article 34Footnote iii

You have the right to be free from sexual abuse. Article 5 is the responsibility of helping your family exercise your rights, and ensuring that your rights are protected. Article 15 You have a right to select your friends and set up groups unless it is harmful to others. Article 25 If you live in care or are in other situations from home, you have

been regularly seen to have these live arrangements that are most appropriate. Article 35 does not allow anyone to kidnap or sell. Article 6 you have the right to live. Article 16 You have the right to privacy. Article 26 If you are poor or in need, you have the right to help from the Government. Article 36 is the right to protect you from any

kind of exploitation (being exploited). Article 7 you have a right to a name, and it should be officially recognized by the government. Your nationality is right (to belong to a country). Article 17 You have the right to obtain information that is well-meaning to your radio, newspaper, books, computers and other sources. Adults should ensure

that the information you are getting is not harmful, and helps you find and understand the information you need. Article 27 you have the right to eat, dress, a safe place to live and meet your basic needs. You should not miss out so you can do many things other children do. Article 37 No one is allowed to punish you in a cruel or harmful

manner. Article 8 you have a right to an identity-an official record of who you are. No one should take you away from you. Article 18 You have the right to be raised by your parents if possible. Article 28 you have a right to a good quality education. You should be encouraged to go to school at the highest level you can. According to the

article, you have the right to protection and freedom from war. 15 Children cannot be forced to go to the army or take part in the war. Article 9 You have the right to stay with your parents (e), unless it's bad for you. You have the right to live with a family that cares about you. Article 19 You have the right to be safe from injury and bad

treatment in the body or mind. Article 29 Must Be Your Education You use and develop your talent and abilities. It also helps you learn to live peacefully, protect the environment and respect others article 39 you have the right to help if you have been painful, ignored or treated badly. If article 10 you live in a different country than your

parents, you have the right to live with each other in the same place. Article 20 If you cannot stay with your parents, you have the right to special care and support. Article 30 You have the right to follow your own culture, language and religion- or choose you. Minority and local groups need special protection of this right. Article 40 You have

the right to legal assistance and fair treatment in the justice system that respects your rights. ----- Article 41 If your country's laws provide better protection from your rights than articles in this convention, these laws should apply. --- Article 42 You have the right to know your rights! Adults should know about these rights and you help you

learn about them as well. --- Articles 43 54 explains how governments and international organizations will work to ensure that children are protected from their rights. Rights.

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