Grade by Grade
B. Civic Awareness · Civic Awareness: Democratic Values, Governance and Rights

Rights and Responsibilities in a Global Context

B3.5 B3.6 A2.3About 75 minutes
Learning goals
  • I can describe key international human rights documents and institutions and Canada's role in them.
  • I can analyse the rights and responsibilities of global citizenship.
  • I can identify examples of human rights violations around the world.
  • I can assess how effective responses to human rights violations have been, using clear criteria.

Words to know

global citizenship
The idea that people have rights and responsibilities toward the whole world, not only their own country.
convention (treaty)
A binding agreement between countries. A country is bound once it ratifies or accedes to it.
ratify
To formally approve a treaty so that it becomes binding on a country.
genocide
Acts committed with intent to destroy, in whole or in part, a national, ethnic, racial or religious group.
sanctions
Penalties, such as freezing assets or banning trade, used to pressure a government or individuals to change their behaviour.
International Criminal Court (ICC)
A permanent court in The Hague that tries individuals for genocide, crimes against humanity, war crimes and aggression.
International Court of Justice (ICJ)
The United Nations' main court, which settles disputes between countries.

Rights without borders

The hoodie you bought might have been sewn in another country. The phone in your pocket contains minerals mined on another continent. News of a crisis across the world reaches you in seconds. Our lives are connected to people everywhere, so their rights are connected to our choices too.

After the Second World War and the Holocaust, countries agreed that how a government treats its own people is the world's business. That idea created the international human rights system you will study today.

Remember from Grade 6

In Grade 6 you studied Canada's interactions with the global community, including the Universal Declaration of Human Rights. This lesson looks at the system in more depth and asks how well it works.

The international human rights system

  • United Nations (1945): an organization of almost every country, set up to keep peace and promote human rights.
  • Universal Declaration of Human Rights (UDHR, 1948): 30 articles listing rights for all people, such as life, liberty, freedom from torture and slavery, equality before the law, freedom of expression and religion, education, and work. A Canadian law professor, John Humphrey, prepared its first draft. The UDHR is a declaration, not a treaty, but many of its ideas are now in binding treaties.
  • Binding treaties Canada has joined include the Convention on the Prevention and Punishment of the Crime of Genocide (1948), the Refugee Convention (1951), the two International Covenants (on civil and political rights, and on economic, social and cultural rights, 1966), the Convention on the Elimination of All Forms of Discrimination against Women (1979), the Convention on the Rights of the Child (1989; Canada ratified it in 1991), and the Convention on the Rights of Persons with Disabilities (2006).
  • Ottawa Treaty (1997): a ban on anti-personnel landmines, led by Canada and signed in Ottawa; about 160 countries are parties to it.
  • International Criminal Court (2002): tries individuals for the worst crimes. A Canadian, Philippe Kirsch, was its first president.
  • UN Declaration on the Rights of Indigenous Peoples (2007): Canada passed a law in 2021 to bring its laws into line with it.
  • UN Human Rights Council: reviews every UN member's human rights record (including Canada's) in the Universal Periodic Review.

How it works: there is no world police. Countries agree to treaties, report to UN committees, and face pressure from other countries, courts and public opinion. Countries must also put treaties into their own laws.

1945foundedUnited Nations1948Universal Declarationof Human Rights1951ConventionRefugee1966Covenants on civil,economic rights1989Rights of the ChildConvention on the1997Ottawa Treaty(landmines)2002Criminal CourtInternational2007Declaration onIndigenous RightsNot to scale
Key steps in the international human rights system since the Second World War.

Rights and responsibilities of global citizenship

Rights: human rights belong to everyone, everywhere, whatever their citizenship. Canadians abroad can ask for consular help, and people fleeing persecution have a right to seek asylum.

Responsibilities: global citizens

  • stay informed about world issues from reliable sources (Lesson 3 skills);
  • respect human rights and the dignity of people from every culture;
  • make thoughtful consumer choices (for example, asking how and where products are made);
  • support people in need through donations, volunteering or welcoming newcomers and refugees;
  • participate: tell representatives what you think about Canada's foreign policy, aid and trade;
  • care for the environment, which crosses every border.

Canada also has responsibilities as a country: keeping its treaty promises, and being held to account itself. For example, UN bodies have criticized Canada over issues such as drinking water on some First Nations reserves. Global citizenship applies at home too.

Human rights violations and responses: three case studies

These cases involve great suffering. Read them carefully and respectfully.

1. Apartheid in South Africa (1948 to the early 1990s). The government enforced a system of racial segregation and discrimination that denied Black South Africans the vote and many basic rights. Responses: South Africans resisted for decades; UN condemnations; many countries, including Canada in the mid-1980s, imposed sanctions; sports and cultural boycotts. Nelson Mandela was released from prison in 1990, and in 1994 South Africa held its first elections open to all races, electing Mandela as president. Assessment: internal resistance led the change; outside pressure helped, but took decades.

2. The genocide against the Tutsi in Rwanda (1994). In about 100 days, hundreds of thousands of people, most of them Tutsi, were murdered. A small UN peacekeeping mission was commanded by Canadian Roméo Dallaire (then a major-general, later a lieutenant-general), who warned UN headquarters and asked for more troops; he did not get them. Responses: the world largely failed to act during the killing. Afterward, the UN created the International Criminal Tribunal for Rwanda, which convicted leaders of genocide. Assessment: justice came after the fact; prevention failed. The failure led to new ideas, such as the responsibility to protect principle, which Canada helped develop.

3. The Rohingya in Myanmar (2017 to today). After military operations in 2017, more than 700 000 Rohingya, a mostly Muslim minority, fled to Bangladesh. Responses: Canada's House of Commons recognized the crimes as genocide in 2018 and Canada imposed sanctions on military leaders; in 2019 The Gambia took Myanmar to the International Court of Justice under the Genocide Convention, and in 2020 the court ordered Myanmar to take measures to prevent genocidal acts; Canada and several other countries later formally joined the case in support. Assessment: legal and diplomatic pressure is ongoing; most refugees still cannot return safely.

Wordsstatements, UN resolutions, public reportsPressuresanctions, boycotts, cutting trade or aidJusticeinternational courts, tribunals, investigationsProtectionaid, refugee resettlement, peacekeepingmore direct actionAsk of every response:Did it stop the abuse?Did it protect people?Did it hold thoseresponsible to account?Did it last?What did it cost,and who paid?
A toolbox of responses to human rights violations, from words to more direct action. More forceful tools are not always more effective. Use the questions on the right to judge any response.
Worked example

Modelled example: Assessing the effectiveness of a response

Assess the effectiveness of international sanctions against apartheid South Africa.

  1. Set criteria: Did the response help stop the abuse? Protect people? Hold those responsible to account? Lead to lasting change? What were its costs?
  2. Evidence for effectiveness: sanctions and boycotts isolated the government economically and culturally and signalled that the world rejected apartheid. Apartheid ended in the early 1990s, and democratic elections followed in 1994.
  3. Evidence of limits: sanctions took decades to build; some countries kept trading; ordinary South Africans also felt economic harm; the main force for change was resistance inside South Africa.
  4. Judgment: sanctions were partly effective: a meaningful contributing factor, not the main cause, and slow.

A strong assessment sets clear criteria, gives evidence on both sides and reaches a qualified judgment ("partly effective because...") instead of a simple yes or no.

Hands-on activity

UDHR in the news

You need: the Universal Declaration of Human Rights (the UN publishes it online, including a plain-language version), a news website, paper and a pencil.

  1. Read the 30 articles of the UDHR. Sort them into three groups: civil and political (e.g., expression, fair trial), economic, social and cultural (e.g., education, work), and other (e.g., asylum, nationality).
  2. Find two current news stories, one in Canada and one elsewhere, where a UDHR right is being respected or violated. Record the article number.
  3. For the story from elsewhere, identify the response so far (statements, sanctions, court cases, aid) and use the five questions in the diagram to assess it.
  4. List three things a Grade 10 student in Ontario could realistically do about it (for example, learn more from reliable sources, write to your MP, support a reputable organization with a grown-up's permission).
  5. Share one story with a family member and discuss: what responsibility, if any, does Canada have?

Note for grown-ups: news about human rights abuses can be upsetting. Help your teen choose sources and stories appropriate for them, and talk about feelings as well as facts.

Your turn

1

What is the Universal Declaration of Human Rights, and what was Canada's connection to it?

2

What is the difference between a declaration and a convention (treaty)?

3

Name three international human rights treaties Canada has joined.

4

What is the difference between the ICC and the ICJ?

5

List three responsibilities of a global citizen.

6

What role did Roméo Dallaire play in Rwanda in 1994?

7

Give two kinds of responses to human rights violations.

More practice: warm-up

1

In what year was the UDHR adopted?

2

In what year did Canada ratify the Convention on the Rights of the Child?

3

Which treaty bans anti-personnel landmines?

4

What are sanctions?

5

Which country brought Myanmar to the International Court of Justice over the Rohingya?

More practice: on your own

1

Why is there "no world police", and how are human rights treaties enforced instead?

2

Explain why UN criticism of Canada (for example, about drinking water on some reserves) is part of global citizenship.

3

Assess the international response to the 1994 genocide in Rwanda using two criteria.

4

How can a consumer choice be a global citizenship responsibility?

5

Why might sanctions harm ordinary people, and how have some countries tried to avoid that?

Challenge

1

Compare the responses to apartheid and to the Rohingya crisis. Which tools were used in each, and what does the comparison suggest about effectiveness?

2

Should Canada accept more refugees from crises abroad? Write a balanced position statement using rights and responsibilities.

3

Design a criteria-based rubric (4 criteria) to judge any response to a human rights violation, and explain why each criterion matters.

Check your understanding

Quiz

1.

Which Canadian prepared the first draft of the Universal Declaration of Human Rights?

2.

The International Criminal Court tries:

3.

A human rights convention becomes binding on Canada when Canada:

4.

Which is an example of a targeted response?

5.

Which statement about the 1994 genocide in Rwanda is accurate?

6.

Which is a responsibility of global citizenship?

For parents and teachers

Big idea: B3.5 asks students to analyse rights and responsibilities of citizenship in a global context, including international conventions and institutions; B3.6 asks them to identify human rights violations and assess the effectiveness of responses. The skill is assessing with criteria, not just describing tragedies.

Sensitivity: This lesson discusses genocide and systemic racial oppression. There is deliberately no "just for fun" box. Some families have direct connections to these or similar events; let your teen choose how much to share. Check in about feelings, and focus on how people and institutions responded.

How to help: Read the plain-language UDHR together. When world news appears, ask: What right is involved? What has been done? Is it working, and how would we know?

Common difficulties:

  • Thinking international law can force any country to act. Explain treaties, consent and pressure.
  • One-word judgments ("It failed"). Push for criteria and evidence on both sides.
  • Forgetting that Canada is also reviewed and has its own human rights challenges.