Key+elements

Article 18.
 * Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

Freedom of thought means that you have the freedom to choose the religon you want to be a part of, the ability to state what you feel about a certaint subject without consequences from the government, it also means that youre free to do what you want within the law.

=RELIGON= Some major religons are christianity, catholiscism, buddhism, islam, judism, hinduism. Some people don't believe in god at all, and they are called atheists.

CHRISTIANITY Cristians believe in god and that jesus is his son. they read the bible.

=Catholoscism= Catholoscim belive more then one god, do prayers, also belive in saints.

=﻿Athiesm= Atheists dont believe in god or any other gods. They believe iin science and that humankind is on its own. Aheism is also thought of as a lack of beleif in existence of a god. Atheism is simular to pantheism which gives the honor of creation to science.

BUDDHISM
one misconception of buddhism is that buddha is a god but he was an ordinary man who lived over 2,500 years ago. Buddhists are encouraged to test everything they read or hear. Buddha said it was more important to take steps to end your suffering than to follow discussions on the ‘true’ nature of God. Buddhism teaches that all actions have consequences a.k.a. karma.

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.

The Universal Declaration of Human Rights was drafted in 1948, only a few years after World War II ended in 1945.

The declaration was written by the United Nations Human Rights Commission, which was chaired by American Eleanor Roosevelt.

The delcaration is a non-binding list of human rights standards.

It was non-binding because there was a lack of agreement between the Soviet Union and Western powers about the content of a binding international bill of rights.

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 them.

Article 18.


 * Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

FreeFreedom of thought means that you have the freedom to choose the religon you want to be a part of, the ability to state what you feel about a certaint subject without consequences from the government, it also means that youre free to do what you want within the law.

This project focuses on freedom or religion. choose religion. change your religion. practice it alone or with others in public or in private.

** ﻿ This right should be universal because.**..
humans have the right to workship and belief in any other religion as others have the rights to ﻿anything

T his is important to us because we would like to see the in peace and also have a world in tranquility!!!!!
And none of this violence of just because the opposers wouldn't let this people have a free chooise of religion As to let them workship with other people or to themselfs And if was me *karina,,, i would defenatly support this people to have the rights to the religion

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.

=== Right now there is a conflict over the question of freedom of religion in in New York City. There is opposition to the proposal to build a Muslim mosque and cultural center a few blocks away from the site of the World Trade Center, which was destroyed in the attacks of September 11, 2001. === === Opponents of the mosque that the mosque should not be build in that place because the are afraid of having Muslims near the site of the terrorist attacks. Because the people who attacked the towers were Muslim, some people think that it's not right for Muslims to be there because of the attacks. ===

This disagreement has resulted in a debate about the freedom to believe in other religions.
=== If the Muslims in New York City get to build their mosque, the positive consequences might be that other people have the courage to get involved in their own religions and not to be afraid of violence and discrimination. ===

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.

=== In china the right of freedom of religion is not being honored. On July 5, 2009, Uighur protestors living in the far western part of China tried to stage a peaceful protest to demand the rights to honor their cultural and relgious practices, but the goverment didn't approve of their actions and the consequenses were bad for the protestors. There were deadly fights, violence, killing, and more of this cruelty. The Uighur people in china want the right to practice their own religoin. But the problem is that the government considers their cultural practices to be, "terrorism, separatism, and religious extremism." === === Negative consequences for these protestors included violent clashes among different ethnic groups, come up with hundreds of killing, thousands of people were arrest, hundreds were also lock up in jail and many others citzens were sentence to death or executed after unfair trials. === = =

= = 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.

In the world there is more then one organization that supports the believe in other religions.
For examle: the World Fellowship of Buddhist Youth in Bangkok, Thailand, in the USA, there is the Reform Judaism sponsors the North American Federation of Temple Youth,

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.

7. **Data Analysis** – The presentation must feature statistical information with discussion of its meaning. This may be accompanied by a student-created graph or other graph.

32% Christian 20% Muslim 13% Hindus 11% fold religions 6% Buddhist 2% other global religions 1% Jewish 15% non-religious

United States citizens have diverse religious beliefs and practices, as reflected in this data. In a country such as ours is it important that we learn to acknowledge that others have different religious beliefs and that we respect those differences among us.