PROJECT STAGE SUGGESTED ACTIVITIES STAGE TIME

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2 2 Objectives of the educational project: understand that human rights belong to everyone, understand that every human right is important and necessary, getting to know the Universal Declaration of Human Rights, make students aware that they have their own rights, promoting equality and human dignity. The end products of the educational project: the database of articles on human rights violations, catalogue of human rights in developed countries, description of the TV programme on human rights, description of an educational advertising campaign for one of the organisations dealing with the protection of human rights, optional information poster about human rights. PROPOSED LESSON PLAN PROJECT STAGE SUGGESTED ACTIVITIES STAGE TIME 1) SELECTION OF THE KEY ISSUE AND DEFINING PROJECT S OBJECTIVES 1. 1 Introduction: a. Rights of my country teamwork, b. Universal of Human Rights discussion, c. Group rules teamwork Decision how to implement the project min approx. 1hr 30 min. a. 45 min. b. 30 min. c. 30 min Issues with regards to Human Rights violations group work: a. introduction, b. task process Trade Market workshops min min. + work given a. 15 min. b. 30 min. 2) PROJECT IMPLEMENTATION 1. 5 Together in protecting Human Rights group work: a. workshops, b. discussion, c. choosing the tasks, d. project presentation hr 30 min. a. 40 min. b. 20 min. c. 10 min. d. 20 min How to combat the cases of Human Rights violations? workshops min Preparing the posters distance learning work distance learning work min. 2 days 3) PROJECTS PRESENTATION 1. 8 Presentation of posters with regards to respecting Human Right - optional min. 4) PROJECT EVALUATION 1. 9 Summary of the project and reinforcing/ preserving information min. ALTOGETHER COMMENTS approx. 7 lesson hours + time for work out of workshop *** the stars suggest a division into individual working days

3 3 1 INTRODUCTION The teacher introduces the students into the workshop topic through a number of planned activities. The teacher can only carry out a number of the according to time and capability. a Rights of my Country group work The teacher divides the students into 4 groups and gives them paper and felt tip pens. Next after everyone is ready to work he reads out the following text: "Imagine that you found yourself with other people on the island, where no one had ever lived, and where there are no rules and laws. Your group has been designated a task, to determine the three basic laws that regulate life on the island. However, remember that you do not know what social position will be occupied there. At the end give the island a name." The teacher announces that results of work will be presented to the class and discussed. Students discuss the topic in their groups. They write down on a piece of paper the name of the country and 5 laws that will be valid in the newly established country. The representative of each group presents and discusses on the group forum all the laws of their country. The teacher or the person chosen by them writes them down so that in the end the results can be compared. b The Universal Declaration of Human Rights discussion The teacher sums up the work of pupils. The teacher tells them that that an international document exists- The universal declaration of human rights which protects all people. The leader hands out a shortened version of the document (Attachment 1 - The universal declaration of human rights shortened version). The students with the help of a teacher compare the rights which they made up with the ones contained in the document. The students discuss the topic of the rights in the document and their legitimacy. c GROUP RULES teamwork In order to carry out the activity you will need materials such as a whiteboard/flipchart, felt tip pens, sellotape. The purpose of the task is to set the rules in the classes. The result will be that the Code with the rules written will be hung in a visible for everyone to see. At the beginning the teacher asks the students for suggestions on the rules that should be in place during workshops. Students approach and write their ideas on the flipchart.

4 4 c CD. GROUP RULES teamwork The teacher may also ask each student to complete the sentence: "To feel good together and safe I expect from the group... and write those expectations on the board. Examples of rules in the group : we take an active part in the class, we cooperate with each other, we are honest with ourselves, we do not lie, we have a right to our own views, we are friendly to each other, we support each other, we are discreet, do not judge others, not ridicule their views, we do not force anyone to answer/ speak, we do not interrupt each other, we do not criticize views of other students, only one person speaks at a time. Once you've written all the ideas, there's a discussion of the rules that are controversial. The teacher establishes together with the students whether or not they should be listed. The more rules will be proposed by the students, and less by the teacher, the better. The teacher should not comment on the proposal, just write them down. After working out a code of cooperation between students, the teacher points out that the rights and duties, as in the classroom, are different in different spaces: family, group of friends, school, work, etc. Different organizations, institutions, structures govern different rights and duties. The teacher introduces a general outline of the consciousness of the rights that every individual has. Sample material: The awareness of the rights that every human being enjoys, mutual respect and the fight against discrimination in today's world are becoming increasingly important. Education, encouraged by the broadening of knowledge on such important topics, should be important to people. It is through this that each of us is able to contribute to the creation of a world in which every person is equal regardless of the sex, geographic region in which he lives or works. It is worthwhile that such messages appear in both formal and non-formal education. Education related to respect for and respect for human rights is one of the greatest challenges of the 21st century. Today's youth are faced with the problems of social exclusion, religious, ethnic, or national diversity. Education for human rights helps to understand the different values, attitudes and behavior of modern society. It should also be encouraged to take action in the defense of human rights. Almost all countries, not just European ones, give priority to respecting human rights, which are an inseparable part of the process of educating young people.

5 5 2 DECISION ON THE IMPLEMENTATION OF THE PROJECT The teacher, together with the students, decides to implement a human rights project. They jointly determine the title of the project. 3 ISSUES RELATED TO VIOLATIONS OF HUMAN RIGHTS a introduction A few days before the planned lesson, students are given the task of bringing to the workshops various short articles or sections that describe situations of human rights abuses in the world. Each person should bring at least two materials, no longer than 200 words each. Students can use various magazines, press materials, books, manuals and regulations. The teacher tells that various documents exist that should ensure the protection of every human being. We already know the Universal Declaration of Human Rights of December 10, Unfortunately in reality very often the laws and standards contained in that document are not respected. The next exercise, by working with extracts from news articles, will allow you to get acquainted with some of the situations in which human rights violations occurred in the modern world. b task Students are divided into groups. Each team receives a fragment of a newspaper article, which testifies to the violation of human rights (each group receives a different, short article). Each student gets an additional of 2 articles that were prepared (Attachment 2 - examples of texts). Young people share their articles with the members of their team, and then take in the discussions based on the following areas identified by the teacher: which country is affected by the situations described in the articles? which rights from the Universal declaration of Human Rights have been violated in the described situations? During the workshops students work with the shortened version of The Universal Declaration of Human Rights which has been handed out in the introduction by the teacher. After analysing and discussing opinions each group reads out their text fragments in front of the group. The students give the likely place that it happened in and gives the rights that they think have been violated. The whole thing takes place in rounds so that each group can present 2-3 fragments. The teacher comments on the students answers.

6 6 4 "TRADE MARKET" exercise The teacher divides the students into two groups: Team No 1 - BUYERS human rights, Team No 2 - SELLERS of Human Rights. The teacher then passes the guidelines to both groups and goes through the exercise (Attachment 3 - guidelines and description of the exercise). 5 TOGETHER TO PROTECT HUMAN RIGHTS group work a exercise To perform the task the students will need such materials as: the abbreviated version of the Universal Declaration of Human Rights, flipchart, markers Students work in 4 groups. The teacher assigns students to groups by any method, such as drawing colored cards. Each group receives 2-3 copies of the shortened version of the Universal Declaration of Human Rights. Then the teams receive the same set of questions (Attachment 4 - sets of sentences for assessment by students). The task of the students is to mark: The "+" sign that describes the situation in accordance with the rules In the Universal Declaration of Human Rights, A "-" sign that describes a situation that is not in accordance with the rules In the Universal Declaration of Human Rights. b discussion Questions for students short, about 5-10 min., discussion: Was it easy to answer the questions? Have you ever had a chance to learn about human rights? Where can you find information about human rights? How many documents do you know about human rights? Does every country have its own, or are primates, overriding? EU? international? c choice of tasks Groups randomly or selectively assign tasks that involve the description of a given project. There are only two tasks, so the two groups have the same topics to elaborate: description of the human rights television program. The teacher can prepare guidance questions: where would the material be emitted? How long will it take What topics would be addressed in it? Would the famous people of the political world appear? What form would it take - reportage, interview, etc. description of an educational information campaign for one of the organizations dealing with the protection of human rights. The teacher can prepare guidance questions: Will the campaign be conducted in a given country, across Europe, and perhaps in the world? Would it be advertised by celebrities - if so, who? What would be its most important elements: advertising: tv, radio, leaflets, etc? Is social media such as fb, twitter a good tool for implementing such campaigns?

7 7 d presentation of projects in the group forum Each group chooses a representative who will talk about the effects of the work. Key issues are recorded on the flipchart. Subsequent development of groups that had the same subject are compared. This work should create material with which both teams agree. They can supplement material with new ideas. The most interesting projects can be described on the school website, in the school newspaper, etc. 6 HOW TO FIGHT AGAINST HUMAN RIGHTS VIOLATIONS? workshops To perform the task such materials will be needed: flipchart, markers, overhead projector, laptop. The teacher invites the students to brainstorm - divided into three parts: what do you know the documents / laws / regulations that talk about human rights? One of the students records the keywords on the flipchart. The teacher briefly discusses the written documents. The Teacher then displays a shortened version of the provisions of the Universal Declaration of Human Rights (Attachment 5 - Convention for the Protection of Human Rights and Fundamental Freedoms - short form). The teacher invites the students to the second part of the discussion. We encourage students to give examples and discussions: do all people have equal rights and obligations? Regardless of color, religion, place of residence, social status, age, everyone should and should be treated equally? The teacher summarizes the students' statements. The most important conclusions from the discussion are recorded on the flip chart. After the discussion, Amnesty International Poland, "How to fight for human rights?" Is displayed: The teacher then goes to the third part of the discussion: What do you know about NGOs dealing with human rights? What is the role of non-governmental organizations in the protection of human rights? In what situations do human rights violations occur? Do you need legal regulations, declarations, conventions and other regulations that regulate the protection of human rights? What examples of your everyday life come to mind that do not respect human rights laws (such as beatings, theft, unfair punishment by the teacher, mocking friends)? What can you do in the fight for human rights? The teacher, together with the students, concludes with all the conclusions drawn from the discussion. Together they decide to create a poster that encourages / obliges the students to respect human rights.

8 8 7 PREPARING THE POSTERS distance work Students prepare posters on human rights. They can propose their own concepts of the realization. Participants can take advantage of concepts already developed materials, and also use the proposed design template (Attachment 6 Example of the poster). 8 PRESENTATION OF POSTERS ABOUT THE PROTECTION AND RESPECT OF HUMAN RIGHTS The teacher places prominently placed posters prepared by students that encourage / oblige their students to respect human rights. Together with students, they discuss the means and concepts contained in them. They also talk about the purpose of creating such materials, for example: Can they really have a real impact on people's attitudes towards this subject? Can they influence positively the increase of knowledge and interest in the subject matter? 9 PRESENTATION OF POSTERS ABOUT THE PROTECTION AND RESPECT OF HUMAN RIGHTS The teacher and the students are discussing human rights together. They list the most important of them. Then the leader asks questions summarizing the whole project: What did we like best? What did we learn? What was most difficult? How do we evaluate the results we have achieved? Students can also ask questions about the project.

9 9 LIST OF APPENDIX APPENDIX 1 APPENDIX 2 APPENDIX 3 APPENDIX 4 APPENDIX 5 APPENDIX 6 THE UNIVERSAL DECLARATION OF HUMAN RIGHTS SHORTENED VERSION EXAMPLES OF TEXTS GUIDELINES AND DESCRIPTION OF THE EXERCISE SETS OF SENTENCES FOR ASSESSMENT BY STUDENTS CONVENTION FOR THE PROTECTION OF HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS EXAMPLE OF THE POSTER DESIGN

10 10 APPENDIX 1 THE UNIVERSAL DECLARATION OF HUMAN RIGHTS SHORTENED VERSION INTRODUCTION The Universal Declaration of Human Rights (UDHR) (text) is a declaration adopted by the United Nations General Assembly on 10 December 1948 at the Palais de Chaillot in Paris, France. The Declaration arose directly from the experience of the Second World War and represents the first global expression of what many people believe to be the rights to which all human beings are inherently entitled. The full text is available on the United Nations website. The Declaration consists of thirty articles which, although not legally binding, have been elaborated in subsequent international treaties, economic transfers, regional human rights instruments, national constitutions, and other laws. The International Bill of Human Rights consists of the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights and its two Optional Protocols. In 1966, the General Assembly adopted the two detailed Covenants, which complete the International Bill of Human Rights. In 1976, after the Covenants had been ratified by a sufficient number of individual nations, the Bill became international law, to be followed by all. SUMMARY Article 1 Right to Equality. Article 2 Freedom from Discrimination. Article 3 Right to Life, Liberty, Personal Security. Article 4 Freedom from Slavery. Article 5 Freedom from Torture and Degrading Treatment. Article 6 Right to Recognition as a Person before the Law. Article 7 Right to Equality before the Law. Article 8 Right to Remedy by Competent Tribunal. Article 9 Freedom from Arbitrary Arrest and Exile. Article 10 Right to Fair Public Hearing. Article 11 Right to be Considered Innocent until Proven Guilty. Article 12 Freedom from Interference with Privacy, Family, Home and Correspondence Article. Article 13 Right to Free Movement in and out of the Country.

11 11 APPENDIX 1 CD. SUMMARY Article 14 Right to Asylum in other Countries from Persecution. Article 15 Right to a Nationality and the Freedom to Change It. Article 16 Right to Marriage and Family. Article 17 Right to Own Property. Article 18 Freedom of Belief and Religion. Article 19 Freedom of Opinion and Information. Article 20 Right of Peaceful Assembly and Association. Article 21 Right to Participate in Government and in Free Elections. Article 22 Right to Social Security. Article 23 Right to Desirable Work and to Join Trade Unions. Article 24 Right to Rest and Leisure. Article 25 Right to Adequate Living Standard. Article 26 Right to Education. Article 27 Right to Participate in the Cultural Life of Community. Article 28 Right to a Social Order that Articulates this Document. Article 29 Community Duties Essential to Free and Full Development. Article 30 Freedom from State or Personal Interference in the above Rights. Whole text you will find here:

12 12 APPENDIX 2 SAMPLE MATERIAL MARC HISTORY Marc is a gay 17-year-old student attending a publicly-funded Catholic high school. He wishes to go to the prom with a same-sex date. The prom is being held at a rental hall off school property. The school principal and the Catholic School Board have said no on the grounds that this would be endorsing conduct contrary to the church s teachings. Marc believes that this is a violation of his human rights. He is considering seeking a court injunction because the prom is only weeks away. Group discussion questions: What ground and social area does Marc s application fall under? What competing rights are involved here? ALIA AND AHMED HISTORY There are many people in Ontario who are deaf, deafened or hard of hearing. Some people may use sign language as their first language or preferred means of communication, and their inability in English will seriously impede their ability to communicate unless aided by interpretation. For these Ontarians, effective communication and getting fair access to services and employment is very hard. Alia and Ahmed are parents who were both born deaf. They were expecting twins and would usually provide their own sign language interpreters for their medical visits. Unless an interpreter was present, communicating information was often frustrating for them. At the same time, any miscommunication about medical information could be dangerous. Alia went into labour eight months into her pregnancy. She and her husband found themselves at the hospital without the aid of an interpreter. Neither the attending doctor nor the nurses could effectively communicate with the parents, who found this isolation difficult and frightening. After the babies were born, they were immediately taken away from the delivery room and put under observation in another area of the hospital. One nurse wrote on a piece of paper that the children were fine. Otherwise, no one gave any details about the twins condition to either Alia or Ahmed. Group discussion questions How would you feel if you were in the same situation as Alia or Ahmed? Whose responsibility is it to provide sign language interpreters in public service sectors? How would this claim be covered under the Code? Do you think it s unreasonable for deaf people to expect interpreters to be available in emergency situations? What about in other nonemergency situations?

13 13 APPENDIX 2 TAMMY HISTORY Tammy age 11, Tammy had bowled for five years in the local recreation league. She and several others qualified to enter a province-wide competition sponsored by the Youth Bowling Council. Tammy has cerebral palsy and uses a wheelchair, but she has some movement and coordination. So she could bowl, her father built a wooden ramp, the top of which rests in Tammy's lap. She lines up the ramp towards the bowling pins and lets the ball roll down the ramp. Just before the competition, the Council ruled that Tammy was ineligible to take part. While the Council's rules allowed persons with disabilities to use special equipment to assist them in recreational bowling (provided the equipment did not add force or speed to the ball), they prohibited the use of such equipment in competitions. Group discussion questions: Could Tammy perform the essential requirement of bowling? Should this argument have been a factor in determining whether a violation occurred? Should the Council have to accommodate Tammy (for example, should they allow her to bowl in competitions with the ramp)? Would the Council experience undue hardship if it accommodated her in competitions? Would it change the sport too much? Give your reasons. CINDY HISTORY Cindy, 19, applied for a job at a nursing home as a nursing aide. She had previously worked part-time as a kindergarten teacher's aide and had also cared for children with mental and physical disabilities during her high school years. In her initial interview, the assistant administrator told Cindy she was an ideal candidate and that she probably would be hired. She was given a pre-employment medical examination for her family doctor to complete. He confirmed that she could meet the requirement of being able to lift patients. At a second meeting, the interviewer reviewed the completed medical form and noticed Cindy's hand. During the initial interview, the assistant administrator had not observed her left hand, on which the index, middle and ring fingers were much shorter than those on most hands. Following this, the interviewer and another nursing director spent much time discussing Cindy's disability and the job requirements. Even though they both really wanted to hire Cindy, they didn t think she would be able to cope with the gripping or clasping that is needed to lift patients. Although Cindy said she could perform the duties and had done similar tasks in her previous job with children with disabilities, she was not hired. Group discussion questions: Did the interviewer have reasonable grounds to believe that Cindy could not do the job? On what basis did the interviewers assess that Cindy could not meet a bona fide job requirement? What do you think the interviewer and the nursing director should have decided? What are your reasons?

14 14 APPENDIX 3 GUIDELINES AND DESCRIPTION OF WORKSHOPS TASK The teacher explains to the students that the purpose of the activity is to think about the importance of human rights, not just negotiation and money! You should gather as many interesting factual arguments as possible. We ask ourselves the following questions: How will my life benefit from these human rights? What would happen if we did not have certain human right? How important is the certain human right to me? MARKET preparations and talks Market, noise and buzz. Merchants walk between stalls and watch what sellers have put up for sale today. They have their shopping lists and are looking for products. Sellers talk to buyers and persuade them to buy. Merchants are trying to find out why they should buy human rights from a particular seller and at the price of their call. As a merchant, make notes with different prices and arguments of sellers. If your human rights have several sellers choose the best solution for you as a merchant. MARKET preparations and talks Buyers need to make decisions about what human rights they will choose and who they want to buy from. Negotiations are under way. The teacher writes on the board the arguments of sellers and buyers to discuss their choice for a particular purchase. Students present the results of their negotiations. Group discussion on the arguments during the negotiations - exchange of experience. What was difficult in negotiations of human rights? Are we able to persuade others during debate?

15 15 APPENDIX 3 GUIDELINES FOR GROUP 1 buyers Buyers need to buy from sellers 4 human rights that they believe are the most important in their lives. Budget for this purpose: 1,000 you can not spend more money than you have! From your Human Rights list please create your own ranking list according to priorities from the most important to least important human rights. Students make a decision together as a team. This will help you to take action while shopping. Trading is negotiation - not just money. You have to convince the seller why your chosen human right should be sold to you at a specific price. Remember that not all human right will be for sale in this particular day selling all human rights. GUIDELINES FOR GROUP 2 sellers The seller's job is to sell as much human rights as possible at the highest price. Before the trading a poster should be prepared describing the sales' stand that includes the "name" of the human rights that will be sold in there and the starting price (or several human rights with name and price). The price should correspond to the importance given to individual human rights - the more important the law, the higher the price. Prices for individual human rights must be diversified. Remember that Buyers have a budget of 1,000. Choose from the catalogue 8 human rights, and from these select 4 to sell. Choose the ones that are most important. Trading is negotiation - not just money. You must convince the buyer why the given human right has so much value for the seller and why the seller can not lower the price.

16 16 APPENDIX 4 SET OF THE TASKS TO BE EVALUATED BY STUDENTS INTRODUCTION Mark the "+" sign that describes the situation in accordance with the principles of the Universal Declaration of Human Rights and the "-" sign that contradicts it. TASK 1 In some situations, the authorities of State A may use torture. For example, a dangerous terrorist could be torture to find out where he put the bomb. TASK 2 Police in country B may under certain circumstances search the apartment without a search warrant, for example, if he wants to catch a danger criminal by surprise. TASK 3 Each person charged with a criminal offence/ crime in State C has the right to defend in court. If anyone can not afford to hire a solicitor, the court has a duty to award the solicitor ex officio. TASK 4 The authorities of country D may locked down in prison a person suspected for a criminal offence/ crime without a court judgment. TASK 5 All prisoners in country E have no right to take a part in the parliamentary elections. TASK 6 The Ministry of Interior of the country F has the right to decide where and how long for a citizen of this country may go.

17 17 APPENDIX 5 CONVENTION FOR THE PROTECTION OF HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS INTRODUCTION Simplified version of selected articles from the European Convention on Human Rights and its protocols* Summary of the preamble The member governments of the Council of Europe work towards peace and greater unity based on human rights and fundamental freedoms. With this Convention they decide to take the first steps to enforce many of the rights contained in the Universal Declaration of Human Rights. *This document was prepared by the Directorate of Communication. Please note that this simplified version is included for educational purposes only and takes its inspiration from the simplified version of the Universal Declaration of Human Rights produced by Amnesty International and others. The only texts which have a legal basis are to be found in the official published versions of the Convention for the Protection of Human Rights and Fundamental Freedoms and its protocols. SUMMARY Article 1 Obligation to respect human rights States must ensure that everyone has the rights stated in this Convention. Article 2 Right to life You have the right to life. Article 3 Prohibition of torture No one ever has the right to hurt you or torture you. Even in detention your human dignity has to be respected. Article 4 Prohibition of slavery and forced labour It is prohibited to treat you as a slave or to impose forced labour on you. Article 5 Right to liberty and security You have the right to liberty. If you are arrested you have the right to know why. If you are arrested you have the right to stand trial soon, or to be released until the trial takes place. Article 6 Right to a fair trial You have the right to a fair trial before an unbiased and independent judge. If you are accused of having committed a crime, you are innocent until proved guilty. You have the right to be assisted by a lawyer who has to be paid by the state if you are poor. Article 7 No punishment without law You cannot be held guilty of a crime if there was no law against it when you did it. Article 8 Right to respect for private and family life You have the right to respect for your private and family life, your home and correspondence.

18 18 APPENDIX 5 SUMMARY Article 9 Freedom of thought, conscience and religion You have the right to freedom of thought, conscience and religion. You have the right to practise your religion at home and in public and to change your religion if you want. Article 10 Freedom of expression You have the right to responsibly say and write what you think and to give and receive information from others. This includes freedom of the press. Article 11 Freedom of assembly and association You have the right to take part in peaceful meetings and to set up or join associations including trade unions. Article 12 Right to marry You have the right to marry and to have a family. Article 13 Right to an effective remedy If your rights are violated, you can complain about this officially to the courts or other public bodies. Article 14 Prohibition of discrimination You have these rights regardless of your skin colour, sex, language, political or religious beliefs, or origins. Article 15 Derogation in time of emergency In time of war or other public emergency, a government may do things which go against your rights, but only when strictly necessary. Even then, governments are not allowed, for example, to torture you or to kill you arbitrarily. Article 16 Restrictions on political activity of aliens Governments may restrict the political activity of foreigners, even if this would be in conflict with Articles 10, 11 or 14. Article 17 Prohibition of abuse of rights Nothing in this Convention can be used to damage the rights and freedoms in the Convention. Article 18 Limitation on use of restrictions of rights Most of the rights in this Convention can be restricted by a general law which is applied to everyone. Such restrictions are only allowed if they are strictly necessary. Articles 19 to 51 These articles explain how the European Court of Human Rights works. Article 34 Individual applications If your rights contained in the Convention have been violated in one of the member states you should first appeal to all competent national authorities. If that does not work out for you, then you may appeal directly to the European Court of Human Rights in Strasbourg. Article 52 Inquiries by the Secretary General If the Secretary General of the Council of Europe requests it, a government must explain how its national law protects the rights of this Convention.

19 19 APPENDIX 5 SUMMARY Protocols to the Convention: Article 1 of Protocol No. 1 Protection of property You have the right to own property and use your possessions. Article 2 of Protocol No. 1 Right to education You have the right to go to school. Article 3 of Protocol No. 1 Right to free elections You have the right to elect the government of your country by secret vote. Article 2 of Protocol No. 4 Freedom of movement If you are lawfully within a country, you have the right to go where you want and to live where you want within it. Article 1 of Protocol No. 6 Abolition of the death penalty You cannot be condemned to death or executed by the state. 4 Article 2 of Protocol No. 7 Right of appeal in criminal matters You may appeal to a higher court if you have been convicted for committing a crime. Article 3 of Protocol No. 7 Compensation for wrongful conviction You have the right to compensation if you have been convicted for committing a crime and it turns out that you were innocent. Article 1 of Protocol No. 12 General prohibition of discrimination You cannot be discriminated against by public authorities for reasons of, for example, your skin colour, sex, language, political or religious beliefs, or origins. Whole text you will find here:

20 20 APPENDIX 6 EXPAMPLE OF THE POSTER type your text