Revised Version of Human Rights Syllabus

Dr Matthew Buttsworth

May 2008

For first teaching in 2008 For first examination in 2010

INTERNATIONAL BACCALAUREATE

Notes

1. This document should be read in conjunction with the Handbook of procedures for the Diploma Programme school-based syllabus (SBS) section.

2. As an SBS, Human Rights may be offered only by schools authorised by IB to do so prior to the commencement of the course.

3. An SBS may not be combined within the same Diploma with a pilot programme or another SBS.

4. Any queries arising from this documentation should be directed in the first instance to the subject area manager at the IB curriculum and assessment centre, Cardiff.

HUMAN RIGHTS

School-based Syllabus

CONTENTS

INTRODUCTION 2

NATURE OF THE SUBJECT 4

AIMS 5

OBJECTIVES 5

SYLLABUS OUTLINE 6

SYLLABUS DETAILS 7

ASSESSMENT OUTLINE 14

ASSESSMENT DETAILS 15 ASSESSMENT METHOD AND CRITERIA 19 GLOSSARY OF COMMAND TERMS 30

BIBLIOGRAPHY 31

INTRODUCTION The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.

The Diploma Programme hexagon The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study: two modern languages (or a modern language and a classical language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.

Choosing the right combination Students are required to choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.

At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students‟ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers. The course is available for examinations in English, French and Spanish.

The core of the hexagon All Diploma Programme students participate in the three course requirements that make up the core of the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme.

The theory of knowledge course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. The extended essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service involves students in experiential learning through a range of artistic, sporting, physical and service activities.

The IB mission statement and the IB learner profile The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfill the aims of the IB, as expressed in the organization‟s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization‟s educational philosophy.

NATURE OF THE SUBJECT The concept of humans having rights is so central to world politics that it is almost impossible to understand contemporary political discourse without it. International conventions, both global and regional, refer to a large number of human rights. Governments justify their legitimacy, and sometimes their use of force, with the idea of upholding human rights. Many non-governmental organisations make their raison d’être to observe human rights practices, and the Media makes constant references to human rights policies. Consequently, the knowledge of the theory and practice of human rights is essential in order to make sense of contemporary international politics and contested social issues. By approaching these issues, and the related theories, from a multicultural perspective, Human Rights deepens the awareness of shared humanity and social responsibility, while upholding the idea of the uniqueness of each culture. However, a systematic study of human rights cannot limit itself to political and social issues, for the idea of human rights also has historical, cultural, ethical and religious dimensions. Understanding these dimensions is essential to evaluating the arguments put forward in the name of human rights today. In terms of its theoretical approach, Human Rights is an interdisciplinary subject that combines elements of history, philosophy, politics, international relations and law. It also includes elements of the inclusive social sciences as well, particularly anthropology and sociology. The interdisciplinary nature of the subject allows various interpretations and encourages dialogue and debate. It stresses critical and creative thinking in interpreting the related theories and political developments as well as the activities of agencies claiming to protect human rights. Human Rights is particularly suited for those who wish to study human rights or peace studies at university or who intend to study law, international relations and politics. Human Rights is a standard level course that may be offered in group 3 or group 6 of the IB Diploma Programme.

AIMS The aims of the Human Rights course are to: 1. provide a systematic and critical study of the theory and practice of human rights 2. develop the capacity to identify, analyse and evaluate theories, concepts and arguments

about human rights 3. develop understanding of contemporary human rights issues 4. develop the ability to communicate knowledge and understanding of human rights clearly

and consistently 5. promote the understanding of the nature and methods of an interdisciplinary approach 6. encourage tolerance, international understanding and awareness of different cultural

perspectives. OBJECTIVES Having followed the Human Rights course, the candidates will be expected to: 1. demonstrate knowledge and understanding of (a) the theory of human rights, (b) the

practice of human rights and (c) a contemporary human rights issue 2. demonstrate the ability to create links and interpret (a) the theory and practice of human

rights, and (b) a contemporary human rights issue in the light of the knowledge of the theory and practice of human rights.

3. identify, critically analyse and evaluate concepts, theories and arguments related to

human rights 4. demonstrate the ability to synthesise knowledge and concepts of the subject matter 5. demonstrate awareness of cultural and ideological biases related to human rights and

offer alternative interpretations 6. present clear, concise, relevant and well-substantiated arguments related to human rights 7. evaluate, interpret and use source material critically.

SYLLABUS OUTLINE The Human Rights course contains three main topics, of which each has several subtopics: Topic 1: The Theory and History of Human Rights 1. The Idea of Human Rights 2. The History of Human Rights 3. Culture and Human Rights

Topic 2: Practise of Human Rights 1. Human Rights and International Relations 2. Human Rights Protection Systems 3. Human Rights and International Law 4. Campaigning for a Better World

Topic 3: Contemporary Human Rights Issues 1. Minorities and Disadvantaged Groups 2. Environment and Technology 3. Economics, Trade and Labour 4. Conflicts and Human Rights 5. Political Systems and Paradigms The first two topics, topics 1 and 2, are studied in their entirety, whereas the third - topic 3: Contemporary Human Rights Issues - is covered by a student selecting one subtopic for internal assessment work.

SYLLABUS DETAILS Topic 1 The Theory and History of Human Rights 1 – The idea of Human Rights This subtopic introduces the concept of human rights from philosophical, ethical and legal perspectives. It examines arguments for and against the idea of universal human rights. Nature of Rights

- Moral Rights and Legal Rights - Negative and Positive Rights - Three Generations of Human Rights

Justification and Critique of Universal Human Rights

- Human Nature: Needs, Moral Capacity - Natural Law Doctrines - Social Contract Theories (Hobbes, Locke, Rousseau) - Utilitarianism (Bentham, Mill) - Freedom of Speech (Mill) - Libertarian and socialist view on Rights (Nozick versus Rawls) - Kantian Approach (The Moral Imperative) - Rights as „Trumps‟ (Dworkin) - Declaration of Human Responsibilities – the challenge of “Asian Values

2 – The History of Human Rights This subtopic looks at the development and threats to human rights within the West from a historical perspective. Pre-World War 1 Development

- Antiquity: Jus Naturale, Jus Civile, Christianity - The Magna Carta - English Tradition: Bill of Rights (1689) - Montesquieu and the Separation of Powers - The American and French Revolutions - Movements against genocide in the „new world‟ - The abolition of slavery - Universal Suffrage and Early Feminism - The Red Cross - The Labour Movement and Socialism - Why did the League of Nations Fail? - Strategic Bombing and the use of the Atom Bomb - German, Russian, and Japanese treatment of prisoners in World War 2.

Human Rights Under Threat: The Challenge of Totalitarianism

- Nazi Genocide, Warfare and Racism - Communist Mass Murder of Class Enemies and Labour Camps

Post World War 2 Development and challenges to Human Rights

- Losses and gains in human rights in Eastern Europe after the collapse of European Communism

- Colonialism, Racism and Neo-Colonialism - Human Rights in the Age of Terror: Guantanamo Bay and the Challenge to

International Human Rights Conventions - The hole in the Ozone layer, global warming, pollution and the right to live in a

clean environment free from the threat of environmental calamity - Freedom from fear

3 – Culture and Human Rights

This subtopic introduces the challenge of philosophical and anthropological cultural relativism to the universality of human rights. It also examines non-Western conceptions of human rights and the impact of globalisation on culture and human rights.

Cultural Relativism and the Critique of Universal Human Rights

- Idea of Universal Rights based on Values Common to all Cultures - The challenge of cultural relativism, - Theories of cultural relativism

Non-Western Conceptions of Human Rights

- Human Rights in Africa - Human Rights in South Asia - Topic question: Are human rights universal?

Religion and Human Rights

- The challenge to Universal Human Rights of Sharia law - The Right to Life – Catholicism and Born Again Christianity versus a woman‟s

choice in the abortion debate

Topic 2 The Practise of Human Rights 1 – Human Rights and International Relations This subtopic introduces state and non-state actors in international relations and considers the problems of international political economy from the human rights perspective. States and International Relations

- Liberalism, Realism and World-system Theory - States and Protection of Human Rights - Human Rights and Foreign Policy - Humanitarian Intervention - Case studies: Bosnia, East Timor and Iraq - Topic question – can humanitarian intervention be justified?

Non-State Actors

- Intergovernmental Organisations (IGOs) - Non-governmental Organisations (NGOs) - Trans-national Movements and Organisations - Multinational Companies (MNCs)

International Political Economy

- Free Trade, Protectionism and Economic Globalisation - World Trade Organisation (WTO) - World Bank, International Monetary Fund (IMF) and the Third World Debt - Underdevelopment, the right to education and Human Rights - Neo-Liberalism and the future of the state - Is the North-South model of development and debt obsolete? - What are the human rights implications of the rise China and oil rich Russia for

international aid and support of Human Rights violating states?

2 – Human Rights Protection Systems This subtopic deals with the human rights related intergovernmental (IGO) and non-governmental (NGO) organisations. It concentrates on their purposes, structures and functions in the protection of human rights on global and regional levels. The Structure of the UN

- The General Assembly - The Security Council - The Economic and Social Council - Commission on Human Rights - The Human Rights Council - Activity: Mini-United Nations Role Play

Other Relevant Councils and Commissions

- The International Court of Justice - Other Relevant UN Courts and Tribunals - UNESCO - International Labour Organization (ILO)

Key treaties

- The Universal Declaration of Human Rights (1948) - The International Covenant on Civil and Political Rights (and its Optional Protocol,

1976) - The International Covenant on Economic, Social and Cultural Rights (1976)

Other Major UN Human Rights Treaties

- Genocide - Racial Discrimination - Sexual Discrimination - Torture - Children‟s Rights

The UN in action

- Paralysis: The UN and human rights in the Cold War - The UN after the Cold war – is it improving? - The Problem of the Security Council – the failure of the UN in Rwanda

Key questions

- Why has the UN succeeded preventing war where the League failed? - Has the UN really been effective in promoting human rights?

Regional Courts - The European System

The Council of Europe and Related Institutions The European Convention of Human Rights The Enforcement Mechanism of the Convention The Convention and the European Union The European Social Charter Organisation for Security and Co-operation in Europe (OSCE) The European Union and Human Rights (Charter of Fundamental

Rights of the European Union) - The Inter-American Human Rights System

The Organization of American States The American Declaration of the Rights and Duties of Man The American Convention of Human Rights The Inter-American Commission on Human Rights The Inter-American Court of Human Rights.

- The African System of Human and People‟s Rights (Banjul) The Organisation of African Unity A new model – the formation of the African Union The African Commission on Human and Peoples‟ Rights The African Charter on Human and Peoples‟ Rights The African Court of Human Rights

Key Questions

- Why has Europe succeeded in promoting and protecting human rights? - What are the failures and successes of the inter-American court for Justice in

protecting human rights in South America? - The African Union – A new beginning for human rights in Africa? The Failure of

African states to condemn Mugabe‟s human rights transgressions in Zimbabwe Non-Governmental Organisations and Human Rights

- Non-Governmental Organisations (NGOs) as International Lobbyists - Case studies: Amnesty International and Human Rights Watch - Case study the role of human rights groups in Eastern Europe in combating

racism and promoting minority rights. - Topic question: are NGOs more effective than the UN at monitoring human rights

3 – Human Rights and International Law This subtopic gives an overview of the creation and enforcement of international law. It also deals with the issues of armed conflicts, humanitarian law and war crimes. Sources of International Human Rights Law

- Custom - Declarations and conventions - The UN resolutions - Jus Cogens, General Principles, Subsidiary Sources - Soft Law

The Enforcement of International Human Rights Law

- Jurisdiction of National Courts - European Court of Justice - European Court of Human Rights - Inter-American Court of Human Rights - African Court of Human Rights - International Court of Justice (UN) - International Criminal Court

Non-Judicial Enforcement

- Human Rights Monitoring and Reporting

- Humanitarian Intervention - Bilateral Foreign Policy Action - Human Rights and Humanitarian Law in Warfare - The Red Cross and Humanitarian Law - The Geneva Conventions - War Crimes - Case study – The Nuremberg trials - International Criminal Tribunals - International Criminal Court (UN) - Case study: Justice Immediately versus Justice delayed Eventually – Rwanda

and Bosnia versus Cambodia and Ethiopia 4 – Campaigning for a better world This subtopic gives an insight into the real life struggles for human rights in the world today including the threat to Third Generation human rights to a sustainable future. - The campaign for racial equality and the end of apartheid - Feminism – the Campaign for women‟s rights - The campaign for democracy and democratic rights

- Children‟s rights: child soldiers, street children and AIDS - The environmental movement.

TOPIC 3: Contemporary Human Rights Issues 1 – Minorities and Disadvantaged Groups This subtopic concentrates on discrimination against minorities and disadvantaged groups. A student is to choose one of the following themes and find a specific sample case for Internal Assessment Work. (See the details in the chapter “Assessment Outline”)

Racial Minorities Religious Minorities Political and Other Dissidents Minorities of Sexual Orientation The Aged Children Women The Challenged

2 – Environment and Technology This subtopic links environmental and technological issues to human rights. It examines such questions as the right to a clean and safe environment; technological change and emerging human rights issues; and the right of access to technologies. A student is to choose one of the following themes and find a specific sample case for Internal Assessment Work. (See the details in the chapter “Assessment Outline”)

Environment, Resources and Human Rights Medical Technologies and Human Rights Technologies, Development and Equality Access to Technologies and Power

3 – Economics, Trade and Labour

This subtopic studies the role of economics, trade and labour in the context of human rights. A student is to choose one of the following themes and find a specific sample case for Internal Assessment Work. (See the details in the chapter “Assessment Outline”)

Development Hunger Poverty Third World Debt North-South Relations Migrant Workers Labour Rights

4 – Conflicts and Human Rights This subtopic studies the implications of conflict and war for human rights. A student is to choose one of the following themes and find a specific sample case for Internal Assessment Work. (See the details in the chapter “Assessment Outline”)

Arms Race and Arms Trade Violence, Conflicts and Human Rights War, War Crimes and Human Rights Prisoners of War Genocide Amnesty Terrorism Humanitarian Intervention

5 – Political and Religious Systems and Paradigms This subtopic links political ideas, systems and paradigms to human rights. A student is to choose one of the following themes and find a specific sample case for Internal Assessment Work. (See the details in the chapter “Assessment Outline”)

Democracy and Human Rights Non-democratic Political Systems and Human Rights Religion and Human Rights Human Rights and Political Legitimacy Ideological Conflicts and Human Rights The Cold War Human rights in a theocracy – the challenge of Iran and Sharia Law

ASSESSMENT OUTLINE

External Assessment (2 ¾ hours) 80%

Two written examination papers.

Paper 1 1 ¾ hours 50% Six questions based on topic 1 and topic 2. Five questions, each containing three parts, to be answered.

Maximum mark for paper 1 is 50.

Paper 2 1 hour 30% Two generic essay questions based on the contents of topic 1 and topic 2. One question to be answered.

Maximum mark for paper 2 is 30.

Internal Assessment (20 hours) 20%

One exercise based on one of the subtopics of topic 3. Either option one or option two to be chosen.

Option One

An essay or commentary of up to 1500 words.

Option Two A report of a debate held in class of up to 1500 words.

ASSESSMENT DETAILS Human Rights candidates are assessed internally and externally. Both assessments measure, to an extent, different aspects of the syllabus and emphasise different objectives. External Assessment Paper 1

1 ¾ hours

50%

This paper has six questions. Each question contains three parts of which the first asks for a definition or explanation, the second for examples or application and the third for evaluation. The six questions cover the subtopics of topic 1 and topic 2 in the following manner. Each year six of the seven topics will be examined. Topic 1 Subtopic 1: The Idea of Human Rights Topic 1 Subtopic 2: The History of Human Rights Topic 1 Subtopic 3: Culture and Human Rights Topic 2 Subtopic 1: Human Rights and International Relations Topic 2 Subtopic 2: Human Rights Protection Systems Topic 2 Subtopic 3: Human Rights and International Law Topic 2 Subtopic 4: Campaigning for a Better World

The candidate must answer five questions in paper 1. Each question is worth 10 marks. The total mark for paper 1 is 50. Paper 2 1 hour 30%

Paper 2 consists of two generic essay questions that require knowledge of the contents of both topic 1 and topic 2. The candidate must answer one essay question. The questions require the candidate to create links between the theory and practice of human rights. The question is worth 30 marks. The total mark for paper 2 is 30. Internal Assessment Coursework

20 hours

20%

Option one (20%) An essay or commentary of up to 1500 words.

1

The essay or commentary must be produced by an individual student.2

OR Option Two (20%) A report (maximum 1500 words) of a debate held in class. The report should contain an introduction, a summary transcript of the debate and a critical conclusion. In the introduction, the importance of the debated issue is explained in the context of human rights theory and practice and the positions of the debaters are clearly stated. In the conclusion, the arguments presented in the debate are critically evaluated. Option Two can only be chosen by two candidates working together, leading the debate.

1 The maximum word limit must not be exceeded. If the word limit is exceeded the assessment will

be based on the first 1500 words. Word limits for internal assessment work do not include titles,

table of contents, quotations, end/footnotes, bibliography or appendices.

2 If the candidate wishes to write a commentary, the original text the commentary is based

on must be appended to the internal assessment work.

Guidelines for Internal Assessment Work General Guidelines Each piece of internal assessment work should have the following information:

(a) Title and research question or the topic of the debate (b) Title of the topic 3 subtopic that internal assessment work is based on (c) The name(s), IB code(s) and best language(s) of the candidate(s) (d) The name and the IB code of the school (e) Date submitted (f) Word count (g) Page numbers (h) Bibliography and references (any systematic and recognized reference system is

allowed)

Guidelines for Option One It is important that the internal assessment work has an adequate focus. The title and research question must be clearly stated. The following examples illustrate how to formulate the titles and research questions. Research topics: “The Political Rights of Women in Saudi Arabia” is better than “Women‟s Rights” “The Cultural Rights of the Aboriginal People of Australia” is better than “The Cultural Rights of Indigenous People” Research questions: “How do the religious rights of the Kurdish minority of the Yezidi in Turkey compare with the UN declarations of religious rights?” is better than “How are Kurdish rights recognized?” “To what extent are the civil and political rights of the Aboriginal people recognized in Australia?” is better than “What are the rights of the Aboriginal people?” Guidelines for Option Two The topic of the debate must be clearly formulated. For example, "The United States of America was justified in attacking Yugoslavia in order to protect human rights in Kosovo. For/Against". The maximum length of the debate is 25 minutes. The debate is an exam situation and should be regarded as such by the debaters and, if the debate is held in class, by other candidates. The teacher should: (a) produce an audio recording of the 25 minute debate, (b) make sure that there is a clearly visible clock in the examination room for the debaters to keep track of time during their debate. If other candidates are present, they cannot interfere with the debate during the 25 minutes of recording. After the exam situation is over, the class can proceed normally with questions and general discussion.

The teacher should keep the audio recording for the future reference and produce a copy for the candidates so that they can use it to write their transcript for the internal assessment work. The teacher should make sure that the transcript corresponds with the original debate. The audiocassettes are not sent to the IB for assessment; only the candidates‟ internal assessment work is sent. The internal assessment work should contain an introduction, the transcript of the relevant parts of debaters' arguments as they were spoken during the debate, and a conclusion. In the introduction, the importance of the debated issue is explained in the context of human rights theory and practice and the positions of the debaters are clearly stated. In the conclusion, the arguments presented in the debate are critically evaluated.

ASSESSMENT METHOD AND CRITERIA The method of assessment used by the International Baccalaureate is criterion-related, not norm-referenced. That is to say that candidates are judged by their performance in relation to identified assessment criteria and not in relation to the rest of the population being assessed. For the Human Rights course, there are two sets of assessment criteria, for paper 2 and internal assessment respectively. Paper 1 is assessed using a question-specific mark scheme. Teachers are encouraged to use the paper 2 criteria when giving feedback on students' assignments. For the International Baccalaureate assessment purposes, teachers are to assess the students' internal assessment work (coursework) against the internal assessment criteria. When using the assessment criteria, proceed in the following manner:

Concentrate on rewarding the positive achievement of the candidate. Read the descriptors for each criterion starting with the lowest level of achievement

until you reach the descriptor that the work has not reached. The preceding descriptor therefore best describes the candidate's work and you should award the corresponding mark.

If the work seems to fall between two descriptors, only partially fulfilling the requirements of the descriptor of a higher mark, re-read both of the descriptors and choose the one that more appropriately describes the candidate's level of achievement.

Only whole numbers should be recorded; partial marks, fractions and decimals are not acceptable. The marks should not be considered in terms of percentages, nor should it be assumed that there are any arithmetical relationships. For example, a mark eight (8) performance is not necessarily twice as good as a mark four (4) performance. Similarly, a pass/fail boundary should not be considered nor the conversion of the total marks to the IBO 1 - 7 grade scale. It should not be assumed that the overall assessment of the candidates would produce any particular distribution of scores.

Do not hesitate to use the extremes if they are appropriate descriptions of the work being assessed. The descriptors with the highest marks do not imply faultless performance, but should be achievable. A candidate who attains a high level of achievement in relation to one criterion will not necessarily attain high levels of achievement in relation to the other criteria. Conversely, a candidate who attains a low level of achievement in relation to one criterion will not necessarily attain only low levels of achievement in relation to other criteria.

If a candidate does not achieve a standard described by any of the descriptors, then a zero (0) should be awarded. The aim is to find, for each criterion, the descriptor that conveys most adequately the level of achievement attained by the candidate.

OUTLINE OF ASSESSMENT CRITERIA

External Assessment3

Paper 1 Paper 1 is assessed against a mark scheme that is separately set for each examination session.

(50 marks)

Paper 2

Paper 2 is assessed using markbands. H Holistic Assessment (markbands) 30 marks (30 marks)

Internal Assessment (Coursework) 4

Internally assessed work is assessed against four assessment criteria. A Knowledge and Understanding 5 marks B Evaluation and Interpretation 5 marks (20 marks) C Source Criticism 5 marks D Presentation 5 marks

3 External assessment concerns

Topic 1: The Idea of Human Rights and Topic 2: Practice of Human Rights. 4 Internal assessment concerns

Topic 3: Contemporary Human Rights Issues

EXTERNAL ASSESSMENT CRITERIA Paper 2

H Holistic Assessment

Mark Bands

Choose the descriptor that best describes the candidate‟s answer, then award the most appropriate mark within that descriptor.

0 The candidate has not reached level 1.

1 – 6

The candidate has a very poor ability to make links and synthesise knowledge between the human rights theory and practice implied by the question. The development of ideas and the examples given are almost totally irrelevant to the question at hand. There is no awareness of cultural and ideological biases. The essay is unstructured. The main points of the argument are unclear.

7 – 12

The candidate has a poor ability to make links and synthesise knowledge between the human rights theory and practice implied by the question. The development of ideas and the examples given are only partially relevant to the question at hand. There is a limited awareness of cultural and ideological biases. Although the essay is unstructured, the main points of the argument can be understood.

13 – 18

The candidate has a satisfactory ability to make links and synthesise knowledge between the human rights theory and practice implied by the question. The development of ideas and the examples given are adequately relevant to the question at hand. There is some awareness of cultural and ideological biases. The essay is satisfactorily structured. The main points of the argument are adequately clearly stated.

19 – 24

The candidate has a good ability to make links and synthesise knowledge between the human rights theory and practice implied by the question. The development of ideas and the examples given are relevant to the question at hand. There is awareness of cultural and ideological biases. Some alternative interpretations are mentioned. The essay is well structured. The main points of the argument are clearly stated.

25 – 30

The candidate has an excellent ability to make links and synthesise knowledge between the human rights theory and practice implied by the question. The development of ideas and the examples given are fully relevant to the question at hand. There is a deep awareness of cultural and ideological biases. Some alternative interpretations are developed. The essay is excellently structured. The main points of the argument are clearly and effectively stated.

INTERNAL ASSESSMENT CRITERIA A Knowledge and Understanding

Achievement Level

0 The candidate has not reached level 1.

1 The problems related to the contemporary human rights issue are very poorly recognised. There is a very limited knowledge and understanding of the subject. The development of ideas is irrelevant to the research/debate topic at hand. Few, if any, examples are provided.

2 The problems related to the contemporary human rights issue are poorly recognised. There is a limited knowledge and understanding of the subject. The development is only partially relevant to the research/debate topic at hand. Few relevant examples are provided.

3 The problems related to the contemporary human rights issue are satisfactorily recognised. There is some knowledge and understanding of the subject. The development is generally relevant to the research/debate topic at hand. Some relevant examples are provided.

4 The problems related to the contemporary human rights issue are well recognised. There is a comprehensive knowledge and understanding of the subject. The development is relevant to the research/debate topic at hand. Useful and relevant examples are provided.

5 The problems related to the contemporary human rights issue are excellently recognised. There is a comprehensive and in-depth knowledge and understanding of the subject. The development is consistently and directly relevant to the research/debate topic at hand. Well-chosen and fully relevant examples are provided.

INTERNAL ASSESSMENT CRITERIA B Evaluation and Interpretation

Achievement Level

0 The candidate has not reached level 1.

1 The candidate demonstrates a very poor ability to evaluate and interpret the contemporary human rights issue in the context of the theory and practice of human rights. There is no or very limited awareness of cultural and ideological biases.

2 The candidate demonstrates a poor ability to evaluate and interpret the contemporary human rights issue in the context of the theory and practice of human rights. There is a limited awareness of cultural and ideological biases.

3 The candidate demonstrates a satisfactory ability to evaluate and interpret the contemporary human rights issue in the context of the theory and practice of human rights. There is some awareness of cultural and ideological biases.

4 The candidate demonstrates a good ability to evaluate and interpret the contemporary human rights issue in the context of the theory and practice of human rights. There is a good awareness of cultural and ideological biases.

5 The candidate demonstrates an excellent ability to evaluate and interpret the contemporary human rights issue in the context of the theory and practice of human rights. There is an excellent awareness of cultural and ideological biases.

INTERNAL ASSESSMENT CRITERIA C Source Criticism

Achievement Level

0 The candidate has not reached level 1.

1 The candidate demonstrates a very poor ability to evaluate, interpret and use sources critically. Sources are cited incorrectly. References are not set out consistently, according to a recognised convention. The bibliography omits works of reference used. The appendix is very poor, not selective and contains redundant information.

2 The candidate demonstrates a poor ability to evaluate, interpret and use sources critically. Sources are frequently cited incorrectly. References are not set out consistently, according to a recognised convention. The bibliography omits some works of reference used. The appendix is poor, not selective and contains redundant information.

3 The candidate demonstrates some ability to evaluate, interpret and use sources critically. Sources are cited correctly in most cases. References are set out consistently, according to a recognised convention, but there are a few errors. The bibliography omits a few works of reference used. The appendix is satisfactory, generally selective but may contain some redundant information.

4 The candidate demonstrates a good ability to evaluate, interpret and use sources critically. Sources are cited correctly in most cases. References are set out consistently, according to a recognised convention. The bibliography appears to include most works of reference used. The appendix is selective and contains information that is required to support the work.

5 The candidate demonstrates an excellent ability to evaluate, interpret and use sources critically. Sources are cited correctly in all cases. References are set out consistently, according to a recognised convention. The bibliography appears to include all, and only, those works that have been consulted by the candidate. The appendix contains only information that is required to support the work.

INTERNAL ASSESSMENT CRITERIA D Presentation

Achievement Level

If the internal assessment does not conform to the word limit, zero should be awarded for this criterion.

0 The candidate has not reached level 1.

1 The overall presentation is very poor. Illustrative material, if included, is not used effectively. The contents page or web links are not set out in an organised manner. Pagination (if applicable) is disorganized or non-existent. Overall, the use of the chosen medium is very poor.

2 The overall presentation is poor. Illustrative material, if included, is understandable but not used effectively. The contents page or web links are set out in a poorly organised manner. There are some errors in pagination (if applicable). Overall, the use of the chosen medium is poor.

3 The overall presentation is satisfactory. Illustrative material, if included, is understandable and sometimes used effectively. The contents page or web links are set out in an adequately organised manner. There are few errors in page numbering (if applicable). Overall, the use of the chosen medium is satisfactory.

4 The overall presentation is good. Illustrative material, if included, is understandable and used effectively in most cases. The contents page or web links are set out in an organised manner. There are no errors in page numbering (if applicable). Overall, the use of the chosen medium is good.

5 The overall presentation is excellent. Illustrative material, if appropriate, is well set out and used effectively. The contents page or web links are set out in an organised and effective manner. There are no errors in page numbering (if applicable). Overall, the use of the chosen medium is excellent.

GLOSSARY OF COMMAND TERMS Candidates should be familiar with the following key terms and phrases used in paper 1 and paper 2 examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct candidates to present an argument in a specific way. Analyse Break down in order to bring out the essential elements or structure.

Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrast Give an account of similarities and differences between two (or

more) items or situations, referring to both (all) of them throughout.

Contrast Give an account of the differences between two (or more) items or

situations, referring to both (all) of them throughout.

Define Give the precise meaning of a word, phrase, concept or physical

quantity.

Describe Give a detailed account.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Distinguish Make clear the differences between two or more concepts or items.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain Give a detailed account including reasons or causes.

Identify Provide an answer from a number of possibilities.

Justify Give valid reasons or evidence to support an answer or conclusion.

To what extent Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

BIBLIOGRAPHY Suggested Textbooks Author Title and Publisher ISBN

Donnelly Jack International Human Rights,

Westview Press, 1998. 0813399699

Forsythe David P Human Rights in International Relations,

Cambridge University Press 2000. 0521629993

Material for Teaching Author Title and Publisher ISBN

Donnelly Jack Universal Human Rights in Theory and Practice,

Cornell University Press 1989.

0801495709

Hayden Patrick (ed.) The Philosophy of Human Rights Paragon House 2001

1557787905

Steiner Henry J, Alston Philip

International Human Rights in Context: Law, Politics, Morals, Oxford University Press 2000.

0198298498

General References Author Title and Publisher ISBN

Anderson Lieselotte Declarations of Freedom and Human Dignity,

Agora Publications 1996.

1887250085

An-Na‟im Ahmed Abdullahi, Deng M Francis

Human Rights in Africa: Cross-Cultural Perspectives, Brookings Institution Press 1990.

0815717954

Baehr Peter R Human Rights: Universality in Practice, St. Martin's Press, Inc. 1999.

0312221800

Bauer Joanne R, Bell Daniel A

The East Asian Challenge for Human Rights, Cambridge University Press 1999.

0521645360

Beetham David Politics and Human Rights, Blackwell Publishers 1996.

0631196668

Beetham David Democracy and Human Rights, Polity Press 1999.

0745623158

Bell Daniel A East Meets West, Princeton University Press 2000.

0691005087

Bergem Knut, Karlsen Gunnar et al.

Menneskerettigheter: en innföring, Humanist førlag 1999.

8290425333

Bloom Irene, Martin J. Paul et al.

Religious Diversity and Human Rights, Columbia University Press 1996.

0231104170

Bronkhorst Daan, Moritz Frederick A et al.

Contemporary Encyclopedia of Human Rights, Oryx Press 1999.

157356205X

Brown Seyom Human Rights and World Politics, Addison Wesley Longman, Inc. 1999.

0321025474

Buergenthal Thomas International Human Rights in a Nutshell, West Publishing Company, College & School Division 1995.

0314065326

Claude Richard Pierre, Burns Weston H.

Human Rights in the World Community: Issues and Action, University of Pennsylvania Press 1994.

0812213963

Compa Lance A, Diamond Stephen F

Human Rights, Labor Rights, and International Trade, The University of Pennsylvania Press 1996.

812233409

Dixon Martin Textbook on International Law, Blackstone Publishing 1990.

1854314440

Donnelly Jack Universal Human Rights in Theory and Practice, Cornell University Press 1994.

0801495709

Donnelly Jack The Concept of Human Rights St. Martin's Press, Inc. 1985.

0312159412

Donnelly Jack, Lopez Georges A

International Human Rights, Westview Press 1997.

0813381819

Dunne Tim, Wheeler Nicholas

Human Rights in Global Politics, Cambridge University Press 1999.

052164643X

Evans Graham The Penguin Dictionary of International Relations, Penguin Books 1998.

0140513973

Ghanndhi P R International Human Rights Documents, Blackstone 1995.

1841740934

Goldstein Joshua S International Relations, Addison Wesley Longman, Inc. 2000.

0321070615

Hannum Hurst Guide to International Human Rights Practice Transnational Publishers, Incorporated 1999.

1571050574

Hasan Ashraful Human Rights Dilemmas in Contemporary Times: Issues and Answers, Austin & Winfield, Publishers, Inc. 1999.

1572920955

Ishay Micheline R The Human Rights Reader: Major Political Essays, Speeches and Documents From the Bible to the Present, Routledge 1997.

041918499

Kegley Chales W, Wittkopr Eugene R

World Politics: Trend and Transformation, St. Martin's Press, Inc. 2000.

0312166575

Kent Ann E, Kent A. E. China, the United Nations, and Human Rights: The Limits of Compliance, University of Pennsylvania Press 1999.

0812216814

Lauren Paul Gordon The Evolution of International Human Rights: Visions Seen, University of Pennsylvania Press 1998.

0812215214

Lerner Natan Religion, Beliefs, and International Human Rights, Orbis Books 2000.

1570753016

Milne A J M Human Rights and Human Diversity: An Essay in the Philosophy of Human Rights, State University of New York Press 1986.

0887063675

Ravitch Diane, Thernsrtrom Abigail

Democracy Reader, HarperCollins Publishers 1993.

006272035X

Reardon Betty A Educating for Human Dignity: Learning about Rights and Responsibilities, University of Pennsylvania Press 1995.

0812215249

Rouner Leroy S Human Rights and the World's Religions (Boston University Studies in Philosophy and Religion Vol. 9), University of Notre Dame Press 1994.

0268011079

Steiner Henry J, Alston Philip

International Human Rights in Context: Law, Politics, Morals, Oxford University Press 2000.

0198298498

Stott John Human Rights and Human Wrongs: Major Issues for a new Century, Baker Books1999.

080106094X

Wealherley Robert The Discourse of Human Rights in China: Historical and Ideological Perspectives, St. Martin's Press, Inc. 1999.

0312222815

Vincent R J J Human Rights and International Relations, Cambridge University Press 1990

0521339952

Internet Resources General Educational Resources Columbia University Human Rights Links http://www.columbia.edu/cu/humanrights/

linksgen.html

Human Rights Centre http://160.94.193.60/catalog/

Human Rights Internet http://globetrotter.berkeley.edu/humanrig

hts/

Human Rights Syllabi http://www.hri.ca/

Human Rights Syllabi for the College Classroom

http://globetrotter.berkeley.edu/AIUSA-

syl/

Human Rights Web Resources Page http://www.hrweb.org/resource.html

People’s Decade of Human Rights

Education

http://www.pdhre.org/

The Electronic Resource Centre for Human Rights Education

http://erc.hrea.org/

The Internet Gateway to International

Human Rights and Humanitarian Relief

http://www.webcom.com/hrin/

University of Denver Links for Human Rights http://www.du.edu/humanrights/advocacy

center/links.htm

University of Iowa Center for Human Rights http://www.uiowa.edu/~uichr/resources/in

dex.shtml

University of Minnesota Human Rights Library http://www1.umn.edu/humanrts/

Oneworld.Net http://www.oneworld.net

BBC World Service „I have right to‟ http://www.bbc.co.uk/worldservice/peopl

e/features/ihavearightto/index.shtml

Some Human Rights Organisations Amnesty International http://www.amnesty.org/

Council of Europe http://www.coe.int/

European Court of Human Rights http://www.dhcour.coe.fr/

Human Rights Watch http://www.hrw.org/

Inter-American Court of Human Rights http://corteidh-

oea.nu.or.cr/ci/HOME_ING.HTM

Organisation of African Unity http://www.oau-oua.org/

Organization of American States http://www.oas.org/

United Nations http://www.un.org

There is plenty of material on human rights on the Web. Much of it can be found by using

general search engines such as: www.yahoo.com, www.metacrawler.com