Usage Statistics
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"I believe that education can and should be used as a tool for social justice. We must teach students to think critically about society. Human Rights Education is one way to guide students towards making positive social change in their believes and actions. Human Rights Education should be intertwined into everything we teach. By guiding students through analysis of their lives and communities, students will feel empowered and have the tools to make positive social changes. Staring with an examination of our classroom and schools, students can experiment with ways to create new spaces both in their schools and in the community beyond." |
Amber Prentice Frost Lake School, St Paul |
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"As a newer educator, I did not fully understand human rights or how they play a part in the classroom. After coming to the This is My Home workshop I have a new understanding and appreciation for human rights education and its relevance to the classroom. I look forward to taking the material home and implementing it in many areas". |
Karin Selinger |
"Teaching Human Rights Education
enables us to talk about the celebrations and pains in the lives
of our children and connect them to the children of the world.
By building community, difficult subjects can be discussed and
our lives transformed." |
Christine Anderson Crossroads Elementary School, St. Paul |
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"As a Social Worker, I have always been interested in social injustice and social change, particulary with children. I have worked with families who have experienced poverty, child abuse/neglect, physical/chemical/mental health concerns, and incarceration. I am a strong believer that children can change behavior in a positive direction with at least one caring adult in their lives. I hope I can be that caring individual. Wanting to make a difference in the lives of children led me to Human Rights Education. I hope to teach empathy skills through the Human Rights curriculum. My ultimate goal is to reduce acts of violence and create safer schools and communities with the families I work with." Sandy Carlson-Kortebein
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Karen L. Palmen Community ALC Saint Paul Public Schools "In my experience, I have come across a lot of “victims” many of whom, I believe, if given the right tools would move from “victim” to “survivor”. As we share our stories about our experiences we gain strength and hope. We are also empowered to change our personal circumstances. This is what I hope to encourage through my use of this curriculum in my classroom. I look forward to sharing my experience with This is My Home with others." |
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Lisa Manrodt
"My background is secondary chemistry education and industry work. I am currently at home with young children. I was curious to see how I could apply This is My Home to my situation. I am excited about all the resources provided by This is My Home and that they can be used with preschool aged children. Teaching young children to respect and encourage others is key to their development. Ultimately, I hope to become involved in supporting organizations that protect the rights of children." |
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"From personal experiences, I consider myself to be a “resilient survivor.” I went to twelve schools in twelve years, in many states and overseas, because of my Dad's career as a military officer. I was perpetually labeled as the “new girl” and had to work extra hard to prove myself. Although I am considered to be Caucasian (part Native American), I have experienced being a “minority person” several times. For example, I was only one of three Caucasians in my first grade class (in New Mexico). I am sixty-two years old and throughout my life, I have personally witnessed various human rights violations. (For example, I lived in Mississippi and Florida before and during the civil rights movement.) I used my impactful experiences and education to assist families by becoming a foster parent, migrant school head start teacher, crisis intervention parent educator in Dakota County and a licensed parent educator in Early Childhood Family Education in Minnesota. I am working on the “front lines” to try to make a difference. I have adopted the saying “When you know better, you do better!”
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Ellen Bisping Faribault High School |
"My interest in Human Rights training comes as an outgrowth of my passion for Holocaust education. I believe that students can move beyond the pure history of that era and apply lessons of respect and acceptance to their own lives. They must see the importance of making difficult personal choices and immediately standing up when confronted with situations of injustice and human rights violations. Teachers have the distinct duty and privilege to provide students with the tools that promote respectful attitudes and behaviors toward others. Excellent Human Rights curriculum can assist with that goal." |
| Carey Eigen, 2nd Grade Teacher (On leave from White Bear Lake District) "I taught second grade in White Bear Lake for four years before taking a leave to have my daughter and to stay at home with her. In that time, I had multiple human rights issues arise within the groups of seven- and eight-year-olds in my care. As a result, I have had a major concern for educating young children about how to appropriately interact with each other regardless of their background. I am excited to use the information from the This is My Home training to begin at home with my daughter and then to implement it into the classroom when I return." |
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 Lisa Bellanger Teacher, Anishinabe Academy |
"The more we learn about each others cultures, the greater we become as a human rights community." |
| "In my job as a civil rights and social justice lawyer, I work with individuals and groups to secure a more equal, humane world. In how I treat others and spend my free time I try to live out day to day- the values that give content to human rights. What motivates me in my work and life is the recognition that an injury to one is an injury to all, both concretely and spiritually. Only by building and strengthening relationships across lines of perceived difference can we overcome the problems of structural inequality, poverty and violence that diminish us all in the end if left unaddressed." | Justin D. Cummins Civil Rights Lawyer |
| Tanetha Grosland Teacher, Oakdale Elementary, St. Paul |
"Human Rights Education is important because it teaches children how to handle differences and be allies against injustice. This is My Home is an easy to use, solid framework that teachers can use to teach about human rights and social justice." |
| "Many young people have the desire to bring about positive change in the world, especially after hearing that they are "the hope for the future." However, their ideas are rarely taken seriously because they are "just kids". Without an empowering connection to people who work to create change in "the real world" young people can feel discouraged and powerless to affect change. In order to replace apathy with hope and action, community educators need to do two things. First, we need to reveal the gritty reality of human rights advocacy—not only the successes, but also that challenges that even adults face, and the hard work required to overcome those challenges. Second, we need to make human rights real and the act of defending human rights real to youth. We need to work with youth to create achievable goals and implement action plans that make the theoretical practical and meaningful. Young people are the hope for the future, but without investing in our youth, how can we hope for a positive return?" "My students went from frustrated and passive to hopeful and active after community educators worked with them. They listened to professionals and these people listened to them as well. This mutual respect and encouragement went a long way in empowering students to create and follow through on the implementation of their action plans. Even after the class they continue to share stories of how they are remaining active within their community." |
 Jennifer Gulibertson |
| Sue Sindt Harding High School, St. Paul 9th Grade Academy |
"This is the kind of education that you don't necessary get in your regular coursework. As a science teacher, I can deal with my students on everyday issues. I have all these ideas about my life experience and this gives me an opportunity to work with my students on areas that school usually doesn't touch on. This is My Home lessons have everything right there for me!" |
| "The language of human rights transcends socio-economic, racial, regional, gender, and national boundaries. And when taught with a systematic and well tested curriculum it can truly change the world. As teachers it is our responsibility to teach our students both their rights and responsibilities as human beings, to do less is unacceptable. Our rights and responsibilities as people should be a core component of public education at every level." | Danny Hoyt |
| Juliana James 4th Grade Teacher Frost Lake Magnet School |
"Frederick Douglass said "If there is no struggle, there is no progress." When students learn about human rights, they learn about the global struggle to liberate humanity from discrimination, prejudice, hatred, genocide, acts of torture and intolerance. When students learn the UDHR, they learn about the importance of this "map" that can chart a path for humanity to practice freedom and human rights for all." |
| "Human Rights education is at the heart of knowing how and what it takes to be a human." |  Rebecca Janke |
 Maria Larson |
"The responsibility to educate the youth of the world lies with those who have something to teach, and have experience of the knowledge of the subject. This then will be understood by the youth of the world." |
| "Amanda was an unusually articulate and bright 5th grader. While I was on my 10th or 11th visit to her Hopkins school as a guest teacher in the Partners for Human Rights Education program; she cornered me with a question I was not prepared to answer, but thrilled to hear. I had been teaching my students about the steadfast commitment to the protection of Human Rights by many great leaders. Amanda raised her hand and wondered if some of those leaders had been women. I explained many were woman giving several examples including Eleanor Roosevelt whose decisive leadership in 1948 resulted in the creation of the Universal Declaration of Human Rights. Amanda then asked, "Where will I have more impact when I grow up—as President of the U.S. or Secretary General of the U.N.?" The question itself was so visionary and hopeful that I knew the classroom material was hitting the mark! I told Amanda she would find her answer if she kept learning and leading with the same passion and conviction she had for this class!" |
 Brad Lehrman Attorney Venture Capital Fund Manager & Founder "Partners in Human Rights Education." |
 Matt Ryg |
"If we nurture a love of learning in kids, they'll gladly assume the responsibility themselves. While we're doing that, we all need to be educators. We all need to be teachers and students, mentors and mentees, respectful and respected, and lovers and loved. Education is Everything." |
| "As I am writing the students final year and progress reports and adding comments, I have been able to write frequently 'greatly improved in social skills and academics'. Angela no longer walks out of the room, she is capable of discussing issues. Raymond is much more sensitive to the appropriateness of events happening around him and has really tuned into learning. Students are aware of their right to education and the rights of children around the world. A great foundation has been built for these students." | K. Odean West Central Academy |
| Connie Jean Overhue West Central Academy |
"I see more behavioral and attitudinal changes in students receiving human rights education than students involved in social skills class and/or conflict mediation programs. I observe my students involved in human rights classes as having more compassion, empathy, and gratitude and resolve to make positive change in their lives and the lives of others. I experience children feeling more positive about themselves after receiving human rights education. One of my children involved in human rights training and diagnosed as emotionally and behaviorally disturbed was observed one day helping a five year old child who had fallen in the hall and was sobbing. This young girl who was know for her aggression and explosive behavior, extended her hand to the five year old, helped her off the floor, brushed her slacks off, wiped her tears, and walked her to the nurse's office to make sure the little girl was not injured. Another student named Leonard typically displayed disruptive and cruel behavior to others. I recall one day seeing a young girl crying in my reading class due to family turmoil. Leonard approached her, wrapped his arm around her shoulders, and asked if there was anything he could do to help her. There are many more examples too numerous to describe observed in and outside of the classroom by me indicating significant attitudinal and behavioral change in the students receiving human rights training." |
| "In the highly interdependent world in which today's students live, it is imperative they examine, discuss and reflect upon issues related to human rights and social justice. These Teaching methods promote not only an understanding of the complex nature of human rights abuse they also create the stimulus for students to engage in action to stop these abuses in the future." | Dr. Thomas J. Scott Rosemount High School, Rosemount, MN |