United States, Mexico & Capstone

Chapter 7

United States Democracy & Women in Leadership

Learning objectives

• Explain the three branches of the U.S. federal government and the federal system.
• Compare the U.S. presidential system with UK and Canadian parliamentary systems.
• Identify selected historical milestones for women in U.S. legislative, executive, judicial, and diplomatic leadership.

Lesson notes

The United States Constitution establishes legislative, executive, and judicial branches. Congress is the legislative branch and consists of the House of Representatives and Senate. The President leads the executive branch and serves as both head of state and head of government. The federal judiciary interprets and applies federal law in cases within its jurisdiction. Federalism divides authority between the national government and the states.

The U.S. President does not depend on continuing confidence of Congress in the same way a parliamentary Prime Minister depends on the confidence of the elected chamber. Presidential elections use the Electoral College process established by the Constitution and federal law.

Selected Women in U.S. Leadership

Student activity

Create a comparison table with one woman leader from the legislative branch, one from the executive branch or Cabinet, one from the judiciary, and one from diplomacy. State how each office is selected and one core responsibility.

Chapter review questions

1. Name the three branches of the U.S. federal government.
2. What two chambers make up Congress?
3. Who was the first woman Vice President?
4. Who was the first woman U.S. Secretary of State?
5. Who was the first woman to serve on the U.S. Supreme Court?

Chapter 8

Humanitarian Diplomacy, Capstone & Certification

Learning objectives

• Apply ethical diplomatic communication to community and humanitarian service.
• Use conflict-resolution, safeguarding, confidentiality, and stakeholder coordination practices.
• Develop a measurable community diplomatic leadership capstone project.
• Prepare for the 80-question certification examination.

Lesson notes

Humanitarian diplomacy applies communication, negotiation, advocacy, coordination, and relationship-building to protect human dignity and improve access to assistance. It should be guided by respect, nondiscrimination, informed consent, confidentiality, cultural awareness, lawful conduct, and collaboration with qualified professionals and institutions.

Student activity

Draft your capstone community diplomatic leadership project using the capstone framework, then write a 250–400 word reflection on how democratic accountability, human rights, diplomatic communication, and ethical leadership will guide your project.

Chapter review questions

1. What is humanitarian diplomacy?
2. Name three ethical safeguards for humanitarian work.
3. List the first three steps in the conflict-resolution model.
4. Why should a project include measurable outcomes?
5. What must a GIA-certified ambassador remember about the limits of an educational credential?

Chapter 9

Special International Study: Mexico, Human Rights & Diplomatic Leadership

Learning objectives

• Explain the importance of human-rights education in diplomatic and humanitarian leadership.
• Identify the work of Dr. Raúl Arias Pérez with Jóvenes por los Derechos Humanos México.
• Identify Hon. Juan José Sabines Guerrero and describe his governmental and diplomatic experience.
• Explain the difference between civil-society human-rights leadership, elected political leadership, and official diplomatic/consular service.
• Apply lessons from both leaders to humanitarian and diplomatic service.

Lesson notes

Part I — Dr. Raúl Arias Pérez, President, Jóvenes por los Derechos Humanos México. Dr. Raúl Arias Pérez has served as President of Jóvenes por los Derechos Humanos México (Youth for Human Rights Mexico), a civil-society organization focused on human-rights education. Please note an important correction for students: he is not the President of Mexico. Mexican governmental and educational sources identify him as the president of this human-rights education organization, and he has also been identified with the Mexico and Latin America organization.

The organization has worked to educate young people, educators, public servants, and communities about the principles contained in the Universal Declaration of Human Rights (UDHR). It has described education as an important way to help people understand, exercise, promote, and defend human rights. Its educational activities have included classroom instruction, workshops, seminars, training programs, and educational outreach.

Dr. Arias has participated in human-rights training with Mexican governmental and educational institutions, including training public servants and individuals working with children and adolescents. An important part of this work is helping participants understand that human rights should not remain simply words written in international documents. People must understand those rights and learn how they apply to everyday life.

Human-rights education and young people. Youth human-rights education can help students understand human dignity; equality and nondiscrimination; freedom and responsibility; respect for others; children's and adolescents' rights; peaceful coexistence; civic responsibility; and the Universal Declaration of Human Rights. This is particularly relevant to diplomatic ambassadors because humanitarian and diplomatic work often involves people from different nations, cultures, religions, languages, and social backgrounds. A responsible humanitarian leader should understand that every person deserves dignity and respect.

National and international outreach. Youth for Human Rights International reported that Dr. Arias participated as President of its Mexico organization during the first Latin America Regional Summit held in Querétaro, Mexico, where delegates from Mexico and other Latin American countries took part in human-rights education and cultural activities. Mexican state institutions have also documented him participating in human-rights seminars designed to train public servants and promote the rights of children and adolescents. These examples demonstrate how a civil-society leader can cooperate with educational institutions and government agencies while remaining distinct from an elected government official or a government diplomat.

Part II — Hon. Juan José Sabines Guerrero, former Governor of Chiapas and Mexican diplomat. Hon. Juan José Sabines Guerrero is a Mexican politician and diplomat who served as Governor of the State of Chiapas from 2006 to 2012. Before becoming governor, he held other public positions, including serving in the Congress of the State of Chiapas and as Municipal President of Tuxtla Gutiérrez. He studied Political Science and Public Administration at Universidad Iberoamericana and has undertaken additional studies connected with international relations and consular affairs.

Leadership as Governor of Chiapas. Chiapas is a state in southern Mexico with a significant Indigenous population and complex social, economic, migration, and development issues. The position of governor involves executive leadership at the state level, administering state government within Mexico's constitutional and legal structure and working with legislative, municipal, federal, and community institutions. His period as governor included work involving social development, Indigenous communities, migration, and cooperation with international institutions. For students of diplomatic leadership, his career provides an opportunity to examine how public leadership can move from local and state government into international and consular service.

From governor to diplomat. After serving as Governor of Chiapas, Juan Sabines Guerrero entered Mexican consular service. Mexico's Secretariat of Foreign Affairs appointed him Consul General/Consul Titular in Orlando, Florida, and official Mexican government records identify him as having served in that diplomatic-consular position. A Mexican consul serves Mexican nationals and advances Mexico's consular responsibilities abroad, including protection and assistance for Mexican citizens, documentation, community outreach, and cooperation with governmental and community institutions.

Leadership connection. The careers of Dr. Raúl Arias Pérez and Hon. Juan José Sabines Guerrero illustrate two different forms of international and humanitarian leadership. Dr. Arias' work demonstrates civil-society human-rights education and advocacy. Hon. Sabines' career demonstrates elected governmental leadership followed by official consular service. Human-rights organizations, elected governments, and diplomatic missions can sometimes cooperate toward common humanitarian objectives, while each retains different responsibilities, legal authority, and institutional roles.

Three Forms of Leadership Compared

Student activity

Student reflection: In writing, answer this question before taking the assessment — how can human-rights education, government leadership, and diplomacy work together to strengthen communities while maintaining the proper responsibilities and authority of each institution?

Chapter review questions

1. What organization has Dr. Raúl Arias Pérez served as President of, and why is it incorrect to call him President of Mexico?
2. Which international document is central to the human-rights education work described in this chapter?
3. Which state did Hon. Juan José Sabines Guerrero govern, and during which years?
4. What official consular position did Juan Sabines Guerrero later hold?
5. Explain the difference between a governor, a consul, and a humanitarian ambassador.