LESSONS - ATIP Albania · 12/02/2013 · can see the western boy taking off his shoes, which are the ones the Asian boy made. The message of the video: ‘Some things cost more than

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LESSONS

Contents

Introduction 3

Videos 4

Lesson 1 - HUMAN TRAFFICKING 7

1.Starter (5 min) 7

2. Human trafficking case studies (15 min) 7

3. What is human trafficking? (5 min) 8

4. Why does human trafficking happen? (5 min) 10

5.Role play (20 min) 10

Lesson 2 – Sex trafficking 11

1.Starter (5 min) 11

2.Equal rights for everyone? (15 min) 11

3.What is sex trafficking? (5 min) 13

4.Activity (25 min) 13

Lesson 3 (choice A) – HUMAN TRAFFICKING IN THE PRODUCTS WE BUY 14

1. Starter (15 min) 14

2. Globalisation (10 min) 14

3. Video on trafficking in the cocoa trade (5 min) 15


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4. Facts about chocolate (5 min) 15

5. Fair trade (10 min) 15

6.Activity (5 min) 16

Lesson 3 (choice B) – HUMAN TRAFFICKING IN THE JOB MARKET 17

1.Starter (5 min) 17

2.Case study (10 min) 17

3.How to spot the danger of being trafficked? (15 min) 18

4.Cartoon (10 min) 18

5.Education helps stop trafficking (10 min) 21

Lesson 4 – ACT 23

What can I do? 23


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Introduction

These four lessons are for use with pupils aged 12 to 14. For each lesson learning outcomes will be presented at the start.

For lesson 3 there is a choice whether to use lesson 3A or lesson 3B. If the teacher thinks the pupils are more likely to need to think about the products they buy as a source of trafficking, then choose lesson 3A. If they might be more vulnerable to being tricked by a trafficker in the job market, please choose option 3B.

In this lesson pack you can find several ‘Think about it sheets’ to accompany each lesson, which can be hang up on the wall in the class room. Some of these sheets are essential for the lessons, others can be used optional to go deeper into a specific issue.

The teacher resources are either case studies which the teacher can hand out to the pupils, or resources for additional information about a specific subject for the teacher.

Any questions and feedback on the lessons can be directed to: [email protected]


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Videos

This is a list of the videos and the description of the content of each video which can be used in the lessons. To start the video in the powerpoint, just click on the link if you are online.

Lesson 3(A) - HUMAN TRAFFICKING IN THE PRODUCTS WE BUY

1) OPTIONAL - Human trafficking in the products we buy: the example of Coltan (4:36)

“Congo’s Bloody Coltan” is a quick glimpse at coltan’s role in Congo’s civil war. Experts explain in the video how the war lords and the multinationals benefit from the coltan trade to the disadvantage of the miners who have to pay the price. In the video you can see that even children are working in the coltan mines and how working conditions are very poor.

2) Globalisation - MTV video “All I Need” - Radiohead (3:48)

This video from Radiohead has been produced in the context of the MTV EXIT (End eXploitatIon and Traffcking) campaign. The band linked with MTV to highlight such issues as child slavery, enforced servitude and sex trafficking.

The video shows a day in the life of two children in two very different hemispheres: a western boy going to school at the one side, an Asian boy manufacturing shoes on the other side. At the end of the video you can see the western boy taking off his shoes, which are the ones the Asian boy made. The message of the video: ‘Some things cost more than you realise’.

3) Human trafficking in the cocoa trade - Tony’s Chocolonely (3:27)

Chocolate is something you eat for pleasure, until you discover the appalling things that happen on cocoa plantations. In the production of cocoa beans even children are being exploited. Slavery still exists.


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Dutch journalist and documentary maker Tony (Teun) van de Keuken met with former child slaves from Burkina Faso who worked without wages and under atrocious conditions on cocoa plantations in the Ivory Coast. “Knowing this,” Van de Keuken said, “Eating chocolate makes me a criminal.”

From art. 416 of the Dutch Penal Code: Whoever receives goods...while knowing at the time he receives them or when they are made available to him...that it concerns unlawfully obtained goods is guilty of wilfully receiving...unlawfully obtained goods and shall be punished by a term in prison of maximum four years or a Category Five fine. Criminals belong behind bars. So Tony van de Keuken turned himself in. In the meantime, he decided to produce his own chocolate bar.

4) Fair trade - (1:49)

This video tells the story of a fourteen-year-old girl, Jenifer Oforiwaa-Kusi from Ghana. She explains how she is able to get an education because her father is a cocoa farmer and member of the Kuapa Kokoo farmers’ cooperative. This cooperative has built schools, dug bore hole wells and given bonuses for the schools.

Lesson 3(B) - HUMAN TRAFFICKING IN THE JOB MARKET

5) Education helps stop trafficking - Cartoons for child rights - Education (India) (0:32)

This cartoon for Children’s Rights is a UNICEF broadcast initiative that aims to inform people around the world about children’s rights. All the spots are non-verbal, in order to get the rights message across to everyone, regardless of language.

This short cartoon is about a child’s right to education. It shows a child breaking stones to build a road. A school bus passes, and the child looks disappointed because he has to work.

6) Education helps stop trafficking - MTV video “All I Need” - Radiohead


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See lesson 3A - 2) globalisation

Lesson 4 - ACT

7) Example of awareness raising on the worst forms of child labour in West-Africa (7:59)

The video shows how a group of 9 and 10 year old pupils from Gallions Primary School have challenged chocolate makers on the ethics of cocoa production. This example shows how they have raised awareness in the UK through performing a play in a London theatre, after having heard about child labour in cocoa production in West-Africa.


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Lesson 1 - HUMAN TRAFFICKING

Learning outcomes: In lesson 1, the pupils will get a good basic understanding of what human trafficking is. The pupils will start to think about why, where and to whom this human trade happens.

1. Starter (5 min)The teacher should gather a few items: a pencil, a bag, an item of clothing, a notepad and an item of food. Show them the first item and ask the pupils to guess how much you paid for it. Continue with the other items.

Introduce a final item for them to guess the price of—a fellow pupil. (It may be more appropriate to choose a male volunteer in a mixed school). Ask them to say how much they think someone would pay for him. Discuss with the whole class how you would put a price on a human being. Perhaps according to the talents he has, the work he is able to do or the price that you know someone else would pay for him. After the discussion, explain that we can not put a price on a human being, because each single individual is invaluable. Thank your volunteer and get him to sit down.

2. Human trafficking case studies (15 min) Give the pupils two case studies of human trafficking to look at.

The teacher should pick the case studies most relevant and appropriate for their country – (see teacher resource 1 – human trafficking case studies).

Discuss what is happening in the case studies.

Question – Ask the pupils which three things these two case studies have in common.


LESSONSFor the teacher:

Purpose of this exercise:

This will help to give a first understanding of human trafficking. Allowing the pupils to discover for themselves the elements that make up human trafficking.Three things the case studies have in common (see point 3):

1. Deceiving or forcing them to leave

2. Moving them

3. Exploiting them

Ask th if they have heard similar stories in the news affecting their own country.

3. What is human trafficking? (5 min)Trafficking is...

Labour trafficking is...

1. Recruiting, hiding, moving, providing or getting someone.

2. Forcing, tricking or threatening them to work for little or no pay. The person cannot leave if he/ she wanted to.

3. Taking advantage of them and using them as slaves to work.

Sex trafficking is....

1. Recruiting, hiding, moving, providing or getting someone over age 18

2. Forcing, tricking or threatening them.

3. Taking advantage of them and using them for sexual services to make money. The trafficked person does not get to keep any or very little of the money.

OR

1. Recruiting, hiding, moving, providing or getting someone under age 18

2. Taking advantage of them and using them for sexual services to make money or in exchange for something such as food and housing.


LESSONSWho is the trafficker?

Sometimes the trafficker is a stranger, but often it is family members, friends or a boyfriend, who deceive persons or deceive parents to release their children, selling them on to local gangmasters or serious organised international trafficking rings.

How big is the problem?

Trafficking affects every country in the world, whether it be:

- a source country, where victims are trafficked from

- a transit country, where victims are trafficked through

- a destination country, where people are trafficked to

Nobody really knows how big the problem exactly is however, because the trade is very hidden. Nevertheless, estimates are made on the scale of the problem:

More than 700,000 women, children and men who are being trafficked across borders every year. 2 to 4 million people are trafficked within their own country, as well as across borders.

Source: US State Department

In fact, anyone could be trafficked, but most likely to be trafficked are:

- women

- People living in poverty and/or in an unstable family situation

Who is particularly at risk of being trafficked will be discussed in further depth in lesson 2 and lesson 3.


LESSONS4. Why does human trafficking happen? (5 min) Discussion - Ask the pupils to comment on why human trafficking might happen. What might cause someone to be vulnerable?

The most important root causes for human trafficking are :

• Being poor and seeing that people are richer in other places (Comparative poverty)

• Unfair treatment of girls and women (Gender discrimination)

• Treating migrants or minority groups in source countries badly and not listening to their problems - the Roma community is an example of such a marginalised group in source countries. Being marginalised, they have are more vulnerable to being trafficked (Marginalisation of migrants/ minority groups in source countries)

• People not being able to go to school or get a job where they live. This may lead them to trust a trafficker who promises education or work in a different place. (Lack of access to education and jobs)

• Natural disasters and wars - This can lead to children being left without parents. Chaos in society can mean that the vulnerable are not protected.

• People cutting costs by not paying workers enough, this leads to the temptation to get traffickers to supply labour for very little cost. (Demand for cheap labour)

• Globalisation - Companies buy from suppliers all over the world and don’t check what happens to workers on the factories and farms they buy from.

5. Role play (20 min)Set up a role play on the root causes of human trafficking, using the character cards in Teacher resource 2 – Root causes role play & character cards.

Question – If the trafficker came to you, what would he or she have to say to convince you to go with them?

For the teacher:

Purpose of these exercises:

the role play and the question above are meant to let the pupils think about the reasons why people would agree to go with a trafficker.

Reasons to convince people can differ from country to country; people in Africa for example could be convinced to go with a trafficker when they


LESSONSare offered employment in Europe, people in Europe could be convinced by offers of a modeling career in the US, and so on..

Lesson 2 – Sex trafficking

Learning outcomes:

After lesson 2, the pupils will have more understanding of how the exploitation of women is closely intertwined with the attitudes and treatment of women in our societies. The pupils will learn the basics on what human trafficking in the sex trade looks like.

1. Starter (5 min)Question - Read the little story below. How can this be? Let the pupils think about it.

One day, a father and his son are driving in a car. The father and his son get involved in a car accident. The father dies at the scene and the son is rushed to the hospital. At the hospital the surgeon looks at the boy and says “I can’t operate on this boy, he is my son”

Do they think of the possibility of a female surgeon, that the surgeon is his mother?

2. Equal rights for everyone? (15 min)Discussion - What about equal rights for women?

Do you believe that women and girls are seen as equals in your community?

(which tasks do women have in the family and which kind of jobs do they have, what kind of education do they get compared to men? Is this true all around the world?)

What things make you think that all might not be equal?

How do you think things like this might make girls more vulnerable to human trafficking?

(If the pupils don’t come up with something themselves, ask them


LESSONShow following things could influence the way women and girls are more vulnerable to be treated as slaves and end up being traded as commodities: 1. Have to stay home and can’t go to school, 2. No chances to get a good paid job 3. No right to choose what they want to do with their lives, 4. Domination by men 5. Less valued than men in society)

The majority of victims of the human trade are female: 79% of trafficked persons are women or girls.

Source: UNODC, 2009

Why are women so vulnerable to being trafficked?

If our communities believe that women have less worth than men or if the community believes that women have no right to choose what they do with their lives, and that it is alright for men to dominate them, then this lays the foundation for a demand for trafficked women and a tolerance for women being sold.

If girls are denied access to education, and are only allowed to do poorly paid, unregulated jobs such as domestic care or cleaning, then girls will become more vulnerable to being deceived into following promises of a better life and possibly end up working as slaves.

If women aren’t being treated as equals, than they could end up being sold.

Activity – write down in 1 minute the names of as many women as possible who have achieved something to make the world a better place.

For the teacher:

The purpose of this activity is to let the pupils see that women are very important for society, to build up the girls’ self-esteem and let them see that they can achieve things when they get the chance.

Also, the students will find that they can much more easily think of men who are famous for being in leadership or being inventors – and that women’s achievements are not reported so much.

The teacher should prepare a list before hand of women to suggest.


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3. What is sex trafficking? (5 min)Sex trafficking means that people (mostly women and girls, but not only) are deceived or removed from their homes and forced to sell sex to men. They are sexually exploited.

In comparison to other forms of exploitation, women and girls who are trafficked are most likely to end up being sold for sex:

70% of all women who are trafficked are sexually exploited.

SOURCE: US Department of State, 2004

This sexual exploitation sometimes happens in brothels, and sometimes

in places pretending to be saunas, massage parlours or ordinary homes.

Compared to men, women and girls are particularly at risk to end up in sex trafficking:

98% of those trafficked into sexual exploitation are women and girls. SOURCE: International Labour Organisation (ILO), 2005

4. Activity (25 min)The teacher will have collected magazines and newspapers from the previous weeks. Let them find out how women are looked at in this local media.

Discuss with the pupils how women are often portrayed as commodities and as sex symbols in the media and how this is a first step to tolerating the sale of women in sex trafficking, and the use of them in pornography and forced prostitution.

Let the pupils make a collage and present it to the class.


LESSONSLesson 3 (choice A) – HUMAN TRAFFICKING IN THE PRODUCTS WE BUY

Learning outcomes: The pupil will be aware of the existence of human trafficking in so many commodities, which we use daily. Through the use of different specific examples, the pupil will understand the connection between globalisation and the demand for cheap labour. The pupils will have a better understanding of the role of Fair Trade in balancing the global economy more equally.

1. Starter (15 min)Lay out a tray of items - a bar of chocolate, a t-shirt, a mobile phone, a piec of rug/carpet .

Ask the pupils to look at these items and consider the link between these things and human trafficking.

Ask where these items come from.

Activity - Ask the pupils to consider the stories from teacher resource 3 – Human trafficking in the products we buy.

Discussion - Let the pupils feedback what their feelings are about the stories of trafficking linked to objects they buy. Will their shopping habits change?

2. Globalisation (10 min)Question - Let the pupils try to explain what their idea of globalisation is.

Globalisation is the process where things that used to all be done locally, or nationally, now can be done globally. For example, a hundred years ago if a pair of shoes was to be made, the leather would be made from local animals, it would be sewn together locally and even sold locally. Later, it might be that animals from one part of the country would provide the leather, then the sewing would be done in a town, and shoes sold elsewhere, even exported abroad.

Now, any part of the process could happen anywhere. The animals could be in one part of the world, the materials would then be shipped to another country to be cut, sewn and glued together. The sole could be put together in one country, the heel in another and the upper in a third, while the upper is put on in yet another place. Finally, the shoes


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are distributed all over the world and marketed by another company somewhere else entirely!

The shoe (or whatever product) will be produced in the country where the cheapest labour is. Transport and communication is cheap enough these days for this to be possible.

This can be great for developing countries and international trade is very important for increasing wealth, but the problem is that it is difficult for the person who buys the product to know that all the factories and farms that make their products or grow their food, are not using trafficked persons or other forms of exploitation in producing these products.

Video - Show pupils the official MTV video “All I Need” (3:48) from Radiohead (http://ca.youtube.com/watch?v=cdrCalO5BDs).

Ask them what they think about this.

3. Video on trafficking in the cocoa trade (5 min)Video - show the Tony’s Chocolonely video (http://www.youtube.com/watch?v=3X3saJUs8f4) (3:27)

Ask if the pupils understand what is going on here.

4. Facts about chocolate (5 min)Look at “Think about it – Chocolate” and try to answer the questions.

5. Fair trade (10 min)Fair trade is a system by which farmers or producers get a fair price, but have to guarantee that they meet high ethical standards, and use no labour exploitation or human trafficking.


LESSONSFair trade is based on four basic principals:

1) Pay a fair and reasonable price to producers, which at least covers the costs of production and basic living costs

2) Pay extra money, which farmers use for things like building a school, roads and other things for their community

3) Ensure that farmers get paid early, so that they can pay their own bills on time

4) Buyers agree to work with the farmers over a long period of time (long term contracts)

In return for these benefits, farmers have to be checked by independent persons to show that they are not exploiting workers or the environment.

Show fair trade video - http://www.youtube.com/watch?v=PAhmgUUu4HU (1:49)

6.Activity (5 min) The teacher should gather some fair trade chocolate wrappers and discuss the branding and the name in plenary.

Ask the pupils, if they were selling a fair trade chocolate bar, for whom (which target audience) would they design it?

Home work:

- Develop a name for your own fair trade chocolate bar and design a wrapper for it. Think about how you would sell your chocolate bar. (You could design a poster advert for the fairtrade chocolate bar). Present your chocolate bar to the class.


LESSONSLesson 3 (choice B) – HUMAN TRAFFICKING IN THE JOB MARKET

Learning outcomes:

The pupil will be aware of the potential dangers of being trafficked on the (inter)national labour market. The pupils will learn about potential suspicious circumstances of exploitation on the labour market and about the different stages that a victim of labour trafficking could find him/herself in. This knowledge will be an important preventive instrument when the pupil will encounter a situation of human trafficking in his or her own labour career.

1. Starter (5 min)Ask the class if they have thought about working in another city or abroad when they finish school.

For those who have thought about it, ask where they dream of going and what they want to do.

Ask also if they have any friends or relatives who have travelled abroad or to another city to work. What was their story?

2. Case study (10 min)

The dream of moving to a different place to find a job can be a good one, but there also some risks involved.

The teacher should choose one of the case studies included in teacher resource 4 – “Human trafficking in the job market – Case studies”, print it and hand it over to each pupil.

Question - Ask the class to think about the story and come up with things that the women could have done to make herself less vulnerable.


LESSONS3. How to spot the danger of being trafficked? (15 min) Think about it sheet – “How to spot the danger of being trafficked” is an example of things some governments and charities suggest people can do to guard against being trafficked. Discuss both parts of the fact sheet together with the class.

Even if you do all of these, you could still be trafficked, but it would reduce the chances.

4. Cartoon (10 min)Look at the following cartoons about children being sold into slavery in the cocoa/chocolate industry and about forced begging. Discuss with the class what is happening in each cartoon.


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Homework (optional) –

Let the pupils think of a trafficking situation themselves.

Ask the pupils to draw/develop a cartoon poster based on their own trafficking scenario.

If they would find it helpful, they could first write the five different phases of their poster down in the different boxes.

For the teacher:

Purpose of this exercise:

Let the pupils think about the different stages that a trafficked person could find him/herself in.

5. Education helps stop trafficking (10 min)Show following 2 short videos to the pupils:

Video 1 (0:32) cartoons for child rights (India) http://www.youtube.com/watch?v=e5R4jAxKY-I&feature=channel

Video 2 (3:48) All I need – Radiohead http://ca.youtube.com/watch?v=cdrCalO5BDs

Question – Do you think children of your age should work or only be at school?


LESSONSLike we have seen in lesson 2 about sex trafficking, girls have less chance to be in school than boys and therefore girls are especially vulnerable to being trafficked. Traffickers know how to exploit this vulnerability of persons with low education and low skills by promising good jobs or study opportunities elsewhere.

Education can help to stop trafficking in human beings, especially girls’ education, because it increases opportunities and arms people with knowledge.


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Lesson 4 – ACT

Learning outcomes:

In this part of the lesson pack, the pupils will be actively engaged to integrate all the things they have learned about human trafficking.

The pupils will be empowered to be agents of change on the issue of human trafficking in their own environment; in their own school and in their own community. The pupil will learn that their voice matters and look into what they can do in the fight against human trafficking.

In setting up an awareness raising play or drama on human trafficking, the pupils will be the link to their community and in this way, they will be part of the global movement against human trafficking.

What can I do? A. Awareness raising in your school

Through setting up a play or drama on human trafficking in their own school, the pupils will be challenged to process the educational material and share the information in an active and creative manner with fellow pupils.

The play :

Pupils should first sit together and decide which aspect of human trafficking they want to act out.

The play could be on warning about the dangers of human trafficking, the pupils could choose one specific type of human trafficking and/or concentrate their play around a story of a trafficking victim. The pupils should ideally do some research on the type of human trafficking occurring most in their community or region before they decide their focus (if they haven’t done this before).

Make sure the play is not too long (maximum 15 minutes) and the


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content is clear for the public. (Assume that your public does not know what human trafficking is)

The pupils could announce the play in their school with posters (on the school notice-board for example), flyers, putting an invitation in the school’s newspaper and so on.

B. Awareness raising in your community

Following on from the awareness raising event in the school, pupils can perform the play in their community. The pupils could extend their 15-minute play to a 30-minute play.

The pupils can perform their play in the local cultural centre, theatre or at the place where events are usually held in the community.

Make publicity to announce the event and to invite your community through posters or announcements in the local newspaper and radio station. Send invitations to parents, grandparents, police officers, journalists, press etc.


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Video

The play could be recorded and put on You Tube, if recording material is at hand. In this way the fight against human trafficking becomes global in a visual manner!

Example - As an example of how to act and raise awareness in your school and community, the teacher can show the video of a school in the UK that has put on a play in a local theatre to raise awareness about the labour conditions of thousands of children working on cocoa plantations in West-Africa.

http://ca.youtube.com/watch?v=qZy55XsYtIw (7:59)

Documents

LESSONS - ATIP Albania · 12/02/2013 · can see the western boy taking off his shoes, which are the ones the Asian boy made. The message of the video: ‘Some things cost more than