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End Human Trafficking - A Middle School Educator's Guide UNICEF - grades 9-12

End Human Trafficking - A Middle School Educator's Guide UNICEF - grades 9-12

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Published by Sammis Reachers
End Human Trafficking - A Middle School Educators Guide UNICEF - grades 6-8

The program provides teachers with clear objectives, vocabulary, and directions on how to teach the subject; lesson plans are available for students in grades 6-8, and 9-12.

The Middle School guide is divided into three lessons:

Lesson 1: Students will tap into their knowledge of human trafficking and become acquainted with its domestic and international dimensions, including the relationship between labor exploitation and global consumer demand. They also will begin to associate child trafficking with the violation of rights guaranteed in the Convention on the Rights of the Child (CRC).

Lesson 2: Students will examine how children in different parts of the world become victims - and then survivors - of trafficking. This will include information on the risk factors that children face, the manner in which victims are exploited, and how organizations like UNICEF are working to protect the survivors.

Lesson 3: Students will learn how they can take action to help end child trafficking through education of others, civic engagement, and support of UNICEF and its partners, while also demonstrating what they have learned about trafficking in general.

TeachUNICEF is a portfolio of free global education resources. Resources cover grades PK-12, are interdisciplinary (social studies, science, math, English/language arts, foreign/world languages), and align with standards. The lesson plans, stories, and multimedia cover topics ranging from the Millennium Development Goals to Water and Sanitation.
End Human Trafficking - A Middle School Educators Guide UNICEF - grades 6-8

The program provides teachers with clear objectives, vocabulary, and directions on how to teach the subject; lesson plans are available for students in grades 6-8, and 9-12.

The Middle School guide is divided into three lessons:

Lesson 1: Students will tap into their knowledge of human trafficking and become acquainted with its domestic and international dimensions, including the relationship between labor exploitation and global consumer demand. They also will begin to associate child trafficking with the violation of rights guaranteed in the Convention on the Rights of the Child (CRC).

Lesson 2: Students will examine how children in different parts of the world become victims - and then survivors - of trafficking. This will include information on the risk factors that children face, the manner in which victims are exploited, and how organizations like UNICEF are working to protect the survivors.

Lesson 3: Students will learn how they can take action to help end child trafficking through education of others, civic engagement, and support of UNICEF and its partners, while also demonstrating what they have learned about trafficking in general.

TeachUNICEF is a portfolio of free global education resources. Resources cover grades PK-12, are interdisciplinary (social studies, science, math, English/language arts, foreign/world languages), and align with standards. The lesson plans, stories, and multimedia cover topics ranging from the Millennium Development Goals to Water and Sanitation.

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Published by: Sammis Reachers on Nov 30, 2012
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www.teachunicef.org
E Taf
A HigH ScHool EducATor’S guidE (grAdES 9–12)
   ©    U   N   I   C   E   F   /   N   Y   H   Q   2   0   0   6  -   1   0   4   0   /   K  a   t  e   B  r  o  o   k  s
 
www.teachunice.org
TAblE o conTEnTS
Unit Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Background Inormation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Common Core State Standards and National Content Standards. . . . . . . . . . . . . . . . .5Lesson 1: Introduction to Tracking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Lesson 2: What’s Our Slavery Footprint?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Lesson 3: Risk Factors and Vulnerability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Lesson 4: Drawn to the O Ramps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Final Assessment: Prevention and Advocacy. . . . . . . . . . . . . . . . . . . . . . . . . . .23Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Handout 1: End Tracking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Handout 2: Questions or “End Tracking”. . . . . . . . . . . . . . . . . . . . . . . . . . . .29Handout 3: Estimated Number o Children in Worst Forms o Child Labor (2000). . . . . . . .30Handout 4: Risk Factors and Vulnerability. . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Handouts 5a, 5b, and 5c: Case Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
TeachUNICEF was created by the U.S. Fund or UNICEF’s Education Department. © 2012Unless stated otherwise, the source or all charts, gures, maps, and statistics used in this unit is: United Nations Children’s Fund, (UNICEF),New York. Additional sources are noted when they are required. Website addresses (URLs) are provided throughout this unit or reerence andadditional research. The authors have made every eort to ensure these sites and inormation are up-to-date at the time o publication, butavailability in the uture cannot be guaranteed.
 
www.teachunicef.org
 1
Unit Overview
Unit Overview
End Trafcking 
is a unit o our lessons and a nal assessment designed:
 1.
To raise awareness about child tracking as a multi-layered human rights violation and toinorm about the reasons why it is occurring.
2.
To highlight the challenges o combating child tracking and the work o UNICEF and othersin prevention, protection, and prosecution.
3.
To encourage students to take their own steps in addressing the local and global issues o child tracking.
Enduring Understanding
Human tracking exists in the United States and around the world today, and it particularlyaects children and youth. This is a human rights violation, it is unacceptable, and I can dosomething about it.
Essential Questions 1.
Why do children and youth get pulled or pushed into tracking situations?
2.
What actors enable tracking to exist? What must be done to overcome them?
3.
What are the actors that enable eective social action against tracking? What are the issuesone has to consider when taking action?
Lesson 1:
Students tap into their knowledge o child tracking and become acquainted withits domestic and international dimensions. They also begin to associate child tracking with theviolation o rights guaranteed in the Convention on the Rights o the Child (CRC).
Lesson 2:
Students understand that exploitation dehumanizes children and is an intenseviolation o their rights. Students will use the Slavery Footprint Web application to estimate thenumber o enslaved people who support their liestyle, and they will analyze and refect upon thatinormation.
Lesson 3:
Students think critically about the attitudes prevalent in American society that enablehuman tracking to occur. Using readings rom UNICEF and other international organizations,they also explore the risk actors and vulnerabilities that may lead to tracking and exploitation.
 
E Taf
A Hh Sh Eat’s ge (gaes 9–12)
uniT ovErviEw

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