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HUMAN TRAFFICKING: SOUTHEAST ASIA “Why is human trafficking one of the largest criminal industries
in the world?”
http://urbancrazes.com/headline/stop-‐human-‐trafficking/
"He who passively accepts evil is as much involved in it as he who helps to perpetrate it. He who accepts evil without protesting against it is really
cooperating with it."
- Rev. Martin Luther King Jr.
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Table of Contents
Lesson Plan Overview ………………………………………………………….………………3
Learning Objectives …………………………………………………………………………….4
Course Evaluation Guidelines ……………………………………………………………….4-5
Education Standards ……………………………………………………………………………5
Step 1: Assessing Student Knowledge ……………………………………………………..6-7
Step 2: Topic Overview & Case Studies
a. Topic Overview ……………………………………………………………………….8-9
b. Case Study 1: Burma/Myanmar: A Small Country with a Big Problem ………………………………………………………10-11
c. Case Study 2: Empower to Stop Human Trafficking …………………………….…………………………………..12-13
Step 3: Culminating Project ………………………………………………………………14-15
a) Preparing for Videoconference ……………………………………………………...16
Step 4: Explore & Reflect …………………………………………………………………16-17
Step 5: Take Action ……………………………………………..…………………………18-19
Appendix A ………………………………………………………………………………….20-21
Appendix B ……………………………………………………………………………………..22
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LESSON PLAN OVERVIEW RELATED SUBJECTS: Human Rights, Gender Equality, International Relations, Law
THEME: Global Development, Conflict & Human Rights
ESTIMATED TIME: 1 week depending on desired learning objectives.
GRADE LEVEL: Advanced middle and high school students ages 13-18
GUIDING QUESTION: Why is human trafficking one of the largest industries in the world? LESSON OVERVIEW:
GNG lesson plans offer secondary students the opportunity to learn about current global and political issues and hot topics while providing a platform to discuss the way these issues impact their lives every day. They also motivate students to work collaboratively by sharing ideas, values and beliefs; and use activities, reading materials, and supplemental resources to support youth during their topic research and investigation.
Human trafficking has become the world's second largest hidden industry, tied with guns and only behind narcotics. The industry is estimated to generate 5.6 billion a year. According to a UN report, an estimated 2.5 million people are in forced labor as a result of trafficking. Of that 2.5 million, 1.4 million (56%) are in Asia and the Pacific. According to the U.S. State Department, 80 percent of people trafficked are women and girls and up to 50 percent are under the age of 18. In this program, students will explore the causes and consequences of human trafficking in Southeast Asia and the effects it has on the US community. Through country-based case studies, students will examine the type of environment that attracts both perpetrators and victims of human trafficking and how these people became involved in this underground industry. After discussion and classroom reflection, students will connect human trafficking in one region of the world to the US economy and community while offering ways to help those who fall victim to human trafficking.
Graham Kietzman: http://theinspirationroom.com/daily/2007/salvation-army-challenges-human-trafficking/
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LEARNING OBJECTIVES & OUTCOMES Program Goal: To learn about the human trafficking industry, its causes and consequences on victims & traffickers, the role of globalization, and how to effectively respond. LEARNING OBJECTIVES • Engage in critical thinking • Analyze the role of globalization in this
industry • Understand the causes and
consequences on human lives • Understand the role of economics • Develop research skills • Investigate case studies • Learn the value of human rights
LEARNING OUTCOMES • Participate in group dialogue • Engage in problem solving • Be informed of the impact of the
human trafficking industry • Critically analyze the roles between
economics and the human trafficking industry
• Form educated opinions • Take action
COURSE STRUCTURE As a best practice, teachers should integrate the full lesson plan. Each lesson is divided into 5 best practice steps. Educators should approach the lesson using all steps collectively as each step is built cumulatively upon the other.
1. Step #1 students will be assessed current knowledge of topic 2. Step #2 students will be given an overview and investigate and
acquire information about the topic through case studies and discuss,
3. Step #3 students engage in a culminating activity that summarizes their knowledge about the topic and will be showcased during DAY 2 of the IVC
4. Step #4 students will explore and reflect how the topic personally impacts them and the world around them,
5. Step #5 students will gain additional resources to further learn about the topic
EDUCATION STANDARDS
GNG’s work is directly linked to preparing students for college and career readiness through the Common Core standards. While our work is centered on common core standards, we also meet National Standards for Civics & Government and Technology.
English Language Arts Standards –
Speaking & Listening
Comprehension and Collaboration (standards below can be found for grades 9-12 as well)
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• SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
• SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas (standard below can be found for grades 9-12 as well)
• SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
History/Social Studies
Key Ideas and Details
• RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• RH.6-8.2. Determine the central ideas or information of a primary or secondary sources; provide an accurate summary of the source distinct from prior knowledge or opinions
Craft and Structure
• RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
• RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Integration of Knowledge and Ideas
• RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. • RH.9-10.9. Compare and contrast treatments of the same topic in several primary
and secondary sources.
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STEP 1: ASSESSING STUDENT KNOWLEDGE OBJECTIVE: Assess students’ current knowledge of Human Trafficking BRAINSTORM ACTIVITY: Human Trafficking Is… TIME: 25-30 minutes MATERIALS: Pen/Pencil, Worksheet and
Space for Group Discussion INSTRUCTIONS: Split the class into groups of 2-3. Each group should receive and complete Appendix A: What is Human Trafficking? Remind students this is a brainstorm activity and should not research the answers. After 15 minutes, gather class and discuss the answers as a whole. After, students should utilize their research skills to define the following vocabulary words. Answers are provided in Appendix B. http://confereinservitus.org/what-is-human-trafficking/ VOCABULARY EXERCISE
TIME: 10-15 minutes or take-home assignment
MATERIALS: Pen/Pencil; Notepad, Internet
INSTRUCTIONS The following is a list of basic vocabulary students will need to know before diving into the lesson. Students will research and identify the definition of the following vocabulary words. (Resources: www.merriam-webster.com and http://dictionary.reference.com )
1. Coercion
2. Consent
3. Dehumanize
4. Exploit
5. Forced Labor
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6. Prostitution
7. Recruit
8. Sex Slave
9. Slavery
10. Smuggle
11. Victim
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STEP 2: TOPIC OVERVIEW & CASE STUDIES OBJECTIVE: Students gain a broad overview of human trafficking. In addition, students will investigate and gather specific information about the topic and discuss with their peers. TOPIC OVERVIEW: DEFINING HUMAN TRAFFICKING TIME: 40 minutes MATERIALS: Pen/Pencil; Notepad INTRODUCTION: Human trafficking is considered the fastest growing criminal industry in the World, estimated worth of 5.6 billion dollars.1 What drives this industry to blossom? Who is affected?
Students will read/watch the following: 1. Human Trafficking- UNODC
http://www.unodc.org/unodc/en/human-trafficking/what-is-human-trafficking.html An explanation of human trafficking in terms of the Protocol to Prevent, Suppress and Punish Trafficking in Persons.
2. Human Trafficking: The Facts- UN GIFT http://www.unglobalcompact.org/docs/issues_doc/labour/Forced_labour/HUMAN_TRAFFICKING_-_THE_FACTS_-_final.pdf An article explaining the facts of human trafficking.
3. Myths and Misconceptions- Polaris Project http://www.polarisproject.org/human-trafficking/overview/myths-and-misconceptions An article of 10 myths about human trafficking.
4. One Woman’s Story of the Horrors of Human Trafficking- Vimeo (4:03) http://vimeo.com/6687208
A short video depicting one woman’s drive to make a difference.
1 The Polaris Project: A World Without Slavery. “Human Trafficking,” http://www.polarisproject.org/human-‐trafficking/overview?gclid=CMzR68y39awCFUXf4Aod13dITQ.
Courtsey of Action to End Exploitation: http://www.worldandi.com/subscribers/feature_detail.asp?num=26572
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5. When Victims Become Traffickers- Change http://news.change.org/stories/when-victims-become-traffickers An article explaining why trafficking becomes a lifestyle for trafficked victims.
Discuss: Encourage students to reflect on the following guiding questions and to share their perspectives in groups of 4-5 students. After 10-15 minutes, regroup class and have a general discussion:
• What comes to mind when you hear the word “slavery?” Have your thoughts changed about the notion of slavery from before?
• Did any of the myths and the facts behind them surprise you? How could you go about correcting these myths?
• Why do some victims believe they have no other choice but to become traffickers? Are there ways to break the cycle of victim to trafficker? If so, how?
• In the short video clip, Executive Director Ann Veneman from UNICEF states that these girls “need economic alternatives”. What does she mean by stating this?
• How are human trafficking and economics intertwined for both the victim and trafficker?
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2 Human Trafficking. “Burma,” (2001-‐2006), http://www.humantrafficking.org/countries/burma.
CASE STUDY 1: BURMA/MYANMAR: A SMALL COUNTRY WITH A BIG PROBLEM
TIME: 40 minutes MATERIALS: Internet, Notebook, access to library
INTRODUCTION: The Southeast Asia region is a huge hub for traffickers. The country of Burma (Myanmar) is a known source and transit country in this region. Many men, women and children are trafficked to China, Thailand, Malaysia, South Korea and others for sexual exploitation and forced labor. Traffickers also use Burma to transport victims from China to Thailand, Singapore and Malaysia. In 2006, the ruling junta reported that its police identified over 400 traffickers in 191 cases, and only convicted 53 traffickers with sentences ranging five years to life imprisonment.2
Students will read/watch the following:
1. Burma- Human Trafficking http://www.humantrafficking.org/countries/burma A case study of Burma in terms of human trafficking.
2. Forced Marriages Driving Human Trafficking UN Says- The Myanmar Times http://www.mmtimes.com/2010/news/512/n51206.html An article explaining how forced marriages into China from Burma is considered human trafficking.
3. Thailand Told to Rein in Human Traffickers- Democratic Voice of Burma http://www.dvb.no/news/thailand-told-to-rein-in-human-traffickers/17143 A Burmese article calling for more prosecution of Thai traffickers.
4. Traffickers Exploit Myanmar’s Poor- Metacafe (3:21) http://www.metacafe.com/watch/yt-XZGgNNOV4Sc/traffickers_exploit_myanmars_poor/ A short video clip depicting Thailand’s trafficking using Burmese citizens.
Discuss: Encourage students to reflect on the following guiding questions and to share their perspectives in groups of 4-5 students. After 15-20 minutes, regroup class and have a general discussion:
• Why is Burma at the heart of human trafficking in Southeast Asia? How do the surrounding countries contribute to Burma’s human trafficking problem?
Assistant Association for Political Prisoners: (Burma): http://www.aappb.org/nd_burma.html
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• What are some factors that lead Burmese women to be trafficked to China? From this information, what conclusions can be made about the nature of China’s economy?
• Why is there a lack of prosecution in Thailand of human traffickers? What could be done to ensure a better justice system?
• What makes Burmese citizens an easy target for human traffickers? What can be
done to solve/reduce this issue? How will this solution help the Burmese citizens?
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CASE STUDY 2: EMPOWER TO STOP HUMAN TRAFFICKING
TIME: 50 minutes MATERIALS: Internet, Notebook, access to library
INTRODUCTION: While human trafficking is a major problem that affects every country in every part of the world, there are organizations dedicated to stopping the continued abuse men, women and children suffer from being trafficked. NGOs lobby governments to pass stricter laws, set up safe-houses for rescued or escaped victims and re-introduce these victims to a safe world where they learn trust and knows what it means to be safe again. Due to these types of organizations, human trafficking victims have decreased. Students will read/watch the following:
1. Defeat Human Trafficking and Slavery in the U.S.- The Washington Times http://communities.washingtontimes.com/neighborhood/stories-faith/2011/dec/12/defeat-human-trafficking-and-slavery-us/ An article showcasing an organization dedicated to stop human trafficking.
2. ASEAN Partners with MTV EXIT to Fight Human Trafficking- Association
of Southeast Asian Nations http://www.aseansec.org/26760.htm An article showcasing the ways ASEAN and MTV EXIT are combating human trafficking.
3. Odanadi-Us- Stop Human Trafficking- Vimeo (3:37)
http://vimeo.com/20856708 A video showing how an organization in India makes a difference to victims of human trafficking.
4. January declared U.S. anti-trafficking month- The CNN Freedom Project http://thecnnfreedomproject.blogs.cnn.com/2011/12/30/january-declared-u-s-anti-trafficking-month/ A blog explaining President Barack Obama’s decision to declare January 2012 as National Slavery and Human Trafficking Prevention Month.
Discuss: Encourage students to reflect on the following guiding questions and to share their perspectives in groups of 4-5 students. After 15-20 minutes, regroup class and have a general discussion:
• In what way are these organizations making a difference?
Not for Sale Logo: http://www.notforsalecampaign.org/
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• Are there other ways in which organizations can do more to stop human trafficking? Explain.
• What could national governments do to combat human trafficking? Do you think they are more or less effective than NGOs? Explain.
• What do you think the root of the problem is?
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STEP 3: A VICIOUS CYCLE OBJECTIVE: Students will reflect on what they have just learned and create a project to showcase their knowledge of the topic. This showcase will be displayed during DAY 2 of the videoconference and will serve as a common platform for students to interpret what they have just learned to delve into deeper conversation.
TIME: 1-2 class periods depending on in-class or take home assignments
MATERIALS: Internet, Notebook, Pen, Access to library
ACTIVITY OVERVIEW: According to the Merriam Webster dictionary, a vicious circle (aka vicious cycle) is “a chain of events in which the response to one difficulty creates a new problem that aggravates the original difficulty.”3 To stop human trafficking, one must understand the root of the problem. Students will explore their understanding of the problem and create a prevention plan showcased through the vicious cycle of human trafficking. Through these events, students will understand the underlying factors of human trafficking.
http://blog.pegasuscom.com/Leverage-Points-Blog/?Tag=vicious%20cycle
ACTIVITY INSTRUCTIONS: Students will research a country that is involved in human trafficking from Southeast Asia. Using the information they obtain from their research coupled with information they have obtained from the curriculum, students will create a diagram outlining the vicious cycle of human trafficking. In addition to the vicious cycle diagram, students will draw a second diagram, this time inserting a break in the cycle where the students have come up with a way to prevent this vicious cycle to continue.
It is up to the student where they want to insert the break (prevention method), whether it is a way to prevent the victim from being transported into the country of transit or destination or whether it is a way the victim may seek refuge instead of being sucked back into the human trafficking industry. The cycle should include the following, but is not limited to:
• The country of origin, transit (if there is one) and destination (it is possible the country of origin is the same as the destination country)
• How the trafficked person was recruited (kidnapped, sold, misled, and by whom)
• What happens to the victim after he/she has been trafficked (does he/she eventually escape and get help, become a trafficker themselves, resold somewhere else, etc)
3 http://www.merriam-‐webster.com/dictionary/vicious+circle
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The objective of this project is to understand the sequence of events of human trafficking and create a way to prevent one of these events to happen, breaking the vicious cycle. Choose 1-2 students to read their stories aloud to the other classes on day 2 of the videoconference. Discuss the vicious cycle and the steps taken to break the cycle.
PREPARING FOR THE VIDECONFERENCE: • Be prepared to speak knowledgeably about the topic by preparing questions for
the other classes and notes and explanations for yourself. Please refer to Step 4 to write down your questions.
• Have a printed copy of your cycle to share with the other classes. • Think about the approach you took to create your cycle and prevention method. • Write down the steps you took to compose your cycle, why you chose that
country and a detailed explanation of your prevention method, or break in the vicious cycle.
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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STEP 4: EXPLORE AND REFLECT OBJECTIVE: students explore and reflect how the topic personally impacts them and the world around them- project outcome should point back to driving question
ACTIVITY 1- PREPARING FOR THE VIDEOCONFERENCE
INSTRUCTIONS: Students will reflect upon what they have learned thus far. On Day 1, students will have the opportunity to learn more from a guest expert. Please prepare three questions you would like to ask him/her. On Day 2, students will showcase their projects from STEP 3 and engage in a discussion amongst their peers. Sample questions can be found in the Program Storyboard.
DAY 1: GUEST SPEAKER (S) 1) 2) 3) DAY 2: PEER-TO-PEER DIALOGUE/ ACTIVITY SHOWCASE 1) 2) 3)
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ACTIVITY 2- INDIVIDUAL REFELCTION
INSTRUCTIONS: After the videoconference, students will now spend time reflecting on what they have learned. Student Name:
PULSE Program Title:
GUIDING QUESTION:
ABOUT THE TOPIC What is your answer to the Driving Question?
Did your perspective change? If so, how?
What did you enjoy learning most? What surprised you? Why?
What did you enjoy learning the least? Why?
ABOUT YOURSELF What is the most important thing you learned?
What skills/knowledge did you acquire as a result?
What part of the project did you do your best work on?
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STEP 5: TAKE ACTION – BECOME A GLOBAL CITIZEN! OBJECTIVE: “Take Action” empowers students to move beyond the lesson plan and videoconferences and continue their learning experience to become active global citizens. Students may choose to engage in a “Take Action” activity, project, or choose to design one of their own.
There are numerous organizations working to end human trafficking. Below is a short list of those who are trying to make a difference by fighting human trafficking through setting up rescue centers, giving vocational training to victim, etc. If you want to contribute to the fight against human trafficking, an easy way is to volunteer your time at local center and communicate with the victims. Talking helps them to overcome the pain they endured and start a new.
v One way to help is to organize a class to fight against human trafficking. See what this 4th grade class from Brookline, Massachusetts did to make a change they felt
strongly about! After recess change the world – NY Times
http://www.nytimes.com/2012/02/05/opinion/sunday/kristof-after-recess-change-the-world.html?_r=1
Organizations and Additional Resources:
• Not For Sale: http://www.notforsalecampaign.org/
Not For Sale creates tools that engage business, government, and grassroots in order to incubate and grow social enterprises to benefit enslaved and vulnerable communities. Together, we can end slavery in our lifetime
• Prevent Human Trafficking: http://preventhumantrafficking.org/
Prevent Human Trafficking (PHT) is a Washington, D.C., based non-profit organization working to build a bridge between South East Asia and the United States to prevent human trafficking. PHT empowers individuals, organizations and governments to tackle the root causes of human trafficking through direct support and technical assistance. PHT uses its expertise and networks to promote best practice and inspire sustainable solutions in the movement to prevent human trafficking.
• Hager USA: http://hagarusa.org
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Our purpose is singular; we restore broken lives. We welcome the toughest of human conditions. We stayed focused on the individual. And we do whatever it takes for as long as it takes to restore life in all its fullness. Whatever it takes for as long as it takes to restore a broken life.
• Polaris Project: http://www.polarisproject.org
In addition to operating a national, victim-centered, toll-free hotline, the National Human Trafficking Resource Center provides referrals, resources, general information and training and technical assistance. The NHTRC provides training and technical assistance through the hotline that seeks to build individual and practitioner expertise and strengthen local anti-trafficking infrastructure to improve the nationwide response to human trafficking.
• Nivasa Foundation: http://nivasafoundation.org
The Nivasa Foundation provides for the basic needs of the children of victims of human trafficking and slavery. By providing the children with food, clothing, and an education, we help mitigate the circumstances that might otherwise drive these mothers to seek employment in the Middle East, exposing themselves to human traffickers.
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Appendix A: What is Human Trafficking?
Name _______________________ Date ___________
Directions: Answer the questions below to the best of your ability using information you already know or by making an educated guess.
Define human trafficking in your own words.
What are the goals of human traffickers?
What are some of the ways or means victims of human trafficking are recruited?
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Where does human trafficking take place? What countries are origins for trafficking victims? What countries are destinations for trafficking victims?
Name the key players in a human trafficking scenario.
Why do you think human trafficking a billion dollar industry?
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Appendix B
1. Slavery- Submission of a dominating influence; the state of a person who is chattel to another
2. Victim- one that is acted on and usually adversely affected by a force or agent; one that is tricked or duped
3. Prostitution- the act or practice of engaging in promiscuous sexual relations especially for money
4. Slave Labor- persons, especially a large group, performing labor under duress or threats
5. Coercing- to compel to an act or choice
6. Consent- to give assent or approval
7. Dehumanize- to deprive of human qualities, personality, or spirit
8. Exploit- to make use of meanly or unfairly for one’s one advantage
9. Sex Slave- a person who is forced into prostitution and held against their will
10. Recruit- to fill up the number of with new members
