Child Labour

A feeling of suffocation crept in with intense tightening in her chest, she stopped for just a second to catch her breath.

Introduction

Children across the world do not always get to go to school and to live a life where they are cherished. For many, especially in the least developed nations, where poverty is a big problem, they work long hours from young ages in order to earn money to help support their families.

Section One: What are Human Rights? (80 minutes)

Focusing question - what is a human right and why are they important?

THINK PAIR SHARE: What is a right? Can you give some examples? Why might they be important?

WRITE: in your online exercise book in your Google Classroom, copy and paste in the following questions and then write your answers

1. What are ‘rights’? (Define ‘rights’. To start with, you might need to clarify the difference between ‘rights’ and ‘needs’).

2. What basic rights do you think you should have as…

- A child?

- A teenager?

3. Should your rights change as you get older? Why/why not?

4. What responsibilities do you have?

WATCH: These two videos to be able to better define what a Children's Right is and why they are important.

CREATE: Create a poster as the title page for your online exercise book that highlights the need to protect children's rights. Include these unit aims:

SHARE: Share what you have learnt today by posting an exit ticket in this Socrative Room. The teacher's question is: How important are child rights?

Section Two: The Industrial Revolution (80 minutes)

Focusing question - What is the Industrial Revolution and what has this got to do with child rights?

REVIEW: Discuss with a partner what a right is

WATCH: Watch this video. As you do, write down what each of these words mean in your online exercise book.

• Industrial

• Revolution

• Victorian England

THINK PAIR SHARE:

• What was the Industrial Revolution and what did it mean?

• What was life like beforehand?

• How did the Industrial Revolution change how people lived?

• Who could we say benefited? How?

• Who could we say were adversely affected? How?

WRITE: in your online exercise book in your Google Classroom, write your answers to the above questions

CREATE: Create ONE slide each with TWO pictures: Use this google slide show

• One from the past that has the country and is dated

• One from today that has the country and is dated

• Describe what is going on in your pictures

SUMMARY: On this jamboard write down how you think the Industrial Revolution helped to make people think of and write down child rights

Section Three: Child rights and the United Nations (80 minutes)

Focusing question - What is the United Nations and what have they done for Children's Rights?

REVIEW: Go to this link for a class quiz

WATCH: Watch this video. As you do, write down what you think the United Nations is and what role they might have in children's right in your online exercise book.

READ: One of the core pieces of work that the United Nations has completed is to write the Convention on the Rights of the Child. Read it above.

DIG DEEPER: Reread articles 32, 35, 38, 40 and then write in your online exercise book the answers to these questions:

• What is your interpretation of the article/right?

• Would you change it? Why/Why not? What would you change it to?

GET MOVING: We're going to get up to think about how important each article is; move yourself on the continuum to say how important you think each one is as your teacher reads it out and we discuss it as a class.

SUMMARY: Use this google slide show to find your slide and annotate (label) it with the right/s that have been contravened (broken) and how.

Section Four: Child rights since the Industrial Revolution (80 minutes)

Focusing question - Have Child Rights gotten better since the Industrial Revolution?

REVIEW: Read this Huff Post article - you have to do one of the jobs; in your online exercise book, write which one and why?

WATCH: Watch this video. As you do, write down what you think it would be like living on a trash heap in your online exercise book.

READ: Shared reading of Trash - Chapters 1,2 and 3

CREATE: Character map - write down each of the characters as you come across them. Draw arrows between the characters to denote their relationships and add in adjectives that describe each character and at least one quote for each characters. Do this in your online exercise book - you may need to use Google Drawing to complete this activity.

SUMMARY: On this Jamboard, which UN Child Rights have been contravened (broken) so far in Trash?

WRITE: In your digital exercise book, underneath your Google My Map, write a paragraph to summarise the information. Use these questions to help you:

• Where (which area of the world - think continent) spends the most on chocolate per capita? Use evidence to back this up (country names and amount of spend).

• Which North American countries feature in the list of the biggest spenders on chocolate per capita? (full sentence with evidence)

• What other continents are represented on the map? Name the countries and amount spent on chocolate per capita.

• How does New Zealand compare in terms of chocolate spend per capita to other nations? Read / watch this article to find out more

SUMMARISE: Swap your writing with someone else and read it; are you both saying the same types of things? What can you learn from your partner?

Section Seven: Where is cocoa grown? (80 minutes)

Focusing question - Which countries are producing the cocoa that is the key ingredient in chocolate?

REVIEW: Class discussion on who the characters are that we have met in Trash so far, what their situation is and what UN Child Rights have been contravened (broken).

READ: As a class, read Part 2: chapter 1 & 2 of Trash and add to our character maps in our online exercise books.

WATCH: This video of a cocoa farmer tasting chocolate for the first time ever.

DISCUSS: Why wouldn't the farmer have tasted chocolate before?

COPY: The above table into your digital exercise book

RESEARCH: Find out and write in which continent each country is in

WRITE: In your digital exercise book, write answers to these questions:

1. Are the countries where cocoa is mostly produced different to the countries that spend the most (consumers) on chocolate? Describe the locations (continents) of the main producers and the locations (continents) of the consumers.

2. Can you give any reasons for the differences you have identified here? Use specific continent/country names.

CREATE: In your digital exercise book (using INSERT> CHARTS > BAR GRAPH), graph the top 5 cocoa producers in the world and how much cocoa they produce.

• Here's more info on how to create a bar graph.

• Find the top five cocoa producers in the table you completed earlier this lesson.

RESEARCH: In your digital exercise book, copy these questions and then use google to find out:

1. What ingredients are in a chocolate bar

2. What a cocoa crop looks like

3. How long it takes to grow a cacao tree

4. What environmental conditions are needed to grow cocoa (temperature, rainfall statistics)

5. Record this information (include pictures or descriptions) on the back of your bar graph or in your book/google doc.

Section Eight: Child Labour in the cocoa industry (160 minutes)

Focusing question - What is life like for children working on cocoa farms?

REVIEW: Class discussion on who the characters are that we have met in Trash so far, what their situation is and what UN Child Rights have been contravened (broken).

READ: As a class, read Part 2: chapter 3 & 4 of Trash and add to our character maps in our online exercise books.

COPY: Copy and paste this table into your digital exercise book.

READ: These two articles and as you do, in your digital exercise book, complete the table that you copy and pasted.

Keep a note of words that you don't know how to say

DISCUSS: as a class discuss:

1. words that you don't know how to say

2. What is going on, who is it involving, where is it happening, when is it happening, why and how is it happening.

WATCH: Watch this video and add to your notes in your digital exercise book.

CONSIDER AND ARGUE: Read these two articles and then in your digital exercise book, write a 5 line paragraph that argues (gives your idea and three reasons why) how we can stop this exploitation of children.

Section Nine: Causes of Child Labour (80 minutes)

Focusing question - What is causing children to be used for labour?

REVIEW: What's happened in Trash so far?

READ: As a class, read Part 3: chapter 1, 2 & 3 of Trash and add to our character maps in our online exercise books.

WATCH: Watch this video of Slumming It to find the answers to these questions (copy them into your digital exercise book and answer them there)

Section Eleven: What can be done to stop children being used in the cocoa industry? (80 minutes)

Focusing question - Is there anything we can do in New Zealand to try to stop child labour in the industry?

REVIEW: Class discussion on who the characters are that we have met in Trash so far, what their situation is and what UN Child Rights have been contravened (broken).

READ: As a class, read Part 3: chapter 4 & 5 of Trash and add to our character maps in our online exercise books.

COPY: Copy the tables in this Google doc into your digital exercise book.

READ: The questions on the worksheet that you just copy and pasted into your digital

WATCH/READ: Watch and read the following sources to be able to write down the answers to the questions in your digital exercise book that you just copy and pasted

Section Twelve: Chocolate Tasting (80 minutes)

Focusing question - What are the different types of chocolate that are available?

REVIEW: Class discussion on who the characters are that we have met in Trash so far, what their situation is and what UN Child Rights have been contravened (broken).

READ: As a class, read Part 3: chapter 6 & 7 & 8 of Trash and add to our character maps in our online exercise books.

COPY: Copy the table in this Google doc into your digital exercise book.

TASTE & WRITE: Take part in the chocolate tasting provided by your teacher. As you do, record notes into your table about what each sample tastes like. Avoid words such as yum or yuck. Try words like these instead:

Bitter Sweet Creamy Chalky Gritty Dry Smooth Greasy Slimy Powdery Bland (no flavour) Smoky Buttery Nutty Sugary Crunchy

WRITE: In your digital exercise book, write a paragraph to sell your teacher your favourite chocolate.

You need to:

• Describe it - taste, texture and smell

• Explain three reasons as to why it is the best chocolate of the bunch

• You CAN’T USE the name or brand in your paragraph

• Your teacher needs to be able to guess which one it is.

Section Thirteen: Research (6 lessons)

Focusing question - How else are children exploited through their labour?

READ: At the beginning of each lesson, as a class, we will read Trash and add to our character maps in our online exercise books.

CHOOSE: Child labour is not just confined to the chocolate industry. For this research project, you need to choose another form of child labour to find out more. Below are three potential topics, each with a starter text. But you might like to choose to complete something completely different as well.

• Diamond Mining

  • https://www.brilliantearth.com/conflict-diamond-child-labor/

• Fashion industry (clothing, footwear)

  • https://medium.com/@worldvisioncan/bithis-story-child-labour-in-the-textile-and-apparel-industries-40b6da0c1521

• Child soldiers

  • https://www.theguardian.com/global-development/2017/jul/24/south-sudan-child-soldiers

RESEARCH & PRESENT: Use the template below (which will be assigned to you via Google Classroom) to help you complete your research and write a final report (either an opinion column OR newspaper article)

Section Fourteen: Setting in Trash (80 minutes)

Focusing question - How is the setting in Trash created?

READ: read Trash - part 4 Chapters 1-3

FIND OUT: What is corruption?

• Read this article

• Watch this video

WATCH: What does corruption look like? In the 1980s a lady called Imelda Marcos shows us what corruption looks like. Watch this short film.

MAP: Using Google My Map, create a choropleth map (reminder how to do it using Google My Map) of the world's top 10 most corrupt countries and world's top 6 least corrupt countries;

• Top 10 most corrupt: Iraq, Colombia, Mexico, Brazil, Russia, Guatemala, Kazakhstan, Lebanon, El Salvador, Azerbaijan

• Top 6 least corrupt: New Zealand, Denmark, Finland, Norway, Sweden, and Singapore.

UNDERSTAND: What is an antagonist? "The antagonist is the character who represents a challenge or an obstacle to the protagonist in a story. In some stories, the antagonist is not a person but rather a larger entity or force that must be dealt with.

• In "Little Red Riding Hood," the wolf is the antagonist.

• In "The Adventures of Huckleberry Finn," society is the antagonist. Society, with its unfair laws and rules, represents the obstacle to Huck's development as a person. " (Source: ThoughtCo.)

WRITE: In your digital exercise book, write down how the setting of the Trash is the main antagonist.

Section Fifteen: Characterisation in Trash (80 minutes)

Focusing question - How are the protagonists in Trash created?

READ: read Trash - part 4 Chapters 4-7

ANALYSE: To analyse means to pull something to bits to figure out how it all works together. Today we are going to analyse our three main characters - Rat, Gardo and Raphael; these are our three main protagonists (protagonist just means good guy). Use these questions (from Owlcation) to help you look deeper into these three characters.

1. Motivation: Why does the character act (or fail to act)? If you choose not to decide, you still have made a choice, as the old saying goes. Why does your character make those choices? Are they ethical choices? Made under duress? What makes them do that? Their motivation.

2. Actions: What do they do, and how do those actions affect themselves or others? Do they leap tall buildings in a single bound? Do they slink down an alley and rob a bank? A character’s actions can tell us a lot about who that character is.

3. Words: What does the character say? Is there a difference between what they say out loud and what they say to themselves? Do their thoughts match their words?

4. Dig deeper: Do they seem to be educated? Do they know a lot of jargon about a particular occupation, like a police officer or a scientist? Do they know how to cast spells or what to say in a game of D&D? The words they use define them. How they say the words also define them. Is there a Southern drawl? A twang? A burr? Do they say things are “groovy” or “phat”? A picture may be worth a thousand words, but when you don’t have a picture, you can look at those words very carefully.

5. Descriptions: How is the character described by others? By themselves? This includes physical descriptions or judgments made by the character themselves, by other characters, by a narrator, or by the author. An old trick is to have a character look into a mirror; if the character does this, you may get a lot of information: age, race, gender, and so much more from a visual standpoint. If someone else describes the character, that can tell you, the reader, even more. The character may not be honest about themselves, but other people will be. How would other characters describe him? How would he describe himself?

6. Names: What do you think of a character named “Trouble”? Or a character named “Faith”? Do you get different images in your mind? Do you make assumptions about those characters? You do! You can’t help it, and that’s on purpose. Whatever the character’s name is, look it up. Find a baby name book or website, and see what the name means, where it comes from, and any other information that might help you know more about the character’s background. Sometimes the author hides a lot of information in the name.

Section Sixteen: Characterisation in Trash (80 minutes)

Focusing question - How are the protagonists in Trash created?

READ: read Trash - part 5, chapters 1-3

WRITE: Using yesterday's notes on characterisation, use these sentence starters to help you write a 350 word essay that describes (tells me about) and explains (gives reasons) why these characters are important.

• Introduction: In the book Trash, by____________, an important character is ________________ (*just choose one of the boys). ________________ is important because ________________________ (*write about what he achieves)

• Paragraph one: ___________________ is _____________________________ (*describe your character -use the descriptions above). His friends would describe him as _______________ and Olivia and Father Juilliard from the local missionary school would say he is ______________________. When ____________speaks, you can tell that he is __________. For example, he says " _____________________"

• Paragraph two: He lives in _____________________ and usually does __________________________ each day. Until he / his friend finds ______________________ which leads them to ______________________ . _________________ could have walked away from this event. He could have ignored the wallet, not found the key, not ________________________. But he didn't. Instead, he chose to ____________________. This shows that ________________ is ______________________. He was motivated to do this because ________________. As a result of _______________'s determination, he was able to _________________________.

• Paragraph three: Because __________________ did this, he was able to __________________________. This shows that he was _______________________________. He is an important character because he is able to _______________________. He makes the reader (me) feel _________________________________ and I am able to learn that ______________________________. We could all learn that ________________________.

• Conclusion: ______________ is a main character in the book ____________ by ______________. In this book, he _________________________ which shows us that he is _____________________. By doing this, he manages to ___________________which shows us all that we should _____________________________ .