Lesson Two: Defining Modern Day Slavery
Grade Level:7/8 Subject Area: Social Studies
Time Needed:60 minutes Topic: Modern Day Slavery
Lesson Essential Question: What does slavery look like today?
Materials Needed:
· 5-6 short stories/testimonials by or about modern day slaves (see "Case Studies" for examples)
· Pictures of the individuals (where possible)
· World map
· Tacks/pins
Objectives/Goals:
Students will be able to describe what constitutes modern day slavery.
Students will be able to give examples of different kinds of slaves in the world today.
NCSS Standards:
III. People, Places, and Environments
V. Individuals, Groups, and Institutions
X. Global Connectedness
MMSD Standards:
Economics
· Explain how values and beliefs influence different economic decisions including money systems.
· Describe the nature of the labor force and the relationship between productivity and income.
· Explain the relationship between economic development and the ways people satisfy their needs and wants.
· Explain how physical geography, specialization, demography, and trade influence the way people earn income
Behavioral Science
· Identify common problems, needs and behaviors of people from similar and different environments and cultures.
· Use concepts such as role, status, and social class in describing the interaction of individuals and social groups.
· Compare and contrast the rights and responsibilities of citizens in diverse societies.
· Identify and interpret examples of stereotyping, conformity, propaganda, and racism.
Lesson Context: This lesson takes place during a unit focused on modern day slavery (also called human trafficking), with the overarching goal of teaching about slavery within the context of human rights and responsibilities.
Lesson Opening: Chalk talk: The teacher will write the word “slavery” on the board. Students will be given the opportunity to come up and write any associations or thoughts they have when seeing the word slavery.
Procedures:
· Students will be broken into groups of about four students each. Each group will be given a case study on an individual former slave. The group will examine the case study, and be prepared to give a brief synopsis of the study to the class. While reading/viewing the case study, students should look specifically for what kinds of activities were required of the person, as well as why or how they came to be in the position they were in. They will also write a brief caption to go with a picture of their person which will include the person’s name, details on their life as a slave, as well as the date they were freed.
· After each group shares out about their story, the class will work together to define slavery and make a list of different kinds of slavery in existence today.
· The teacher will guide the discussion, first asking, what are the similarities between the case studies?
· As a class they will then discuss the differences between the studies:
· Each group will then take their picture of their formerly enslaved person and post it on the world map according to where the person lives. Students will include their caption about the person, adding to it the type of slavery (according to class classification) that person was part of, the status “free” and if possible, the date of freedom.
Closing: The class will discuss their feelings and emotions regarding the material presented in class. This should be a space for students to voice concerns and ask clarifying questions, and for the teacher to monitor whether students are developing an accurate understanding of slavery and how students are reacting. This is also a chance to return to the chalk talk and discuss how students’ perceptions of the term slavery have changed.
Assessment: Informal assessment will occur through monitoring small and large group discussion about the different cases and the definitions we create. Each group’s caption will also provide more formal assessment.
Grade Level:
Time Needed:
Lesson Essential Question: What does slavery look like today?
Materials Needed:
· 5-6 short stories/testimonials by or about modern day slaves (see "Case Studies" for examples)
· Pictures of the individuals (where possible)
· World map
· Tacks/pins
Objectives/Goals:
Students will be able to describe what constitutes modern day slavery.
Students will be able to give examples of different kinds of slaves in the world today.
NCSS Standards:
III. People, Places, and Environments
V. Individuals, Groups, and Institutions
X. Global Connectedness
MMSD Standards:
Economics
· Explain how values and beliefs influence different economic decisions including money systems.
· Describe the nature of the labor force and the relationship between productivity and income.
· Explain the relationship between economic development and the ways people satisfy their needs and wants.
· Explain how physical geography, specialization, demography, and trade influence the way people earn income
Behavioral Science
· Identify common problems, needs and behaviors of people from similar and different environments and cultures.
· Use concepts such as role, status, and social class in describing the interaction of individuals and social groups.
· Compare and contrast the rights and responsibilities of citizens in diverse societies.
· Identify and interpret examples of stereotyping, conformity, propaganda, and racism.
Lesson Context: This lesson takes place during a unit focused on modern day slavery (also called human trafficking), with the overarching goal of teaching about slavery within the context of human rights and responsibilities.
Procedures:
· Students will be broken into groups of about four students each. Each group will be given a case study on an individual former slave. The group will examine the case study, and be prepared to give a brief synopsis of the study to the class. While reading/viewing the case study, students should look specifically for what kinds of activities were required of the person, as well as why or how they came to be in the position they were in. They will also write a brief caption to go with a picture of their person which will include the person’s name, details on their life as a slave, as well as the date they were freed.
- Slaves work under the threat of violence
- Slaves are unpaid, except what they need to live
- These factors are based on Ben Skinner’s definition of slavery: “working under threat of violence for no pay other than that of subsistence”
· As a class they will then discuss the differences between the studies:
- Slaves are in various countries
- Slaves do all kinds of labor
- Domestic slavery, bonded labor-agricultural, industrial (brick kilns, coal mines, carpet weaving, etc.), child soldiers
· Each group will then take their picture of their formerly enslaved person and post it on the world map according to where the person lives. Students will include their caption about the person, adding to it the type of slavery (according to class classification) that person was part of, the status “free” and if possible, the date of freedom.
Closing: The class will discuss their feelings and emotions regarding the material presented in class. This should be a space for students to voice concerns and ask clarifying questions, and for the teacher to monitor whether students are developing an accurate understanding of slavery and how students are reacting. This is also a chance to return to the chalk talk and discuss how students’ perceptions of the term slavery have changed.
Assessment: Informal assessment will occur through monitoring small and large group discussion about the different cases and the definitions we create. Each group’s caption will also provide more formal assessment.
