Published in July 2019

 

 

Module 1: Developing a rationale for using the human trafficking video in your classroom

 

This module provides guidance on integrating the human trafficking video into the classroom curriculum and developing a supporting rationale for doing so.

A rationale helps to ensure that students meaningfully engage with the video content and areas related to human trafficking that are not covered in the video.

There are many sound educational reasons to incorporate the human trafficking video in the classroom curriculum.

  • Is the purpose grounded in the curriculum or is it to supplement the curriculum?
  • Is the purpose to engage students in a discussion on human trafficking, extending the life skills curriculum of the school?
  • Is viewing the video part of an extracurricular activity, such as an integrity club activity?
  • Is viewing the video part of a pedagogical strategy to help students engage in a process of inquiry and self-reflection?

It is important to understand why you are doing what you are doing and what you hope to achieve. When you can articulate a rationale for teaching certain content in a certain way with certain materials, you can better structure the learning experience and make justifications, if needed, for your instructional decisions.

 

Your toolkit for developing a rationale for using the human trafficking video

Consider the following when developing a rationale for incorporating the human trafficking video:

Why is this video an appropriate tool for discussing this topic?

  • The video is designed for lower-secondary (13-15) and upper-secondary (16-18) students. It is a tool for teachers and is not for students to view alone. The video is intended to be used in conjunction with this guide and not in a stand-alone capacity
  • The video can be used to engage students in meaningful discussions about human trafficking, in particular what trafficking in persons is and how it differs from smuggling of migrants, what the root causes of the practice are and how to avoid risky situations
  • The video is brief. It is less than two minutes long, which allows you time to replay, discuss and debrief the content. Videos of less than eight minutes tend to increase interest and motivation in young people of this age
  • The video comprises a short story with a simple plot. While the plot is simple and the links to human trafficking are clear, they still need to be expanded upon in the classroom. This provides an opportunity for dialogue and engaging in a healthy critical-inquiry process (discussion, debate and questioning) regarding the more complex elements of human trafficking contained in the video
  • There is no dialogue or narration in the video. Students can concentrate on what is happening without the distraction of words. Students can add their own dialogue as an extension activity after viewing and the debriefing session

If you wish, you can add other reasons to this list.

 

What can you achieve by showing this video?

  • You can engage your students in ethics and integrity education to help them develop a sound moral and ethical compass
  • You can deepen your students' understanding of human trafficking, in particular child trafficking and how it is a violation of the rights of the child as set out in the United Nations Convention on the Rights of the Child and the Universal Declaration of Human Rights 
  • Your students can learn that they can take steps in their everyday lives to challenge discrimination and structural forms of disadvantage. They can learn more about the risks related to human trafficking and how to protect themselves against the practice

If you wish, you can add other expectations to this list.

 

What are the most significant lessons students should learn from the video about human trafficking?

  • Human trafficking may be closer to us than we think. For example, some of the goods that we consume may have been produced by victims of trafficking in persons
  • Victims of human trafficking have human rights that must be respected, including the right to be treated with dignity and the right to personal safety
  • It is important to raise awareness of human trafficking and to address the root causes of the vulnerabilities that are linked to it, such as poverty, conflict, gender inequality, sexual and gender-based violence, and discrimination

If you wish, you can add other learning objectives to this list.

 

How can you use the video your classroom curriculum?

  • You can integrate the video into the existing curriculum. The content can be used to complement certain objectives (directly or indirectly) of the curriculum. For example, it can be used in relation to a specific outcome, goal, strand, unit or standard in the curriculum. In this way, the video acts as a tool to help achieve the larger aims of the curriculum.
  • You can supplement or enhance a particular aspect of teaching and learning with the video, using it as a pedagogical strategy or a scaffold to reinforce certain material. The video can be used to introduce a new lesson or concept, or to prompt prior knowledge. It can complement in-class work by driving interest, inquiry, exploration, curiosity, creativity and problem-solving. In this way, the video acts as a tool to help achieve a larger pedagogical aim.
  • You can use the video as part of an extracurricular learning activity. This refers to using the video in an after school setting, such as in an integrity club or another informal after-school programme. However, there are potential limitations to this approach, including in relation to the availability of teachers to carry out the learning activities and the number of students able to access the activity.
 

What activities can I undertake using the video?

Your rationale is not complete without considering what instructional activities you can undertake using the video.

Activities can include script writing, role-playing, listening, speaking activities, inquiry-based activities, classroom discussions, debates, cooperative learning activities, problem-based and project-based learning, visual-learning strategies, game-based learning, action-based and experiential learning activities, and reflection activities.

All of these activities are based on the three domains of learning, cognitive, socio-emotional and behavioural, which form the framework of the Global Citizenship Education initiative.

There are a number of suggested activities available to download:

You can use these activities to help plan the use of the video in your classroom, and to complete your rationale for using the video.

 
Next: Module 2 - Previewing the human trafficking video
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