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seCTIon B
3. Responding to statements
These statements are designed to encourage debate about exploitative relationships
between adults and children; between employers and workers; and to highlight issues of
children’s rights.(The following statements use the term “employer” for boss. If the pupils
are more familiar with the term “boss”, use that.)
Ask the students to imagine an invisible line in the classroom which runs through five
points: strongly agree; agree; not sure; disagree; strongly disagree. Read the following
statements and ask the students to stand on that line . After each statement ask two
students standing at different points to explain to the class why they are standing at
that particular position.
• Parents have a right to ask their children to do some housework.
• Parents are entitled to ask children to do an hour’s housework every day.
• People should always be able to talk to each other while they are working.
• If you have worked an 8-hour day but still have a task to finish, your employer has
the right to make you work overtime.
• People who work for someone else will always be exploited.
• If you see a fellow worker being mistreated by your employer, you should speak
out even though your employer might be angry with you.
• Children aged under 14 should never be encouraged to do paid work.
• If your employer offers you more money to do dangerous work, you should refuse
to do that work.
• exploitation and slavery are the same thing.
Plenary
Ask the students to comment on the activities and learning they have done in this
lesson. Ask if they can think of some kinds of child labour that would not be slavery,
and where the line should be drawn between them.
Homework/further research
explain that there are pieces of human rights legislation that relate to these issues.
Ask the pupils to do some research about the Un Convention on the Rights of the Child.
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Hope Academy, Merseyside, at
International slavery Museum,
national Museums Liverpool.
Key Stage 3 Lesson 2
Objectives/desired outcomes for students:
• to know about different kinds of contemporary slavery and identify common features.
• to know that there have been national laws and international conventions to
challenge contemporary slavery.
• to consider why slavery continues when there are laws against it.
Curriculum links: Citizenship 1.1b); 1.1c); 1.2a); 1.2b; 1.2c); 2.1a); 2.1b) see pages 32-33.
Resources needed
Case studies with questions/discussion points.
Worksheet 3.2.1: Contemporary slavery is…
Worksheet 3.2.2: A summary of human rights/children’s rights conventions regarding
child labour/slavery.
Key vocabulary: case study, slavery, violated.
seCTIon B
Introduction
Recap from the previous session. Ask what they learned and whether there are any
issues they would like clarified.
Ask students to work in groups and come up with a sentence about what they think
it means to be a slave. share the sentences that groups come up with and record
their answers.
Activities
1. Case studies – reading and discussion
Remind the students that the previous class included a case study on what has been
described as contemporary slavery. explain that in this lesson they will be given other
true case studies to help them identify the features of contemporary slavery.
split the class into four groups. Give each group a case study (choose four from the case
studies with the relevant questions and discussion points on pages 56-67). each group
will need to appoint a scribe, a timekeeper and someone as the main narrator to report
back. Give each group a set time to read the case study, answer the questions, discuss,
and prepare a short presentation for the other groups about their case study.
Contemporary slavery Teachers’ Resource Contemporary slavery Teachers’ Resource 43