Child Labour - British Columbia Teachers' Federation

Child Labour 

Who’s Making the Things 

We Buy? 

(permission granted to use photo from Sam Hollenshead 

LRA Consulting, New York) 

An Integrated Unit 

For Grade 4 

(suitable for adaptation for Grades 5-7) 

By Carroll Airey 

1

Acknowledgements 

I would like to extend a special thanks to Mrs. Cindy Pottinger and her 

wonderful Grade 4 class at Twain Sullivan Elementary School, Houston, B.C. 

who allowed me to experiment with this unit; to Shawna Holmes and Deidre 

Standbridge, students from Houston Secondary School and Sophie Cinq-Mars 

Giroux a Katimavik participant who helped with Internet and clerical work; and 

especially to my husband and son, Allen and Devin McKilligan for their endless 

patience while I worked on this project. 

Carroll welcomes any comments about this unit. They may be sent to her at 

caairey@sd54.bc.ca 

2


Who’s Making the Things We Buy? 

Table of Contents 

Page 

Overview............................................................................................................ 5 

Subject Areas........................................................................................... 5 

Intended Learners .................................................................................... 5 

Global Dimension of the Unit.................................................................. 5 

B.C. Ministry of Education Learning Outcomes..................................... 6 

Language Arts..................................................................................... 6 

Social Studies...................................................................................... 7 

Personal Planning ............................................................................... 7 

Visual Arts.......................................................................................... 8 

Drama ................................................................................................. 8 

Links/Bridges/Connections 

Global Education Objectives.............................................................................. 8 

C.I.D.A. Development Themes.......................................................................... 9 

B.C. Standards for Social Responsibility ........................................................... 9 

Description of Lesson Aid.................................................................................. 9 

Timeline.............................................................................................................. 10 

Assessment Strategies ........................................................................................ 10 

Student Evaluation ............................................................................................. 10 

Bibliography....................................................................................................... 10 

Thoughts and Reflections Booklet .................................................................. 12 

Part A: Introduction to the Concept of Child Labour.................................. 14 

Introductory Activity ....................................................................................... 14 

Activity Sheet 1 ................................................................................................. 16 

Assessment Sheet 1 ......................................................................................... 17 

Part B: Child Labour from a Historical Context .......................................... 18 

Novel Study ....................................................................................................... 18 

Activity Sheet 2.................................................................................................. 20 


Willie’s Diary .................................................................................................... 23 


Assessment Sheet 3 a ...................................................................................... 27 

Assessment Sheet 3 b ...................................................................................... 28 


Paid and Unpaid Work .................................................................................... 30 

Activity sheet 4................................................................................................... 32 


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Child Labourers years Ago............................................................................... 34 





Part C: United Nations and the Rights of the Child ..................................... 42 

Lesson 1 What is the United Nations?............................................................ 44 

Lesson 2 Rights of the Child-Activity............................................................. 44 

Lesson 3 Rights of the Child-Design a Poster ................................................ 45 

Lesson 4 Rights of the Child-Poster Presentation ......................................... 45 


Activity Sheet 8 a-g............................................................................................ 48 

Activity Sheet 9 a-f............................................................................................. 55 

Activity Sheet 10................................................................................................ 61 



Assessment Sheet 10 ....................................................................................... 65 

Teacher Reference.............................................................................................. 66 

Part D: Child Labourers in the 20 th and 21 st Centuries................................ 68 

Section A: Viewing Photos of Child Labourers............................................. 71 

Section B: Researching Child Labour Issues................................................. 72 

Role Play............................................................................................................ 75 

Group Activity .................................................................................................. 76 

Section C: Field Trip to Local Stores ............................................................. 76 



Activity Sheet 13 a-d.......................................................................................... 80 








Part E: Take Action Against Child Labour................................................... 93 

4

Overview 

Title: Child Labour—Who’s Making the Things We Use? 

Subject Areas: (Integrated within this unit) 

Language Arts Visual Arts 

Socials Studies Drama 

Personal Planning 

Subject Areas with potential to be integrated: 

• Science-Water; Simple Machines; Life Science-Body Systems; Life Science-Adaptation of 

Organisms 

• Physical Education-multicultural games 

• Mathematics–number operations, data analysis 

• Dance-national and /or cultural dances 

• Music 4-Context (Historical and Cultural) 

It is expected that students will: 

• Demonstrate respect for music from various historical and cultural contexts 

Example-exposure to world music 

Intended Learners: 

Grade 4 (This unit can also be adapted for use with Grades 5 to7) 

Global Dimensions of this Lesson Aid: 

Students in today’s world enter our consumer society at a young age. They rarely consider where or 

how their favourite consumer items are produced or at what cost to other human beings around the 

world. This lesson aid attempts to: 

• connect and compare the historical use of children as workers to the present use of child 

labour 

• raise awareness and increase students’ knowledge of the use of child labour in today’s global 

economy 

• introduce students to the interdependent and exploitative nature of our increasing global 

society 

• provide students with an opportunity to discover how buying an item in their town may be 

connected to child labour in other parts of the world 

• introduce students to the fact that children have rights 

• allow students to empathize with those less fortunate than themselves 

• provide students with an opportunity to consider a plan of action to help make change for 

children in other parts of the world. 

5

Learning Outcomes (B.C. Ministry of Education): 

This unit directly incorporates 24 of the 45 prescribed learning outcomes from the British Columbia 

Integrated Resource Package for Language Arts Grade 4, as listed below. Many of the other 

Language Arts prescribed learning outcomes can be integrated into this unit at the discretion of the 

teacher. It also incorporates prescribed learning outcomes from the socials studies, personal planning, 

visual arts and drama Integrated Resource Packages. 

LANGUAGE ARTS 

Grade 4 Language Arts Comprehend and Respond—Strategies and Skills 


• read, listen and view for specific purposes 

• determine the accurate pronunciation, meaning and spelling of unfamiliar words through the 

use if print or electronic dictionaries 

Grade 4 Language Arts Comprehend and Respond—Comprehension 


• describe and recount key ideas or information from various media 

• Interpret their impressions of simple and direct stories 

• organize information or ideas they have read, heard, or viewed in the form of simple charts, 

webs, or illustrations 

• locate specific details in visual media 

• identify the main information given in illustrations, maps, or charts 

• demonstrate an awareness of relationships among the elements of story structure, including 

plot, setting, and characters 

Grade 4 Language Arts: Comprehend and Respond–Critical Analysis 


• show empathy for characters by projecting their feelings into the events portrayed in print 

Grade 4 Language Arts Communicate Ideas and Information—Knowledge of Language 


• demonstrate an awareness of how register and pacing should be adjusted according to content 

and audience 

Grade 4 Language Arts Communicate Ideas and Information--Composing and Creating 


• share what they know about certain topics 

• gather information for specific purposes and identify sources, including people, print, audiovisual 

media, and electronic media 

• identify the purpose of and audience for oral, written, and visual communications 

Grade 4 Language Arts Communicate Ideas and Information—Improving Communications 


• respond formally and informally to the communications of their peers 

6

Grade 4 Language Arts Communicate Ideas and Information—Presenting and Valuing 


• demonstrate pride and satisfaction in using language 

• create and express thoughts, ideas and feelings in a variety of oral, written and electronic 

forms 

• create and present a variety of personal and informational communications including written 

and oral poems, stories, explanations, informal oral reports and dramas, personal letters, and 

illustrated charts or posters 

Grade 4 Language Arts Self and Society—Personal Awareness 


• create a variety of communications to express personal feelings and thoughts 

Grade 4 Language Arts Self and Society—Working Together 


• demonstrate a willingness to improve their understanding by seeking clarification from others 

• demonstrate respect for others by communicating their ideas and information in an orderly 

fashion 

• listen to and show respect for the ideas of others 

• review their contributions and communications within the group 

Grade 4 Language Arts Self and Society—Building Community 


• demonstrate a willingness to work with others toward a common goal 

• demonstrate an awareness of the diverse ideas and opinions of their peers 

SOCIAL STUDIES 

Grade 4 Socials Studies—Applications of Social Studies 


• identify and clarify a problem, issue or inquiry 

• locate and record information from a variety of sources 

• identify alternative interpretations from specific historical and contemporary sources 

• assess at least two perspectives on a problem or issue 

• organize information into a presentation with a main idea and supporting details 

• design and implement strategies to address problems or projects 

Grade 4 Socials Studies—Society and Culture 


• demonstrate understanding of timelines 

Grade 4 Socials Studies—Environment 


• locate and map continents and oceans using grids, scales and legends 

PERSONAL PLANNING 

Grade 4 Personal Planning—Career Development 


• describe the contributions of paid and unpaid work to society 

7

VISUAL ARTS 

Grade 4 Visual Arts—Image-Development and Design Strategies 


• compare images developed for particular purposes 

• demonstrate that there are ethical considerations involved in copying images 

• draft ideas for images using feelings, observation, memory, and imagination 

Grade 4 Visual Arts—Context 


• compare images from given social, cultural, and historical contexts 

DRAMA 

Grade 4 Drama—Exploration and Imagination 


• demonstrate co-operative effort to develop dramatic work 

Grade 4 Drama—Skills 


• select language and skills appropriate to different roles 

• demonstrate the ability to maintain focus within a drama structure 

• demonstrate the ability to sustain a role 

• use drama structures to tell stories 

• demonstrate the ability to sustain belief in their imagined or created environment 

Grade 4 Drama—Context 


• use images and emotions expresses in various art forms to develop dramatic work 

• differentiate audience skills appropriate to a variety of presentations 

Links/ Bridges /Connections: 

A. This unit incorporates the following global education objectives: 

• Interconnectedness between the past, present and future 

• Interconnectedness between themselves and children around the world 

• Includes Temporal Dimension-how the lives of child labourers are the same and different in 

the past and at the present time. What can we foresee for the future? 

• Includes Spatial Dimension-connects these students to the lives of children in other parts of 

the world 

• Includes Issues Dimension-how child labour affects schooling, health, rights, gender; viewing 

child labour from different perspectives 

• Includes Inner Dimension- 

Journey Outwardbecoming interested in the topichistorical knowledgerights 

and laws for childreninvestigate current status of child labour 

Journey InwardAs a kid, how do I feel about child labour?As a kid, what can I 

do?Devise a planTake action 

• Child-centred--the students will work in cooperative pairs and groups to share beliefs, ideas, 

experiences, plans; take part in self and group assessment 

• Activity-based--provides for communication, decision-making, negotiation and problem 

solving 

8

B. This unit revolves around the C.I.D.A. development themes of: 

1. Basic Human Rights 

Child Protection 

Protection and preservation of the rights of the child 

Child labour 

2. Gender Equality 

Empowerment opportunities for boys and girls 

C. This unit enhances social responsibility, as outlined in the British Columbia Standards for 

Social Responsibility, by: 

Contributing to 

Classroom and School 

Community 

-contributes and shows 

commitment to group 

activities 

-contributes to 

discussions 

-follows basic rules for 

working co-operatively 

–takes on leadership 

roles 

-self-assesses social 

behaviours and group 

skills 

Solving Problems in 

Peaceful Ways 

-shows empathy and 

can describe others’ 

feelings in a range of 

situations 

-listens politely, can 

sometimes explain a 

point of view that is 

different from own 

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Valuing Diversity and 

Defending Human 

Rights 

-fair and respectful to 

others 

-can describe basic 

human rights and show 

interest in correcting 

injustices 

Exercising 

Democratic Rights 

and Responsibilities 

-identifies some ways 

to make the world a 

better place 

-growing sense of 

responsibility toward 

the world 

Description of the Lesson Aid: 

This lesson aid is divided into five parts: 

Part A—Introduction to the Concept of Child Labour 

• One activity to generate interest in the topic of child labour 

Part B—Child Labour from a Historical Context 

• Section 1:Child labour is introduced though the novel Pit Pony. The students summarize the 

novel considering characters, setting and plot; write two diary entries; and are introduced to 

the difference between paid and unpaid work. (3-4 lessons) 

• Section 2: Students research child labour in the early 20 th century by observing and 

interpreting photos, and analyzing the data. (2-3 lessons) 

Part C—United Nations and the Rights of the Child 

• Introduction to the United Nations and the UN Convention on the Rights of the Child (3-4 

lessons) 

Part D—Child Labourers in the 20 th and 21 st Centuries 

• Section A: Viewing photos of children around the world working (2 lessons) 

• Section B: Researching child labour issues and analyzing the data (5-6 lessons) 

• Role Play (2 lessons) 

• Group Activity (1 lesson) 

• Section C: Field trip to local stores (2 lessons)

Part E—Take Action Against Child Labour 

• Introduction to children as activists (1-2 lessons) 

• Investigate ideas for action and implement strategies to address the problem of child labour 

(the time for this part of the unit depends on how involved the students get in the topic) 

A black line master has been provided, for a “Thoughts and Reflections” booklet in which the 

students can record their thoughts about the various issues within this unit. 

Timeline: 

Since this unit requires considerable reading, researching and cooperative skills, it might be best 

presented in the second half of the school year once the students have acquired more skills and are 

comfortable in their classroom. It consists of about thirty 45-60 minute lessons. 

Assessment Strategies: 

Throughout the unit there will be opportunities for self-assessment, peer assessment and teacher 

assessment. 

Student Evaluation: 

The students will keep a journal called “Thoughts and Reflections” in which they will record their 

ideas about the topic of child labour throughout the unit. 

Bibliography: 

Books: 

Barkhouse, Joyce, Pit Pony, Toronto: Gage Publishing Company, 1990, ISBN 0-7715-7023-6 (115 

pages, paperback $6.95) 

Dragman, June and Michael Szasz. Global Stories of People Working for Change. Vancouver: 

CoDevelopment Canada, 1992. Available through B.C.T.F. Lesson Aids Service (BCTF # P226) 

http://www.bctf.ca/LessonAids/ 

Series: Children In Danger, Authors June Dragman and Michael Szasz, published by 

CoDevelopment, Canada, 1994. Available through B.C.T.F. Lesson Aids Service (series of four 

books BCTF # P217) http://www.bctf.ca/LessonAids/ 

1. Getting An Education ISBN 1-895233-09-7 1-895233-06-2 (BCTF # P217A) 

2. Leaving the Family ISBN 1-895233-07-0 (BCTF # P217C) 

3. Leaving the Land ISBN 1-895233-06-2 (BCTF # P217D) 

4. Working for a Living ISBN 1-895233-08-9 (BCTF # P217B) 

Kielburger, Marc. Take Action! A Guide to Active Citizenship. Toronto: Gage Learning 

Corporation, 2002 ISBN 0-7715-8031-2. $26.95. This excellent leadership manual for youth is easy 

to read, has a multitude of ideas and information on how young people can get organized to promote 

social action. It has five parts: How To Get Involved: The Step-by-Step Process; The How-To Guide; 

Where you Can Get Involved-Everywhere!; Tackling Social Issues; Sources and Resources. 

Kuklin, Susan. Iqbal Masih and the Crusaders Against Child Slavery. New York: H. Holt and Co., 

1998 ISBN 0805054596. 

Roberts-Davis, Tanya, We Need to Go To School: Voices of the Rugmark Children, Vancouver: 

Douglas & McIntyre, 2001. ISBN 0-88899-426-5 

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UNICEF, For Every Child-the rights of the child in words and pictures, Red Fox (Random House), 

2002 ISBN 0-09-940865-1 

UNICEF, A Life Like Mine, New York: DK Publishing, 2002 ISBN 0-7894-8859-0 

UNICEF, Stand Up Speak Out-A Book About Children’s Rights, Buntingford: Peace Child 

International, 2002 ISBN 1-58728-541-X (SC) $15.95; ISBN 1-58728-540-1 (HC) 

UNICEF State of the World’s Children 1997. Excellent background information focusing on child 

labour; includes Summary, News Features, Fact Sheets, PDF Version, External Links 

http://www.unicef.org/sowc97/ In these documents you will find pictures, testimonials, statistical 

data, country groupings. 

(optional) Lewis, Barbara A. The Kid’s Guide to Social Action: How to Solve the Social Problems 

You choose—and Turn Creative Thinking Into Positive Action. Minneapolis: Free Spirit Pub., 1991 

ISBN 0-915793-29-6 Resource guide for children to learn political action skills that can help them 

make a difference in solving social problems at the community, state and national levels. 

Pamphlet: 

(Optional) Booklet on children’s right and responsibilities: I’ve Got Them! You’ve Got Them? 

We’ve All Got Them!, Save the Children-Canada, available from 1-800-325-6873 Western Canada; 

1-800-668-5036 Eastern Canada. 

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Thoughts and Reflections 

On 


By 

__________________________________ 

Directions: 

As we proceed through this unit you will be recording in this booklet your thoughts, ideas, opinions 

and impressions of the concept of child labour. Here are a few sentence starters that you may like to 

use to help you get started: 

• I learned … 

• I was surprised … 

• I’m beginning to wonder … 

• I discovered … 

• I feel … 

• I think I will … 

• I now realize that … 

• I agree with … 

• I do not agree with … 

• I would like someday to … 

• I would like to find out more about … 

• I admire… 

• I am surprised at… 

• I predict… 

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• I noticed… 

If you need more space to write your ideas, continue on the back of the page. 

Lesson Title_____________________________________________ Date_____________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

Lesson Title_____________________________________________ Date_____________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

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_________________________________________________________________________________ 

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PART A Introduction to the Concept of Child Labour 

Title: Introductory Activity 

Learning Outcomes: 

Gr. 4 Language Arts Comprehend and Respond—Strategies and Skills 



Gr. 4 Language Arts Self and Society—Working Together 



• review their contributions and communications within the group 

Gr. 4 Language Arts Self and Society—Building Community 


• demonstrate an awareness of the diverse ideas and opinions of their peers 

Links: 

British Columbia Standards for Social Responsibility 

Contributing to Classroom and School Community 

-contributes and shows commitment to group activities 

-contributes to discussions 

-follows basic rules for working co-operatively 

Overview: 

The students will state an opinion on the statement “Children should be allowed to work at jobs”. 

They will interview three other students with the same and differing opinions and then decide if they 

wish to change their own opinion on the topic. 

Required Materials: 

pens 

Time Required: 

45 to 60 minutes depending on how long the discussion lasts following the activity. 

Procedure: 

To understand the directions for this strategy, it is advisable to have the activity sheet, which 

accompanies this lesson available. (see Activity Sheet 1-Children should be allowed to work at 

jobs.) 

Without any previous discussion on the topic of “children working at jobs”, the students will consider 

the idea and use symbols in a five-point scale to record in pen their decision on the topic. They will 

then record the reason for their choice. 

Once they have completed their own thoughts on the topic, they will write the symbol they chose 

onto a label or post-it note and stick it to their shirt so that other students can easily identify the 

symbol that they have chosen. They then interview other students in the class and record the thoughts 

of those students in the following manner: 

1. First, each student must find and interview someone who has chosen the same symbol as they 

have. They each have a minute or so to tell each other the reasons for their choice. Then they 

15

must record the other person’s name, symbol they chose, and the thoughts of that student. 

(Listening is critical and this step should not take more that 5-6 minutes) 

2. Second, they must find a student who is one degree away (forward or backward) from their own 

choice and interview each other, recording in a similar manner the thoughts of that student. For 

example, someone who had selected + Agree could interview a ? Don’t know or a ++ Strongly 

Agree. 

3. Third, they must find someone who is two degrees away from their own choice and repeat the 

exercise. For example, a + Agree could interview a - Disagree or if they choose to move two 

degrees in the other direction they could interview a -- Strongly disagree. (Suggestion: Write the 

five-point scale on the chalkboard in the form of a circle so the students can see who they can 

interview, moving either clockwise or counterclockwise.) 

When they have finished three interviews, they return to their own desks and without discussion 

record whether or not they have changed their own minds about the topic. 

Once everyone has completed the strategy, a general class discussion on the topic can proceed. 

Students can reflect on this activity in their “Thoughts and Reflections” booklet. 


Assessment of group process and individual process—Assessment Sheet 1 

Lesson Resources: 

Activity Sheet 1-Children should be allowed to work at jobs. 

Assessment Sheet 1 

16

Activity Sheet 1 

Name_________________________ Date________________ 

Children should be allowed to work at jobs. 

I: 

Strongly agree + + I chose this one because 

Agree + __________________________________ 

Don’t know ? __________________________________ 

Disagree - __________________________________ 

Strongly disagree - - __________________________________ 

__________________________________ 

1.______________(__)thinks_____________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

2.______________(__)thinks_____________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

3.______________(__)thinks_____________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

I changed my mind because______________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

I didn’t change my mind because__________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

17


Name_____________________ Date________________ 

How Well Did We Do? 

Let’s see how well you and the whole group worked together. Circle the number that 

best represents how you feel about this activity. 

Not Well Somewhat Very Well 

I was able to choose a point of view 1 2 3 

I was able to find other students to interview 1 2 3 

I could explain my point of view 1 2 3 

The other students took the activity seriously 1 2 3 

The other students could explain their point of view 1 2 3 

One thing I think I did well in this activity was: 

_________________________________________________________________________________ 

One thing I think the class did well in this activity was: 

_________________________________________________________________________________ 

One thing I could do better next time is: 

_________________________________________________________________________________ 

One thing I think the class could do better next time is: 

_________________________________________________________________________________ 

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PART B Child Labour from a Historical Context 

Section 1 Lesson 1 

Title: Novel Study Pit Pony 


Grade 4 Language Arts: Comprehend and Respond–Strategies and Skills 


• listen for specific purposes 

Grade 4 Language Arts: Comprehend and Respond–Comprehension 



• demonstrate an awareness of relationships among the elements of story structure, including 

plot, setting and characters 

Grade 4 Language Arts: Comprehend and Respond–Critical Analysis 



Links: 

C.I.D.A.—child labour 

Global Education Objectives 

Temporal Dimension—how the lives of child labourers are the same and different in the past 

and at the present 

Overview: 

The topic of child labour will be introduced through an historical context using the novel Pit Pony. 

This is a short novel, which takes place in Nova Scotia in 1902. It describes the work of an 11-yearold 

child who is forced to quit school and go to work in a coal mine after an accident has seriously 

injured his father and older brother. Willie Maclean is the only one who can keep his family from 

being evicted from the company house they occupy and therefore must go to work to support his 

family of seven. 

The novel can be read to the children in any manner. I chose to read everyday after recess and 

stopped to discuss with the children, aspects of the story related to the job that 11-year-old Willie, the 

main character, had to perform. Once the novel is finished, the students complete a summary 

worksheet, which is designed to focus on the aspect of work for a child. 

(Optional) You may want to use the novel for a more in-depth novel study thus incorporating 

additional Language Arts prescribed learning outcomes. 


Novel: Pit Pony by Joyce Barkhouse, Toronto: Gage Publishing Company, 1990, ISBN 0-7715- 

7023-6 (115 pages, paperback $6.95) 

(or other novel of your choice relating to historical child labour such as: Lyddie by Katherine 

Patterson. Puffin Books, 1992. ISBN 0-14-034981-2. 182 pages. An excellent account of child 

labour in the cotton mills of the Eastern U.S. in the mid-1800s. Best suited for Grade 5-7.) 


Reading the novel: depends on how long and how often you read 

Summarizing the story: 30 to 45 minutes 

19

Procedure: 

Read the novel Pit Pony stopping to discuss aspects of the story relating to child labour and the 

working condition experienced. Students can reflect on various aspects relating to Willie’s 

involvement in child labour in their “Thoughts and Reflections” booklet during the course of reading 

the novel. 

Once you have finished reading, summarize the novel using a graphic organizer such as a web to 

review with the whole class the main ideas of the story as related to Willie and the work he had to do. 

To review the novel, students will complete Activity Sheet 2—Pit Pony-A Summary. 


Mark Pit Pony-A Summary using the answer key provided. (Assessment Sheet 2) 


Activity Sheet 2- Pit Pony-A Summary 


20

Activity Sheet 2 (page 1) 

Name__________________ Date________________________ 

PIT PONY-A SUMMARY 

1. Who was the main character in this story? (name and age) 

_____________________________________________________________________ 

2. Where did the story take place? 

_____________________________________________________________________ 

3. When did the story take place? 

_____________________________________________________________________ 

4. In this story, what was the main change Willie had to make in his life after the 

accident? 

_____________________________________________________________________ 

5. Why did Willie have to go to work? 

_____________________________________________________________________ 

6. List all the people Willie was supporting in his home? 

_____________________________________________________________________ 

_____________________________________________________________________ 

7. What were the consequences of Willie having to go to work? 

a._______________________________________________________________ 

b._______________________________________________________________ 

21


8. What were the conditions like in Willie’s workplace? Use at least 4 descriptive 

words. 

_____________________________________________________________________ 

9. What hardships did Willie have to face during the time he was working? 

_____________________________________________________________________ 

10. If you were Willie, how would you feel about having to quit school and go to work 

in the mine? Tell why you would feel that way. Use at least 5 complete sentences to 

explain your answer. 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

22


Answer Key for PIT PONY-A SUMMARY 

1. “Wee” Willie Maclean, age 11 

2. Nova Scotia, Canada 

3. between October and December, 1902 

4. Willie had to quit school and go to work in the mine 

5. Willie’s father and brother were both seriously injured in a mine explosion and couldn’t 

continue working. If someone from the household was not working, the family would be 

forced to leave their home. 

6. his 3 sisters, his brother John, his grandmother, his father and himself 

7. (any of the following answers could be correct) 

Willie had to quit school 

Willie was exposed to danger in the mine 

Willie had a hard time avoiding bullying from Simon Ross 

Willie’s family was allowed to stay in the company house 

Willie had a chance to work with Gem 

8. dark, damp, cold, dangerous, dirty 

9. Willie had to work long hours, it was a dirty job, he was bullied, he had his first pay stolen 

23


Section 1 Lesson 2, 3 and 4 

Title: Willie’s Diary 


Grade 4 English Language Arts: Comprehend and Respond–Comprehension 



• interpret their impressions of simple and direct stories 

Grade 4 English Language Arts: Comprehend and Respond–Critical Analysis 






• create and express thoughts, ideas and feelings in a variety of oral, written and electronic 

forms 

Links: 

C.I.D.A.—child labour 


Temporal Dimension—how the lives of child labourers are the same and different in the past 

and at the present 


Solving Problems in Peaceful Ways 

-shows empathy and can describe others’ feelings in a range of situations 

Overview: 

1. Students will “put themselves in Willie’s shoes” and write two diary entries. 


Chalkboard or chart paper 


Three 30-45 minute classes 

Procedure: 

Explain to the students that they are going to “put themselves in Willie’s shoes”. Pretend that Willie’s 

Grandma has given him a diary, since he goes to school and can read and write. Willie really loves 

his diary and usually spends lots of time writing in it. The students will pretend to be Willie and write 

two entries in his diary: 

1. When you comes home and find out there has been a mine accident and you will have to go to 

work 

2. After a couple of weeks, your day of work 

24

Each diary entry will require one lesson using Activity Sheet 3 (page 1 and 2)—Willie’s Diary. 

Brainstorm with the students all the ideas they could include in their diary entry remembering to 

write in the first person and to correctly sequence their ideas. (See assessment rubric for the diary 

entries.) 

Presentation: 

Have each student share his/her diary entry with several other students. At least one of those students 

can perform a Peer assessment using Assessment Sheet 4. 

Then have students recommend someone they heard, whose entry they thought was well written, to 

read their work to the class. The entries could be put in a duotang (folder) for all the children to read 

at a later date. 


An assessment rubric is provided for each diary entry. Assessment Sheet 3a, Assessment Sheet 3b 

Peer assessment—Assessment Sheet 4 


Activity Sheet 3 (page 1 and 2)—Willie’s Diary 

Assessment Sheet 3a 

Assessment Sheet 3b 


25


Name_____________________________ Date_______________________ 

Willie’s Diary 

Pretend you are “Wee” Willie Maclean. Your grandmother gave you a diary in which you write about 

things that happen to you and how they make you feel. You love writing in your diary every evening. 

In this assignment you will be writing two of Willie’s diary entries. Write as many details as you can, 

pretending you are Willie. Be sure to include ideas about how you feel about what has happened that 

day. Use some sentences starting with I feel… I think… You will need to write at least 6 sentences 

for each diary entry. 

Entry 1 

You come home from Charlie’s farm and find out there has been a mine accident and your father and 

brother John have been injured in the accident. You also find out that you will have to quit school and 

go to work. Be sure to include where you had been, what you saw when you came home, something 

about the accident, what you are expected to do now, how you are feeling and what you are thinking. 

Date________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

26


Entry 2 

You have been working in the mine for a couple of weeks. You come home from work and after 

supper start writing in your diary. This is the first time you have had time to write in your diary since 

you started working. (Include: what time you got up to go to work, how you felt, what you did all 

day, what it was like in the mine, how people treated you and how that made you feel, what time you 

came home from work, what you did after you came home, how you felt at the end of the day.) 

Date _____________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

27

Assessment Sheet 3a 

Name_____________________ 

Willie’s Diary-Entry 1 Assessment 

Wrote in 1 st person using “I” _____/1 

Used at least 6 sentences _____/1 

Used words to show emotion _____/3 

Described: 

Where he had been that day _____/1 

What he saw when he came home_____/1 

The accident _____/1 

Having to go to work _____/1 

Overall “picture of the writing” _____/3 

Total _____/12 

Name_____________________ 





Described: 






Total _____/12 

28 

Name_____________________ 





Described: 






Total _____/12 

Name_____________________ 





Described: 






Total _____/12

Assessment Sheet 3b 

Name_____________________ 


Describes: 

Getting up _____/1 

Going to work _____/1 

What you did at work _____/1 

Conditions in the mine _____/1 

How you were treated _____/1 

Coming home _____/1 

At home _____/1 

Feelings: 

In the morning _____/1 

At work _____/1 

At home _____/1 

Writing form: use of topic sentence, uses ideas 

that belong, good sequence, ending _____/4 

Total _____/14 

Name_____________________ 


Describes: 







At home _____/1 

Feelings: 


At work _____/1 

At home _____/1 



Total _____/14 

29 

Name_____________________ 


Describes: 







At home _____/1 

Feelings: 


At work _____/1 

At home _____/1 



Total _____/14 

Name_____________________ 


Describes: 







At home _____/1 

Feelings: 


At work _____/1 

At home _____/1 



Total _____/14


Name________________________ Date__________________ 

Willie’s Diary Entry 1—Peer Assessment 

I think __________________: 

(student’s name) 


wrote in the 1 st person using “I” 1 2 3 

used at least 6 sentences 1 2 3 

used words to show emotion 1 2 3 

included and described everything Willie had done 1 2 3 

thought about his/her writing and wrote very carefully 1 2 3 

One thing____________________ did very well in this activity was: 


________________________________________________________________________________ 

One thing_________________ could try to do better next time is: 


_________________________________________________________________________________ 

30



Title: Paid and Unpaid Work 











fashion 





Grade 4 Socials Studies—Society and Culture 


• demonstrate understanding of timelines 

Links: 







Temporal Dimension-how the lives of child labourers are the same and different in the past 

and at the present time 

Overview: 

Students will brainstorm what they know about paid and unpaid jobs a century ago. Since students at 

this age have a limited knowledge of life in former times, this lesson may need to be directed by the 

teacher. 

(Optional) If time permits, students could do research on the type of work that existed a century ago 

by using books, the Internet or interviewing grandparents or other people from older generations. 

31


Chart paper 


45 minutes 

Procedure: 

On chart paper write the two heading Paid Work and Unpaid Work. Ask the students to consider 

the difference between the two types of work. Use the following questions to generate ideas: 

Can they think of work today that is either paid or unpaid? 

What is another name for unpaid work? (volunteer) 

Is work around the home/farm/family business volunteer work? 

Is there a difference between volunteer work and unpaid work? 

Do people who do paid work also do unpaid work and/or volunteer work? 

Have the students brainstorm jobs that could have been performed 100 years ago under each heading. 

Once there are a few ideas posted, give the students Activity Sheet 4—Paid and Unpaid Work. 

Have them work in pairs. Each student will record the ideas posted and draw a line under those ideas 

with pen. The pairs will continue to try and generate additional ideas and record them. After the 

students have exhausted their ideas, have them draw another line with pen under the last idea in each 

column. Have students share their ideas with the class. The other students can include any new ideas 

on their sheets, ending with another line. (Having the students draw lines will help you to assess their 

own ideas.) 

They will add to this list in the next lesson. 



Grade the assignment Paid and Unpaid Work with a 4-point scale—Assessment Sheet 5 


Activity Sheet 4—Paid and Unpaid Work 


32


Name___________________________ Date_______________________ 

Paid and Unpaid Work 

After reading Pit Pony you have learned that in “the old days” some children had to go to work to 

help support their families and themselves. For some work, people were paid but for other work 

people were not paid. Working in partners, think of all the paid jobs that people did in the old days 

and all the unpaid jobs that people did in the old days. Record your ideas on the chart below. 

Paid Work Unpaid Work 

33


Paid and Unpaid Work—Assessment 

Name______________________ Date______________________ 

Circle the number that best describes the student’s work: 

1 Not Yet Within Expectations (could think of no additional ideas other than what was 

brainstormed by the whole class) 

2 Meets Expectations -Minimum Level (could think of 1 or 2 additional ideas other than what 

was brainstormed by the class) 

3 Fully Meets Expectations (could think of 3 or 4 additional ideas other than what was 

brainstormed by the class) 

4 Exceeds Expectations (could think of more than 4 additional ideas other than what was 


Comments: 

_______________________________________________________________________________ 

-----------------------------------------------------cut here------------------------------------------------------------- 


Paid and Unpaid Work—Assessment 

Name______________________ Date______________________ 


1. Not Yet Within Expectations (could think of no additional ideas other than what was 

brainstormed by the whole class) 

2. Meets Expectations -Minimum Level (could think of 1 or 2 additional ideas other than 

what was brainstormed by the class) 

3. Fully Meets Expectations (could think of 3 or 4 additional ideas other than what was 


4. Exceeds Expectations (could think of more than 4 additional ideas other than what was 


Comments: 

_______________________________________________________________________________ 

34



Title: Child Labourers Years Ago 


Gr. 4 Language Arts Comprehend and Respond—Strategies and Skills 


• read, listen and view for specific purposes. 

Gr. 4 Language Arts Comprehend and Respond—Comprehension 


• describe and recount key ideas or information from various media. 


webs, or illustrations. 

• locate specific details in visual media. 

• identify the main information given in illustrations. 

Gr. 4 Language Arts Self and Society—Working Together 


• demonstrate a willingness to improve their understanding by seeking clarification from others. 


fashion. 


Gr. 4 Language Arts Self and Society—Building Community 






Links: 







Temporal Dimension-how the lives of child labourers are the same and different in the past 


Overview: 

The students will observe pictures of children working from about 100 years ago. They will try to 

determine the age of the children, where they might be working and decide what might be hard about 

the job. The students will add any new jobs they have discovered to the list they began during the last 

lesson. They will analyze the data they have observed by answering several questions. 

35


Pictures from http://www.historyplace.com/unitedstates/childlabor/index.html Click on the 

thumbnails to enlarge the photos. This site contains 63 excellent black and white photos (by 

Lewis Hine) and brief descriptions depicting child labour in America 1908-1912. Pick pictures 

that will depict a variety of jobs children worked at. 

A few additional pictures of children working can be found on the following site, which depicts 

migrant farm families. http://www.historyplace.com/unitedstates/lange/index.html 

(or any other pictures available depicting children working in the 19 th or early 20 th centuries) 

Magazine Article: 

Brucker, Hilda. “Mill Children.” Cobblestone. Vol. 10 No. 1, January 1989. p.18-21. This article 

briefly describes working conditions for children in the U.S.A. in the 1800s, the reasons children 

were introduced into the work force, the actions taken to reform and regulate child labour, and four 

pictures depicting child workers. 

Ordering information for back issues of this magazine can be found on the website: 

http://www.cobblestonepub.com/pages/CobblestoneArchives.htm 

or phone 603-924-7209 or fax 603-924-7380 

$4.95 + $2.00 US 

Magazine Article: 

Stover, Mayzette E. “Lewis Hine Detective with a Camera.” Highlights. Vol. 47 Number 4, April 

1992. p. 8-9. This article discusses the important role played by reformers who wanted to make 

changes for child labourers in the early 20 th century. 

(or any other articles available that discusses the topic of child labour in the 18 th or early 19 th century) 


Two/three 45-60 minute lessons. 

Procedure: 

Lesson 1 

Review with the students what they know about children working in previous times, from the novel 

read to them e.g. Pit Pony, and from the previous lesson. Tell the students they will be looking at 

some pictures from 90 to 100 years ago. They will be trying to guess the age of the child, where they 

are working, the job they are doing and what might be hard about that job. A good site to get more 

information on teaching with documents, using the photographs of Lewis Hine is: 

http://www.archives.gov/digital_classroom/lessons/hine_photographs/hine_photographs.html 

This lesson can be presented in two different ways: 

1. Print the pictures and number them. Have the children work in pairs or threes and hand out 

one picture to each group, along with Activity Sheet 5- Child Labourers Years Ago to each 

student. Together they look at the photo, discuss and individually record their responses. 

Allow about 5 minutes for each picture. Rotate the pictures from one group to the next. 

Depending on how many students you have and how you group them you may or may not be 

able to rotate all the pictures to each group. Use Assessment Sheet 6 Part A during this 

activity. 

2. Using a projector connected to the computer, have the whole class view each picture and 

working in pairs or individually record responses on the worksheet. 

36

When the students are finished, discuss the actual job and the age of the child (if given). Conduct a 

general discussion about child labour a century or more ago. Have the students return to their 

previous Activity Sheet 4 from the last lesson, Paid and Unpaid Work, and record any additional 

jobs they may not have thought of in the previous lesson. When this lesson is complete the students 

can do a group assessment using Assessment 7. 



Introduce the students to the article “Mill Children” from Cobblestone, January 1989. Suggested 

activity: Read the article to the class. Then have pairs of students reread one of the paragraphs 

summarizing the important details, which they write on strips of paper. Each pair presents the 

summary of their paragraph to the class, in the order of the article. The strips can be glued to a chart 

paper for the students to review. Keep this chart for Part D, end of Section B (page 75) in which a 

comparison of working conditions for child labourers then and now will be conducted. Additional 

questions for this article can be found on the website 

http://www.cobblestonepub.com/pages/compquest198901.html 

Using the article “Lewis Hine Detective with a Camera”, from Highlights April 1992, discuss the 

significance of the photos, how difficult it was to take pictures of child labourers, and the reason they 

are black and white. 

Have the students make a timeline to illustrate the different periods in the conditions of life for North 

American children e.g. 1700s children worked within the family on farms; Industrial Revolution 

1800s to 1938 (in the U.S.A., the Fair Labor Standards Act was passed regulating child labour) 

children were employed in despicable conditions in factories, mines and mills; 1938 to present time 

child labour laws were passed that improved the situation for children. Keep this timeline for Part D, 

end of Section B (page 75). 

Have the students complete Activity Sheet 6 Child Labourers Years Ago-A Summary. Have the 

photos and the chart available for the students to review. Use Assessment Sheet 6 Part B for this 

activity. 


Teacher Assessment: See Assessment Sheet 6 Child Labourers Years Ago--Assessment 

Student Assessment: See Assessment Sheet 7 Child Labourers Years Ago—Group Assessment 


Activity Sheet 5-Child Labourers Years Ago 

Activity Sheet 4 (from previous lesson)-Paid and Unpaid Work 

Activity Sheet 6- Child Labourers Years Ago-A Summary 



37


Name_______________________ Date__________________________ 

CHILD LABOURERS YEARS AGO 

Directions: You will be looking at pictures of children from about 100 years ago working in jobs. Look at each picture and fill in the following columns: 1) Picture number, 

2) Age-Guess, 3)Where Do You Think They Are Working?, 4) What Do You Think They Are Doing?, 5)What Would Be Hard About This Job? 

Later, you will fill in 1)Age –Real (if known), 2) The Actual Job. 

Picture 

Number 

Age 

Guess Real 

Where Do You Think 

They Are Working? 

What Do You Think 

They Are Doing? 

38 

What Would Be Hard About This Job? The Actual Job

Activity 6 (page 1) 

Name____________________ Date_________________ 

CHILD LABOURERS YEARS AGO-A SUMMARY 

Directions: After looking at pictures of children working in jobs about 100 years ago and studying 

the article about child labourers, answer the following questions. 

1. Why do you think children had to do these jobs? Try to think of several answers. 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

2a. Which job do you think would be the hardest? Why? 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

2b. Do you think children should have had to do this job? Why? 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

3. What would be a good thing about these children having to do these jobs? 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

39

Activity 6 (page 2) 

4. Do you think any children today have to work in hard jobs like they did 100 years ago? Why or 

why not? 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

40


Child Labourers Years Ago--Assessment 

Name______________________ Date______________________ 


A. Child Labourers Years Ago –look for active communication for each individual within the pair 

or trio. Is each student contributing ideas? Is each demonstrating a willingness to work with the 

other? 

Grade the assignment Child Labourers Years Ago, with a 4-point scale: 

1 Not Yet Within Expectations (student is unwilling to work with partner, no communication; 

few if any ideas recorded, ideas not relevant to pictures) 

2 Meets Expectations -Minimum Level (student minimally communicates with partner; 

minimal recording; some ideas reasonable) 

3 Fully Meets Expectations (student works well and communicates with partner, dialogue 

may be one-sided; records reasonable ideas and is finished before set time) 

4 Exceeds Expectations (student actively engages partner in discussion offering ideas and 

questions; studies the photos carefully and records many reasonable details) 

Comments: 

_______________________________________________________________________________ 

B. Child Labourers Years Ago-A Summary-look for an understanding of child labour issues 

Grade the assignment Child Labourers Years Ago-A Summary, with a 4-point scale: 

1 Not Yet Within Expectations (student answers with one or two words and does not explain 

his/her reasoning; little relevance to child labour) 

2 Meets Expectations -Minimum Level (student minimally answers the questions with few 

details; some understanding of child labour issues) 

3 Fully Meets Expectations (student writes logical answers with some analysis; ideas are 

connected; understand child labour issues ) 

4 Exceeds Expectations (student’s answers are very clear and detailed; has a strong point of 

view; understands fully child labour issues) 

Comments: 

_______________________________________________________________________________ 

41


Name_______________________ Date__________________ 

Partner______________________ 

I think we: 

Child Labourers Years Ago—Group Assessment 


looked carefully at the pictures 1 2 3 

each listened to the other’s ideas 1 2 3 

both contributed ideas 1 2 3 

recorded the information the best we could 1 2 3 

One thing we did very well in this activity was: 

________________________________________________________________________________ 

One thing we could try to do better next time is: 

_________________________________________________________________________________ 

42

PART C United Nations and the Rights of the Child 

Title: Rights-Do Children Have Any? 





• determine the accurate pronunciation, meaning and spelling of unfamiliar words through the 

use if print or electronic dictionaries 






Grade 4 Language Arts Communicate Ideas and Information—Knowledge of Language 


• demonstrate an awareness of how register and pacing should be adjusted according to content 

and audience 











• create and present a variety of personal and informational communications including written 

and oral poems, stories, explanations, informal oral reports and dramas, personal letters, and 

illustrated charts or posters 



• draft ideas for images using feelings, observation, memory, and imagination 

43

Links 

C.I.D.A.—protection and preservation of the rights of the child. 






Valuing Diversity and Defending Human Rights 

-can describe basic human rights and show interest in correcting injustices 

Overview 

Students will be introduced to the United Nations as an organization and to the UN Convention on 

the Rights of the Child and will produce a poster illustrating one or more of the articles. The posters 

may be self-evaluated, and/or evaluated by a peer, and/or the teacher. The students will share their 

“Right” with the class. The posters will be displayed for use in a later lesson. 

Required Materials 

United Nations website: http://www.un.org/english/ 

United Nations website for children: http://www.un.org/cyberschoolbus/ 

United Nations website: “virtual tour” with excellent photos and descriptions 

http://www.un.org/cyberschoolbus/untour/index.html 

Save the Children-Canada website: pictures that can be printed and coloured for 10 Rights of the 

Child http://www.savethechildren.ca/en/kidsarea/rights.html 

Book: UNICEF, For Every Child-the rights of the child in words and pictures, Red Fox (Random 

House), 2002 ISBN 0-09-940865-1 

Book: UNICEF, A Life Like Mine, New York: DK Publishing, 2002 ISBN 0-7894-8859-0 

Book: UNICEF, Stand Up Speak Out-A Book About Children’s Rights, Buntingford: Peace Child 

International, 2002 ISBN 1-58728-541-X (SC) $15.95; ISBN 1-58728-540-1 (HC) 

(Optional) Booklet on children’s right and responsibilities: I’ve Got Them! You’ve Got Them? 

We’ve All Got Them!, Save the Children-Canada, available from 1-800-325-6873 Western Canada; 

1-800-668-5036 Eastern Canada. 

Lesson 3: Dictionary for each group 

Lesson 4: Paper for posters or poster board 

(Optional: A poster of the UN Convention on the Rights of the Child: In Child Friendly Language is 

available to teachers from your local UNICEF office. Check the website www.unicef.ca for addresses 

and phone numbers.) 

44

Time Required 

At least four 45-minute lessons: 

1. introduce the United Nation and the UN Convention on the Right of the Child (possibly 2 

lessons) 

2. work on posters 

3. presentation of posters to the class 

Procedure 

Lesson 1: What is the United Nations? 

Using a book, video or website http://www.un.org/cyberschoolbus/untour/index.html about the 

United Nations, read or explain briefly the formation of the United Nations, location and some of the 

work they do. Relate the United Nations to recent activities in the news in which they may be playing 

a role. Introduce the Convention on the Rights of the Child as an important document the United 

Nations has produced. Discuss the date of the Convention, when it was ratified by Canada and 

various other countries. Read For Every Child-the rights of the child in words and pictures (only 15 

of the 42 Rights are presented in this book) or other book relating to children’s rights. Have the 

students fill out the questionnaire Activity Sheet 7 Do You Have Rights Under the UN Convention 

on the Rights of the Child? They can mark the questions themselves with the answer key provided 

or you could delete the answer key from the worksheet and mark the questionnaire. 


Lesson 2: Rights of the Child-Activity 

(For your convenience, a list of article titles for the Rights of the Child and their corresponding 

numbers are supplied at the end of Part C—Teacher Reference 1 page 66) 

Working in groups of four, hand out dictionaries (to look up meanings of unfamiliar words in the 

titles and descriptions), 4 Title Cards for the Rights of the Child (cut into strips from Activity 

Sheets 8a-g ) which are displayed for all group members to see, and the matching description of the 

Rights-Rights of the Child: In Child Friendly Language (cut into strips from Activity Sheets 9a-f). 

Have each student read one description and share with the other group members what they know 

about the Right in relation to their life in their country, beginning with the statement, “In Canada (or 

their country) children…” For example, a student using Article 38 “You have the right to protection 

and freedom from war. Children under 15 cannot be forced to go into the army or take part in war.” 

might say “In Canada (or their country), young children don’t have to go to war.” The student then 

asks the group, “Are there any comments?” After all the students have had a turn following the same 

format, they look at the title cards and choose the one that matches their Right. 

On Activity Sheet 10-Your Rights (page 1), have the students glue on the title of the Right and the 

description. They will use their own words to write what they think the Right means and how it 

relates to life in Canada (or their country). 

Debriefing Session: 

Discuss with the students whether their Rights are protected living where they do and what 

safeguards are in place to protect them. Discuss which Rights may have been violated in the book 

previously read at the beginning of the unit e.g. Pit Pony. Explain that the children in the old days did 

not have the advantage of the Convention on the Rights of the Child to protect them. Ask them if they 

45

feel that children are better protected around the world in the 21 st century than they were in the 18 th , 

19 th , and 20 th centuries. Students then complete Activity Sheet 10-Your Rights (page 2). Use 

Assessment Sheet 8 to assess this activity. 


Lesson 3: Rights of the Child-Design a Poster 

Assign one or more of the Rights to each child to design a poster that will advertise Children’s Rights 

to the rest of their class. Choose the Rights that are most closely related to the effects of child labour 

such as Article 1, 6, 7, 9, 11, 12, 13, 15, 17, 18, 19, 20, 24, 27, 28, 29, 31, 32, 34, 35, 36, 37, 38 39. 

Discuss with the students the design of an effective poster and generate the criteria. (An example is 

given on Assessment Sheet 9). There is a very helpful webpage on designing an effective poster at 

http://www.kidsmeetingkids.org/involved_6.htm . 


After the unit is complete the posters could be used to present the information to the school at an 

assembly, to various classes and/or displayed in a public place in the school. 

Lesson 4: Rights of the Child-Poster Presentation 

Discuss and generate ideas for the criteria for the presentation. (An example is given on Assessment 

Sheet 10) Have the students present their posters to the class. Students can reflect on this activity in 

their “Thoughts and Reflections” booklet. 

Assessment Strategies 

The assignments within Part C can involve self-assessment, peer and teacher assessment. See 

Assessment Sheets 8, 9, 10 

Lesson Resources 

Activity Sheet 7—Do You Have Rights Under the UN Convention on the Rights of the Child? 

Activity Sheets 8 a-g—Title Cards for the Rights of the Child 

Activity Sheets 9a-f—Rights of the Child: In Child Friendly Language 

Activity Sheet 10—Your Rights 




Teacher Reference 1 

46


Name______________________ Date_______________________ 

Do You Have Rights Under the UN Convention on the Rights of the 

Child? 

Answer the following questions to see if your rights as a child are being violated where you live. 

1. Do you ever experience discrimination because of the colour of your skin, you’re a girl or a 

boy, the church you attend, you’re a different nationality? 

Yes No 

2. Do you have a name and a birth certificate that tells where you were born? 

Yes No 

3. Have you ever been separated from your parents and not been able to find them again? 

Yes No 

4. Are you allowed to express your own opinions and thoughts? 

47 

Yes No 

5. Are you allowed to join clubs or organizations with your parents’ permission? 

Yes No 

6. Do your parents look after you and provide you with food, shelter and clothes? 

Yes No 

7. If you are handicapped, or might be in the future due to an accident or a disease, do you think 

you would be looked after in all ways? 

Yes No 

8. When you are sick, do your parents look after you and provide you with proper health care? 

Yes No 

9. Are you able to go to school and get a good education? 

Yes No 

10. Do you usually have enough time to play, do sports and get enough rest? 

Yes No 

11. Do you have to work at a job for long periods of time, in dangerous conditions without proper 

food, rest or pay? 

Yes No 

12. Have you ever been forced to take drugs? 

Yes No

13. Have you ever been sold to anyone and taken out of your country? 

14. Have you ever been forced to join an army and carry a gun? 

48 

Yes No 

Yes No 

15. Have you ever been tortured or your freedom taken away from you? 

Yes No 

If you have answered: 

Yes to questions 2,4,5,6,7,8,9,10 and 

No to questions 1,3,11,12,13,14,15 you are very lucky!!! Your rights as a child are being observed 

where you live. 

If you answered any of the questions differently, you might like to talk to your teacher about it. Your 

teacher may be able to help explain your answer.

Activity Sheet 8a Title Cards for Rights of the Child 

Definition of a Child 

Non-discrimination 

Best Interest of the Child 

Implementation of Rights 

Parental Guidance and the 

Child’s Capacities 

Survival and Development 

Name and Nationality 

49

Activity Sheet 8b 

Preservation of Identity 

Separation from Parents 

Family Reunification 

Illicit Transfer and Non-Return 

The Child’s Opinion 

Freedom of Expression 

Freedom of Thought, Conscience 

and Religion 

50

Activity Sheet 8c 

Freedom of Association 

Protection of Privacy 

Access to Appropriate 

Information 

Parental Responsibilities 

Protection from Abuse and 

Neglect 

Protection of Children Without 

Families 

51

Activity Sheet 8d 

Adoption 

Refugee Children 

Children With a Disability 

Health and Health Services 

Periodic Review of Placement 

Social Security 

Standard of Living 

52

Activity Sheet 8e 

Education 

Aims of Education 

Children of Minorities and 

Indigenous Peoples 

Leisure, Recreation and Cultural 

Activities 


Drug Abuse 

53

Activity Sheet 8f 

Sexual Exploitation 

Sale, Trafficking and Abduction 

Other Forms of Exploitation 

Torture and Deprivation of 

Liberty 

Armed Conflicts 

Rehabilitative Care 

54

Activity Sheet 8g 

Administration of Juvenile 

Justice 

Respect for Existing Standards 

Raising Public Awareness of the 

Convention 

55

Activity Sheet 9a 

Rights of the Child: In Child Friendly Language 

(permission for use granted from UNICEF www.unicef.ca ) 

from http://www.unicef.ca/eng/unicef/sch_election/giraffe1.html 

Article 1 

Everyone under 18 has these rights. 

Article 2 

All children have these rights, no matter who they are, where they live, what 

their parents do, what language they speak, what their religion is, whether they 

are a boy or girl, what their culture is, whether they have a disability, whether 

they are rich or poor. No child should be treated unfairly on any basis. 

Article 3 

All adults should do what is best for you. When adults make decisions, they 

should think about how their decisions will affect children. 

Article 4 

The government has a responsibility to make sure your rights are protected. 

They must help your family to protect your rights and create an environment 

where you can grow and reach your potential. 

Article 5 

Your family has the responsibility to help you learn to exercise your rights, and 

to ensure that your rights are protected. 

Article 6 

You have the right to be alive. 

Article 7 

You have the right to a name, and this should be officially recognized by the 

government. You have the right to a nationality (to belong to a country). 

Article 8 

You have the right to an identity - an official record of who you are. No one 

should take this away from you. 

56


Article 9 

You have the right to live with your parent(s), unless it is bad for you. You have 

the right to live with a family who cares for you. 

Article 10 

If you live in a different country than your parents do, you have the right to be 

together in the same place. 

Article 11 

You have the right to be protected from kidnapping. 

Article 12 

You have the right to give your opinion, and for adults to listen and take it 

seriously. 

Article 13 

You have the right to find out things and share what you think with others, by 

talking, drawing, writing or in any other way unless it harms or offends other 

people. 

Article 14 

You have the right to choose your own religion and beliefs. Your parents should 

help you decide what is right and wrong, and what is best for you. 

Article 15 

You have the right to choose your own friends and join or set up groups, as long 

as it isn't harmful to others. 

Article 16 

You have the right to privacy. 

57


Article 17 

You have the right to get information that is important to your well-being, from 

radio, newspaper, books, computers and other sources. Adults should make 

sure that the information you are getting is not harmful, and help you find and 

understand the information you need. 

Article 18 

You have the right to be raised by your parent(s) if possible. 

Article 19 

You have the right to be protected from being hurt and mistreated, in body or 

mind. 

Article 20 

You have the right to special care and help if you cannot live with your parents. 

Article 21 

You have the right to care and protection if you are adopted or in foster care. 

Article 22 

You have the right to special protection and help if you are a refugee (if you 

have been forced to leave your home and live in another country), as well as all 

the rights in this Convention. 

Article 23 

You have the right to special education and care if you have a disability, as well 

as all the rights in this Convention, so that you can live a full life. 

Article 24 

You have the right to the best health care possible, safe water to drink, 

nutritious food, a clean and safe environment, and information to help you stay 

well. 

58


Article 25 

If you live in care or in other situations away from home, you have the right to 

have these living arrangements looked at regularly to see if they are the most 

appropriate. 

Article 26 

You have the right to help from the government if you are poor or in need. 

Article 27 

You have the right to food, clothing, a safe place to live and to have your basic 

needs met. You should not be disadvantaged so that you can't do many of the 

things other kids can do. 

Article 28 

You have the right to a good quality education. You should be encouraged to go 

to school to the highest level you can. 

Article 29 

Your education should help you use and develop your talents and abilities. It 

should also help you learn to live peacefully, protect the environment and 

respect other people. 

Article 30 

You have the right to practice your own culture, language and religion - or any 

you choose. Minority and indigenous groups need special protection of this right. 

Article 31 

You have the right to play and rest. 

Article 32 

You have the right to protection from work that harms you, and is bad for your 

health and education. If you work, you have the right to be safe and paid fairly. 

59

Activity Sheet 9e 

Article 33 

You have the right to protection from harmful drugs and from the drug trade. 

Article 34 

You have the right to be free from sexual abuse. 

Article 35 

No one is allowed to kidnap or sell you. 

Article 36 

You have the right to protection from any kind of exploitation (being taken 

advantage of). 

Article 37 

No one is allowed to punish you in a cruel or harmful way. 

Article 38 

You have the right to protection and freedom from war. Children under 15 

cannot be forced to go into the army or take part in war. 

Article 39 

You have the right to help if you've been hurt, neglected or badly treated. 

Article 40 

You have the right to legal help and fair treatment in the justice system that 

respects your rights. 

Article 41 

If the laws of your country provide better protection of your rights than the 

articles in this Convention, those laws should apply. 

60

Activity Sheet 9f 

Article 42 

You have the right to know your rights! Adults should know about these rights 

and help you learn about them, too. 

Articles 43 to 54 

These articles explain how governments and international organizations like 

UNICEF will work to ensure children are protected with their rights. 

61


Name____________________ Date_____________________ 

YOUR RIGHTS 

In this activity you will be studying one of the Articles within the UN Convention on the Rights of 

the Child. You will record the number and the title of the Article. Glue the title and the description 

on this activity sheet. 

Write in your own words what you think this right means to you and how it relates to children’s lives 

in Canada (or your country). 

1. The Right I am studying is Article ______and it is called _____________________________ 

_________________________________________________________________________________ 

Glue title and description here: 

After studying this Article, I think this is what it is saying and how it relates to children’s lives in 

Canada or your country. (Use the back of the page if there are not enough lines for you to express all 

your ideas) 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

62


2. Do you think children are better protected around the world now in the 21 st century than they 

were in the 18 th , 19 th , and 20 th centuries? Give reasons for your answer. 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

63


Your Rights--Assessment 

Name______________________ Date______________________ 


Lesson A: 

Grade the assignment Your Rights with a 4-point scale: 

1 Not Yet Within Expectations (the ideas did not relate to the topic of children’s rights) 

2 Meets Expectations -Minimum Level (the ideas are loosely connected; hard to follow the train 

of thought, some parts copied from the text) 

3 Fully Meets Expectations (the ideas are clear and easy to follow, did not copy from the text) 

4 Exceeds Expectations (the ideas are detailed and portray a profound understanding of the 

meaning of the topic) 

Comments: 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

-------------------------------------------------------cut here------------------------------------------------------------ 


Your Rights--Assessment 

Name______________________ Date______________________ 


Lesson A: 

Grade the assignment Your Rights with a 4-point scale: 

1 Not Yet Within Expectations (the ideas did not relate to the topic of children’s rights) 

2 Meets Expectations -Minimum Level (the ideas are loosely connected; hard to follow the train 

of thought, some parts copied from the text) 

3 Fully Meets Expectations (the ideas are clear and easy to follow, did not copy from the text) 

4 Exceeds Expectations (the ideas are detailed and portray a profound understanding of the 

meaning of the topic) 

Comments: 

_________________________________________________________________________________ 

_________________________________________________________________________________ 

64


Lesson B: Children’s Right’s Poster--Assessment 

Your Name______________________ Date______________________ 

Name of person who designed the poster_____________________ 

Lesson B: Assessment can be performed by the student, and/or a classmate, and/or the teacher. 

Children’s Rights Poster 

Printing is large and clear ____/5 

Text stands out at a distance ____/5 

Illustration is related to topic ____/5 

Illustration is bold and effective ____/5 

Poster will attract attention ____/5 

Total ____/25 

1. One thing ___________________did very well in this activity was: 

________________________________________________________________________________ 

2. One thing ___________________could try to do better next time is: 

_________________________________________________________________________________ 

65


Lesson B: Children’s Right’s Poster Presentation--Assessment 

Your Name______________________ Date______________________ 

Name of person who presented their poster_____________________ 

Lesson C: The student and/or a classmate, and/or the teacher can perform the assessment. 

Oral Presentation of Poster 

Stated the Article number and title ____/2 

Explained briefly what it meant ____/4 

Explained the illustration briefly ____/4 

Spoke with a loud, clear voice ____/5 

Looked at the audience ____/5 

Total ____/20 

1. One thing ___________________did very well in this activity was: 

________________________________________________________________________________ 

2. One thing ___________________could try to do better next time is: 

_________________________________________________________________________________ 

66

Teacher Reference 1 (page 1) 

From: Children’s Rights Alliance 

(Permission for use granted by Children’s Rights Alliance, Ireland) 

http://www.childrensrights.ie/fulltext.php#top 

(By going to the website above and clicking on any of the Articles, you will be 

able to access the full text of each article) 

The UN Convention on the Rights of the Child 

comprises the following articles 

Preamble 

Article 1 - Definition of a child 

Article 2 - Non-discrimination 

Article 3 - Best interests of the child 

Article 4 - Implementation of rights 

Article 5 - Parental guidance and the child's evolving 

capacities 

Article 6 - Survival and development 

Article 7 - Name and nationality 

Article 8 - Preservation of identity 

Article 9 - Separation from parents 

Article 10 - Family reunification 

Article 11 - Illicit transfer and non-return 

Article 12 - The child's opinion 

Article 13 - Freedom of expression 

Article 14 - Freedom of thought, conscience and religion 

Article 15 - Freedom of association 

Article 16 - Protection of privacy 

Article 17 - Access to appropriate information 

Article 18 - Parental responsibilities 

Article 19 - Protection from abuse and neglect 

Article 20 - Protection of children without families 

Article 21 - Adoption 

Article 22 - Refugee children 

Article 23 - Children with a disability 

67

Teacher Reference 1 (page 2) 

Article 24 - Health and health services 

Article 25 - Periodic review of placement 

Article 26 - Social security 

Article 27 - Standard of living 

Article 28 - Education 

Article 29 - Aims of education 

Article 30 - Children of minorities or indigenous peoples 

Article 31 - Leisure, recreation and cultural activities 

Article 32 - Child labour 

Article 33 - Drug abuse 

Article 34 - Sexual exploitation 

Article 35 - Sale, trafficking and abduction 

Article 36 - Other forms of exploitation 

Article 37 - Torture and deprivation of liberty 

Article 38 - Armed conflicts 

Article 39 - Rehabilitative care 

Article 40 - Administration of juvenile justice 

Article 41 - Respect for existing standards 

Article 42 - Raising public awareness of the Convention 

Article 43 and Article 44 - Monitoring and reporting 

Article 45 - NGO involvement in monitoring and reporting 

Articles 46 - 54 - How the Convention comes into force 

68

PART D 

Title: Child Labourers in the 20 th and 21 st Centuries 










• locate specific details in visual media 

• identify the main information given in illustrations 

Grade 4 Language Arts Communicate Ideas and Information—Composing and Creating 



• gather information for specific purposes and identify sources, including people, print, audiovisual 

media, and electronic media 




• demonstrate a willingness to improve their understanding by seeking clarification from others 


fashion 


• review their contributions within the group 

Grade 4 Language Arts Self and Society—Building Community 



Grade 4 Drama—Exploration and Imagination 


• demonstrate co-operative effort to develop dramatic work 

Grade 4 Drama—Skills 


• select language and skills appropriate to different roles 

• demonstrate the ability to maintain focus within a drama structure 

• demonstrate the ability to sustain a role 

• use drama structures to tell stories 

• demonstrate the ability to sustain belief in their imagined or created environment 

Grade 4 Drama—Context 


• use images and emotions expresses in various art forms to develop dramatic work 

• differentiate audience skills appropriate to a variety of presentations 

69





• identify alternative interpretations from specific historical and contemporary sources 




Grade 4 Socials Studies—Environment 


• locate and map continents and oceans using grids scales and legends 







Links: 

C.I.D.A.—Basic human needs-child protection-child labour 


• Temporal Dimension-how the lives of child labourers are the same and different in the past 


• Spatial Dimension-connects these students to the lives of children in other parts of the world 

• Issues Dimension-how child labour affects schooling, health, rights, gender; viewing child 

labour from different perspectives 

Overview: 

Students will observe photos, read text, and use the Internet to research the types of jobs performed 

by child labourers in the 20 th and 21 st centuries. They will identify where children work, the reasons 

why children must work, the effects of child labour, the rights that are violated according to the UN 

Convention on the Rights of the Child and make a comparison between present and past working 

conditions for children. 

This section of the unit could culminate with a field trip to local stores to identify where the goods 

being sold are made. 


Section A and B: World map that can accommodate location pins; pins 

Blackline master of world map with countries outlined 

Section B: Paper strips, chart paper 

70

Books: 

Series: Children In Danger, Authors June Dragman and Michael Szasz, published by 

CoDevelopment, Canada, 1994. Available through B.C.T.F. Lesson Aids Service (series of four 

books BCTF # P217) http://www.bctf.ca/LessonAids/ 

5. Getting An Education ISBN 1-895233-09-7 1-895233-06-2 (BCTF # P217A) 

6. Leaving the Family ISBN 1-895233-07-0 (BCTF # P217C) 

7. Leaving the Land ISBN 1-895233-06-2 (BCTF # P217D) 

8. Working for a Living ISBN 1-895233-08-9 (BCTF # P217B) 

Roberts-Davis, Tanya, We Need to Go To School: Voices of the Rugmark Children, Vancouver: 

Douglas & McIntyre, 2001. ISBN 0-88899-426-5 

Websites: 

http://www.ilo.org/dyn/media/mediasearch.search?p_lang=en an ILO photo library of 451 pictures of 

child labourers. Pictures from this site can be printed for a one-time use. Details for use can be 

obtained from International Labour Organization: communication@ilo.org 

http://www.lraphotography.com/essays/international/index.php Click on Child Labor to view 9 

photos of children at work, primarily in India. Permission has been granted by the photographer to 

print the photos for educational purposes. 

http://www.lra-ny.com/childlabor/childlabor.html Some of the same photos plus additional pictures 

in a larger format. Permission has been granted by the photographer to print the photos for 

educational purposes. 

http://www.hrw.org/reports/1996/India3.htm THE SMALL HANDS OF SLAVERY-A discussion 

on Bonded Child Labor In India 

http://www.nlcnet.org/china/wp/index.html This site provides the article “Few Protections for 

China’s New Laborers”, from the Washington Post, dated May 13, 2002. It examines the appalling 

working conditions within a toy factory in China that subsequently leads to the death of a teenage 

worker. 

http://www.nlcnet.org/china/ National Labor Committee. This page summarizes the serious 

violations of China’s labor laws within toy factories that produce toys for companies such as Wal- 

Mart, Toys R Us, Disney, Mattel-Fisher Price, and Hasbro. 


Section A: 2-45 minute lessons 

Section B: 5-6 45 minute lessons 

Role Play: 2 45 minute lessons 

Group Activity: 1 45 minute lesson 

Section C: 3-45 minute lessons 

71

Procedure: 

Section A: Viewing Photos of Child Labourers (group activity) 

1. In advance make four sets of the same 8 pictures depicting child labour, and number each set 

the same. Suitable photos can be found on the following websites: 

http://www.un.org/Photos/chilwork.htm 8 colour photos (click on the images for larger JPEG 

pictures) 

http://www.lra-ny.com/childlabor/childlabor.html 

http://www.lraphotography.com/essays/international/index.php 

Permission has been granted by the photographer, to print the photos from these two sites for 

educational purposes. 

2. Begin this part of the unit with a brief discussion of the child labour issues that have been 

presented so far in the unit—from Pit Pony, child labourers in the 19 th and early 20 th century 

and the introduction of child labour laws, the UN Convention on the Rights of the Child. 

Explain to the students that one of the reasons for the development of the UN CRC was to 

help protect children in the early days from the abuses they suffered from having to work. 

Questions to ask the students might include: 

Do you think children today have to work in jobs like they did years ago? 

If children do work today, do you think they have to work in dangerous situations? 

Long hours? With low pay? 

3. Introduce the book We Need to Go To School: Voices of the Rugmark Children and share one 

of the testimonials with the class. 

4. Divide the class into 4 groups, numbering off each group. Hand out the pictures, matching the 

numbers on the pictures to the student with that number (i.e. Student 1 receives picture 1, etc. 

If there are left over pictures, hand them out beginning with student 1). Situate each group in a 

circle format if possible, at a distance from the others. Beginning with student 1, each student 

is responsible for presenting their picture to the group, leading the discussion for that picture 

with the group and recording the inferences reached by the group using Activity Sheet 11- 

Viewing Photos of Child Labourers. The questions they will ask are: 

1. How old do your think this child/these children are? 

2. Where do you think this child/these children are working? 

3. What is this child/these children doing? 

4. What would be hard about this job? 

Each student will record briefly the details of all the photos on their master recording sheet 

Activity Sheet 12-Child LabourersToday. Allow about 5-8 minutes per picture. In the 

interest of saving time, if the person presenting the picture has not finished recording the ideas 

of the group, let him/her finish while the next person begins their picture presentation. 

5. Once all the pictures have been discussed and the information recorded, rearrange the groups. 

All the 1s meet, 2s, 3s, etc. meet and renumber themselves 1, 2, 3, and 4. They will share what 

inferences each group made for the picture they presented within their first grouping. Using 

Activity Sheets 13a-d Child Labour-Photos Analysis, student 1 will be responsible for 

gathering the information from the other group members to complete question 1(Activity 

Sheet 13a), student 2 will be responsible for question 2 (Activity Sheet 13b), and likewise 

student 3 (Activity Sheet 13c) and 4(Activity Sheets 13d). They will need to reach consensus 

about what information will be recorded on each sheet. Allow extra time if any group has 

more than one picture to present. 

6. Provide each group with a chart paper. Have them attach the picture they are presenting to the 

chart paper, along with each of the four student’s completed answers. Have each group 

72

present their chart to the class with each student in the group responsible for presenting the 

information they prepared. If you have details about the identity of the pictures, share that at 

the end of each presentation. This info could be attached to the bottom of the chart. Allow for 

comments and discussion. 

7. If known, locate the country on the world map and insert a pin to identify that child labour 

takes place there and/or on a blank world map colour in the country to show that child labour 

occurs there. The students could each have a world map in their notebooks, developing a 

colour key to identify countries that employ child labourers. 

Have the students do a self-assessment of their participation in this activity using Assessment 

Sheet 11. Students can reflect on this activity in their “Thoughts and Reflections” booklet. 

Section B: Researching Child Labour Issues. 

Note: Before you begin this section of the unit you might want to “bookmark” the Internet sites 

below, under Favourites, to make it easier for the students to find their sites. 

1. Now that the students have been exposed to the idea that children in some parts of the world 

do have to work, explain that the class is going to do some research on the topic of child 

labour in the late 20 th and 21 st centuries. 

2. With students working in pairs, have them share ideas about where children might have to 

work, what kind of work they might do, why children might have to work. Have them write 

on paper strips one or two of the ideas that they think are the most important. Allow about 5 

minutes and have each pair share their idea(s) with the class. Tape or glue the idea strips on a 

big chart paper labeled “Child Labour Ideas”. 

3. For the research, have the students work in pairs if possible, to encourage the most 

participation. It may be necessary to match a better reader with a weak reader. Students who 

have difficulty reading could be assigned to picture research (Section F and H below) . You 

may be able to get peer tutors from a higher grade to help pairs for whom the reading is 

difficult. The majority of this part of the unit requires use of the Internet. If it is not possible to 

allow the students to use the Internet, you may need to print the articles. The following are 

suggested sites: 

A. a) Two Articles-Clothing manufacturing-worker testimonials, (although the person writing 

this testimonial is not a child labourer, many children work in the clothing industry). 

Requires better reader –Use Activity Sheet 14 

http://www.nlcnet.org/elsalvador/Test-Eva-Eng.html 

http://www.nlcnet.org/elsalvador/Test-Sonia-Eng.html 

b) Defina’s story-A look at clothing manufacturing in Guatemala 

Average reader –Use Activity Sheet 14 

http://www.savethechildren.org.uk/functions/indx_map.html scroll down until you see 

ThemesDevelopmentand click on “child labour” Then click on “global work” and in that 

article click on the word “here”. 

B. a) Article-Disney clothing manufacturing. 

http://www.nlcnet.org/bangladesh/ In this site, on the right, click on “this leaflet”. 

73

) Testimonial of Lisa Rahman 

Average reader–Use Activity Sheet 14 

http://www.nlcnet.org/bangladesh/testimony-lisa.shtml 

c) Article-Disney clothing manufacturing. Testimonial of Mahamuda Akter (Preview for 

strong language) 

Average reader–Use Activity Sheet 14 

http://www.nlcnet.org/bangladesh/testimony-mahamuda.shtml 

C. Two related Articles-Toy manufacturing in China for Mattel, Disney, Toys R Us, etc. 

Extensive details documenting working conditions. The first article describes the life and 

subsequent death of a young Chinese girl who came from a rural area of China to help support 

her family. The second article summarizes some of the working conditions within the first 

article. 

Requires good reader-long document—Use Activity Sheet 14 

http://www.nlcnet.org/china/wp/index.html 

http://www.nlcnet.org/china/ 

D. Articles-Facts about child labour. 

a) UNICEF Children’s page. Distinguishes between child work and child labour. Simple 

language, some statistics and pictures. 

Average reader—Use Activity Sheet 15 

http://www.unicef.ca/eng/jeunes/splash/ 

b) World Federation for Mental Health. Includes statistics, types of work child labourers do, 

why they become victims, health problems. 

Requires average to good reader—Use Activity Sheet 16 

http://www.wfmh.org/childlabor.htm 

c) Save the Children. Answers the questions: What is Child labour? Why do children work? 

What are the effects of child labour? 

Average reader—Use Activity Sheet 15 

http://www.savethechildren.org.uk/labour/index.html 

E. Articles from a publication called “Child Workers in Asia” 

Describes the work and the dangers 

Average to good readers–Use Activity Sheet 14 

a) Indonesia-fishing 

http://www.cwa.tnet.co.th/vol13-4/content4.htm Click on #5 Fishing Platforms Platforms: A 

Case of Hazardous Child Labour 

b) Philippines-pearl farming–Use Activity Sheet 14 

http://www.cwa.tnet.co.th/vol13-4/n4a8.htm 

c) Child labour on rubber farms, Philippines. Describes the age of the children, the work, the 

dangers, wages. 

Average to good readers–Use Activity Sheet 14 

http://www.cwa.tnet.co.th/vol13-4/content4.htm Click on # 9 Children bleed trees for rubber. 

d) Two Articles-Child labour on sugar plantations, Philippines. Describes the age of the 

children Pearl and Rachel, the work, the dangers, wages. One group could research each child. 

74

Average readers–Use Activity Sheet 14 

http://www.cwa.tnet.co.th/vol13-4/content4.htm Click on # 10 Pearl works ten hours a day in 

the sugar plantations 

F. a) Child labour manufacturing sports equipment in India, Pakistan. An article and photo 

gallery with captions. To use the photos contact 

Article-average to good reader-Use Activity Sheet14 

http://www.globalmarch.org/world-cup-campaign/child-labour.php3 

Photos-India (13) 

http://www.globalmarch.org/world-cup-campaign/photos/photos.php3 

Photos-Pakistan (9) 

http://www.globalmarch.org/world-cup-campaign/photos/pak.html 

b) An alternative site, although more difficult to read. Scroll down to see pictures of children 

sewing. 

Use Activity Sheet 14 

http://www.indianet.nl/iv.html Scroll down to Part II; click on Child labour and its impact on 

education 

c) Article on child labour in India and Pakistan making footballs (may need help reading) 

http://www.famnest.com/wfs/wfs043.htm 

d) An easy testimonial from a boy in Pakistan. Scroll down to the word “Poverty”. 

http://www.curriculumsupport.nsw.edu.au/hsie/croc/work.htm 

G. Children working in agriculture-excellent site with lots of information and links 

Average readers–Use Activity Sheet 16 

http://www.fieldsofhope.org/homeroom/ 

H. The International Labour Organization photo library of 451 pictures of child labourers. On 

“Who?” click “child working” 

Use Activity Sheet 17 (page 1 and 2)—make additional copies of page two if necessary. 

http://www.ilo.org/dyn/media/mediasearch.search?p_lang=en 

Changemakers Journal 

http://changemakers.net/journal/00april/index.cfm 

I. Children working in the tobacco industry 

Average reader –Use Activity Sheet 14 

http://www.eclt.org/about/tobacco.html 

J. A history of child labour in the U.S. A good site from which to make a timeline 

http://www.freethechildren.org/campaigns/cl_us.html 

If you do not have access to the Internet, the books We Need to Go To School: Voices of the 

Rugmark Children, Children In Danger-Getting An Education , Children In Danger-Leaving the 

Land, Children In Danger-Leaving the Family, Children In Danger-Working for a Living are other 

excellent sources of information for research. 

Once the students have completed their research, have each group complete a group assessment using 

Assessment Sheet 12. Then have each group share what they learned from their research with the 

other groups. Allow about 5 minutes for sharing then change sharing groups. When all the groups 

75

have shared with each other, debrief with the whole group. Students can reflect on this activity in 

their “Thoughts and Reflections” booklet. 

The class can summarize their research by making a large collage entitled “Did You Know?” 

Each student will make a statement of something that they learned from their research, for example, 

“Children in India stitch footballs” These can be written or typed in large letters on paper and glued 

to the collage sheet. The students can draw pictures to illustrate their information and post the picture 

beside their statement. The collage could be mounted in a public place for others to view. 

Return to the timeline and chart made in Part B (page 36) and ask the students if their interpretation 

of the conditions for children on the timeline is accurate. Compare the issues of child labour 100 

years ago with the issues today? Has anything changed? Should the labeling on the timeline be 

changed in any way? Is the timeline accurate for North American children? For Asian children? For 

African children? For Australian children? For European children? For Latin American children? 

Could the timeline be used for some children in the world? Should a new timeline be made to 

represent the conditions of other children in the world? Discuss how people’s thoughts about a 

subject can change when they learn more information about the topic. You may want to make a 

continuum line to compare the lives of children e.g. 

Children with Child labourers 

full rights under the (worst forms) 

Convention on the 

Rights of the Child 

____________________________________________________________________________ 

At this point you could discuss the difference between child work and child labour. Students could 

discuss and insert where different kinds of work, and the amount of time spent working, would fit 

into the continuum. What work do they have to do? Where would they fit on the continuum? 

The following activities could be done before or after Section C (below): 

Role Play 

This activity allows the students to assume various roles and apply the knowledge they have learned 

throughout the unit. Allow the children to suggest situations. A number of ideas are supplied below. 

Each group will discuss the attitudes and the knowledge that the characters would possess, how each 

character might react to the situation, set up a scene, use props if necessary and try to give a realistic 

presentation. 

1. North America- a mother and 3 kids go to the mall shopping, none of them know anything about 

child labour. 

2. North America-a dad and 3 kids go to the mall shopping, only one of the children knows about 

child labour. 

3. India-mother, father and 8 kids; parents have no work; in-between guy comes to the house and 

tells them about work available for the children. Include a factory owner. 

4. China-Disney factory- 5 workers and a foreman. 

5. Pakistan-football sewing, 2 kids- one sewing, one comes by for a visit and they talk about the 

work, then sewing child takes the footballs to the buyer. 

6. Child in North America meets a child worker. What do they say to each other? 

7. Barbie or Matchbox toy factory- workers and a foreman, and/or two bosses from the two factories 

talking about their good fortunes in their businesses. 

8. Any other situation that the students may have learned about through their research. 

76


Group Activity: Team Web-to Demonstrate the Interconnectedness of Child Labour 

1. Prepare labels for countries in which the students have found evidence of child labour and 

others for countries that don’t employ child labour as a common practice e.g. Canada, 

European countries, Japan, Australia (the U.S.A. has a lot of child labour in their agricultural 

industry). One student represents his/her own country. Each student will represent one 

country or continent. 

2. Move desks or tables into a circle to represent the Earth. Spaces containing blue paper should 

be left for the Atlantic and Pacific Oceans. Each student is situated around the circle in the 

appropriate space to represent his/her country on the Earth. Students in the Northern 

Hemisphere can stand behind the desks or tables, or sit or stand on the desks. Students in the 

Southern Hemisphere can sit on the floor in front of the desks. Each student receives a ball of 

string or wool that is long enough to reach to the child representing the home country. 

3. The facilitator (student or teacher) calls out: “Did anyone find child labour in 

__________(name of a country)? Any student can answer, “Yes”. The facilitator then says, 

“Would the person representing ___________(that country) please deliver their goods to 

___________(the home country).” That student would give one end of their string to the 

home country and while hanging onto the string return to their position on the Earth 

continuing to hold the string. Repeat these two commands until all the countries have been 

asked. 

4. So that all students have a chance to see the connection, have the students each get up and 

walk around the “Earth” while a neighbour student holds their string. 

5. Once all the students have observed the connectedness of child labour to their own country, 

dismantle and debrief. 

6. Have the students reflect on this activity in their Thoughts and Reflections booklet. 

Section C: Field Trip to Local Stores 

On the completion of the research, organize a field trip to local stores to identify where the goods are 

manufactured. Be sure to notify the stores in advance to arrange for the visits. 

Have the students predict from which country they will find the most products. 

The students will record their research on Activity Sheet 18— Research Recording Sheet for Field 

Trip--Where In the World Are Things Made? 

Arrange to interview the store manager to determine if he/she is aware of the use of child labour. 

Have the students brainstorm questions to ask the store manager. 

Conduct a debriefing session after the field trip. Discuss with the students that not all manufactured 

goods involve child labour, but that it is likely in many developing countries. Add pins to the map for 

the countries found during the field trip. Students can reflect on this activity in their “Thoughts and 

Reflections” booklet. 

The students could make a collage entitled “Have the Hands of Children Made These Things?” 

finding pictures of toys, clothes, sporting goods, food, etc. to add to the collage. 

77


This part of the unit will be assessed by: 

Section A: 

Self-assessment: Assessment Sheet 11- Viewing Photos of Child Labourers—Self-Assessment 

Section B: 

Group Assessment: Assessment Sheet 12- Child Labourers Research—Group Assessment 


Section A: 

Activity Sheet 11—Viewing Photos of Child Labourers 

Activity Sheet 12—Child Labourers Today 

Activity Sheets 13a-d —Child Labour-Photos Analysis 

Section B: 

Activity Sheet 14—Research Recording Sheet for Internet Articles 

Activity Sheet 15—Research Recording Sheet for Internet Articles --What is Child Labour? 

Activity Sheet 16— Research Recording Sheet for Internet Articles--Child Labour 

Activity Sheet 17 (page 1 and 2) Research Recording Sheet for Internet Photos--Child Labour 

Section C: 

Activity Sheet 18— Research Recording Sheet for Field Trip--Where In the World Are Things 

Made? 

Assessment Sheet 11- Viewing Photos of Child Labourers—Self-Assessment 

Assessment Sheet 12- Child Labourers Research—Group Assessment 

78


Name_________________________ Date____________________ 

VIEWING PHOTOS OF CHILD LABOURERS 

I am presenting picture number__________. 

1. My group thinks this child/these children are __________ years old. 

2. My group thinks this child/these children are working: (where?) 

________________________________________________________________ 

3. My group thinks this child/these children are: (doing what?) 

________________________________________________________________ 

4. My group thinks the hard thing about this job would be: 

___________________________________________________________________ 

___________________________________________________________________ 

79


Name_______________________ Date__________________________ 

CHILD LABOURERS TODAY 

Directions: You will be looking at recent pictures of children working in jobs. Look at each picture and fill in the following columns: 1) Picture number, 2) Age-Guess, 

3)Where Do You Think They Are Working?, 4) What Do You Think They Are Doing?, 5)What Would Be Hard About This Job? 

Later, you will fill in 1)Age –Real (if known), 2) The Actual Job. 

Picture 

Number 

Age 

Guess Real 

Where Do You Think 

They Are Working? 

What Do You Think They 

Are Doing? 

80 

What Would Be Hard About This Job? The Actual Job

Activity Sheet 13a 

Names________________________________________________________ Date___________________ 

CHILD LABOUR-PHOTOS ANALYSIS 

Picture Number_________ 

Student #1 

The groups thought the child/children were 

_________, 

_________, 

_________, 

_________ years old. 

We decided on _______ years old. 

81


Student #2 

The groups thought he/she/they were working: (where) 

1.___________________________________________ 

2.___________________________________________ 

3.___________________________________________ 

4.___________________________________________ 

We decided on: 

____________________________________________ 

____________________________________________ 

because______________________________________ 

____________________________________________ 

____________________________________________ 

82


Student #3 

The groups thought he/she/they/ were: (doing what?) 

1. __________________________________________ 

2. __________________________________________ 

3. __________________________________________ 

4. __________________________________________ 

We decided on:________________________________ 

____________________________________________ 

because______________________________________ 

____________________________________________ 

____________________________________________ 

83


Student # 4 

The groups thought the hard thing about this job would 

be: 

1.___________________________________________ 

2.___________________________________________ 

3.___________________________________________ 

4.___________________________________________ 

We decided on: 

____________________________________________ 

because______________________________________ 

____________________________________________ 

____________________________________________ 

84


Names______________________ Date______________________ 

Research Recording Sheet for Internet Articles 

Website address:______________________________________________ 

Website title:_________________________________________________ 

Country:_____________________________ 

Child’s name: (if given)_________________________________________ 

Age:__________ Girls or boys or both 

(circle one) 

Job they had to do:____________________________________________ 

_____________________________________________________________ 

Company name: (who the children are working for) 

_____________________________________________________________ 

The type of goods they produce:_________________________________ 

Days and hours they work:______________________________________ 

What they get paid:____________________________________________ 

Working conditions: (what it is like to work there) (record as much info as 

possible) 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

85


Names______________________ Date______________________ 


What is Child Labour? 


Website title:_________________________________________________ 

What is child work? 

_____________________________________________________________ 

_____________________________________________________________ 

What is child labour? 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

How many children work in jobs around the world?___________________ 

What do children miss out on when they have to do child labour? 

_____________________________________________________________ 

_____________________________________________________________ 

Why do children have to do child labour?___________________________ 

_____________________________________________________________ 

Look at the picture: 

Name:________________ Country:______________________ 

Job:__________________ How long he works:_____________ 

How much money he makes:________________ 

86


Names______________________ Date______________________ 




Website title:_________________________________________________ 

How many children are working? __________________________________________ 

What ages are children working? __________________________________________ 

How much money do children usually make per day? __________________________ 

How many children are performing dangerous work? __________________________ 

Why do children have to perform child labour? _______________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

How many children never attend school? ____________________________________ 

Which children are most likely not to get an education? ________________________ 

What continents have the most child labour? _________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

Do child labourers live mostly in the country or in the city? _____________________ 

What kinds of jobs employ the most child labour? ____________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

87


What types of work do child labourers do? __________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Why do children become victims of exploitation? _____________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

What are the health risks for child labourers? ________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

_____________________________________________________________ 

88


Names______________________ Date______________________ 

Research Recording Sheet for Internet Photos 


Try to find as many countries and as many jobs as you can. 


Website title:_________________________________________________ 

Country:__________________ Job:_____________________________ 

Boy or girl or both (circle one) Age: (approximately)________________ 

What would be hard about this job? ________________________________________ 

_____________________________________________________________________ 

How could the job this child is doing affect you? _____________________________ 

_____________________________________________________________________ 

------------------------------------------------------------------------------------------- 


Website title:_________________________________________________ 

Country:__________________ Job:_____________________________ 



_____________________________________________________________________ 


_____________________________________________________________________ 

89



Website title:_________________________________________________ 

Country:__________________ Job:_____________________________ 



_____________________________________________________________________ 


_____________________________________________________________________ 

------------------------------------------------------------------------------------------ 


Website title:_________________________________________________ 

Country:__________________ Job:_____________________________ 



_____________________________________________________________________ 


_____________________________________________________________________ 

90


Names______________________ Date______________________ 

Research Recording Sheet for Field Trip 

Where In the World Are Things Made? 

**Important** Be VERY CAREFUL when you are handling items in the 

store. 

Record what the item is and where it is made. 

Item_____________________ 

Item _____________________ 

Item_____________________ 

Item _____________________ 

Item_____________________ 

Item _____________________ 

Item_____________________ 

Item _____________________ 

Item_____________________ 

Item _____________________ 

Item_____________________ 

Item _____________________ 

Item _____________________ 

Item _____________________ 

91 

Country _____________________ 

Country_____________________ 

Country _____________________ 

Country_____________________ 

Country _____________________ 

Country_____________________ 

Country _____________________ 

Country_____________________ 

Country _____________________ 

Country_____________________ 

Country _____________________ 

Country_____________________ 

Country _____________________ 

Country____________________


Name_______________________ Date__________________ 

I think I: 

Viewing Photos of Child Labourers—Self -Assessment 


worked in the group 1 2 3 

contributed ideas 1 2 3 

helped make the chart 1 2 3 

asked questions when I didn’t understand 1 2 3 

listened when others were talking 1 2 3 

One thing I did very well in this activity was: 

________________________________________________________________________________ 

One thing I could try to do better next time is: 

_________________________________________________________________________________ 

92


Names____________________________ Date__________________ 

We think we: 

Child Labourers Research—Group Assessment 


worked together 1 2 3 

took turns 1 2 3 

helped each other with the reading 1 2 3 

asked questions when we didn’t understand 1 2 3 

wrote answers 1 2 3 

One thing we did very well in this activity was: 

________________________________________________________________________________ 

One thing we could try to do better next time is: 

_________________________________________________________________________________ 

Circle the words that best describe your learning. 

We found this research: easy kind of easy kind of hard hard 

Why?____________________________________________________________________________ 

We learned: nothing a little bit quite a lot lots about child labour. 

Why?____________________________________________________________________________ 

93

PART E 

Title: Take Action Against Child Labour 






• identify alternative interpretations from specific historical and contemporary 

sources 




Grade 4 Personal Planning—the Planning Process 


• analyze changes in personal dreams and goals 

• apply problem-solving models to a variety of situations 

Links: 

Global Education Objective- action phase in which students can feel empowered by 

applying their knowledge and skills. 


Exercising Democratic Rights and Responsibilities 

-identifies some ways to make the world a better place 

Overview: 

After completing their research of child labour, the students will be introduced to the idea 

of child activists, investigate ideas for action and design and implement strategies to 

address the problem of child labour. 


Book: Kielburger, Marc. Take Action! A Guide to Active Citizenship. Toronto: Gage 

Learning Corporation, 2002 ISBN 0-7715-8031-2. $26.95. This excellent leadership 

manual for youth is easy to read, has a multitude of ideas and information on how young 

people can get organized to promote social action. It has five parts: How To Get 

Involved: The Step-by-Step Process; The How-To Guide; Where you Can Get Involved- 

Everywhere!; Tackling Social Issues; Sources and Resources. 

Book: Kuklin, Susan. Iqbal Masih and the Crusaders Against Child Slavery. New York: 

H. Holt and Co., 1998 ISBN 0805054596. 

94

Cook, Kathy. “Ryan’s Well”. Reader’s Digest. January 2001. p 50-58. The inspiring story 

of how a 6 year-old Canadian boy’s determination made a difference for a community in 

Uganda. The text of the article can be found on the website 

http://www.readersdigest.ca/mag/2001/01/ryan.html 

Additional information about Ryan and his achievements can be found on the website 

http://www.ryanswell.ca/ 

Dragman, June and Michael Szasz. Global Stories of People Working for Change. 

Vancouver: CoDevelopment Canada, 1992. Available through B.C.T.F. Lesson Aids 

Service (BCTF # P226) http://www.bctf.ca/LessonAids/ 

(optional) Lewis, Barbara A. The Kid’s Guide to Social Action: How to Solve the Social 

Problems You choose—and Turn Creative Thinking Into Positive Action. Minneapolis: 

Free Spirit Pub., 1991 ISBN 0-915793-29-6 Resource guide for children for learning 

political action skills that can help them make a difference in solving social problems at 

the community, state and national levels. 


Child Activists 1-2 45 minute lessons. 

Several lessons depending on how involved the students become in social action. 

Procedure: 

(The students can write reflect in their “Thoughts and Reflections” booklet throughout 

this section of the unit.) 

Begin by asking the students if they think kids can do anything that could make a 

difference to the problem of child labour. 

Share with them stories of child activists such as: 

• Iqbal Masih- A young Pakistani boy who fought back against child slave labour 

http://www.childrensworld.org/engiqbal/iqbalblirslav.asp 

http://www.childrensworld.org/engiqbal/index.asp 

• Craig Kielburger- A Canadian boy of 12 who organized his friends and 

classmates to help children committed to slave labour around the world 

http://www.freethechildren.org/info/aboutcraig.html 

http://www.peaceheroes.com/CraigKielburger/craigkielburgerbio.htm 

• Ryan Hreljac- Information about 6 year-old Ryan and his achievements can be 

found on the website http://www.ryanswell.ca/ 

• Working Children as Protagonists, Bhima Sangha—an organization of children in 

India who have decided to form a union to fight for their rights as workers and as 

children. A long but informative article found on the website 

http://www.workingchild.org/htm/prota1.htm 

• Twenty nine working children from Africa, Asia, and Latin America met to 

discuss issues relating to child labourers 

http://www.workingchild.org/htm/prota2.htm 

• German children expressing their opinions on children’s work, found on the 

website http://www.workingchild.org/htm/prota3.htm 

• the seven profiles of young activists in Chapter 4 of Take Action! A Guide to 

Active Citizenship 

95

Inform the students of children’s unions and organizations that are emerging around the 

world. You can find the article Working Children Get Organized on the website: 

http://changemakers.net/journal/00april/index.cfm 

Individuals, pairs or groups could do research on various child activists now and/or in the 

past and share that information with the class. 

Discuss with the students predictions for the future of child labourers. 

Brainstorm ideas the students could do to make a difference. The following are some 

ideas: 

• write a letter to the newspaper 

• write letters to various companies 

• write a letter to governments 

• make a poster 

• write a play 

• compose a song or a rap 

• talk to store owners 

• start petitions 

Use the book Take Action! A Guide to Active Citizenship to inspire the students into 

action. 

Some websites that have ideas are: 

http://fieldsofhope.org/chalkboard/popup_teacher_chalkboard.asp 

http://www.peaceheroes.com/CraigKielburger/stopchildslavery.htm 

http://www.savethechildren.ca/en/involved/index.html 

http://www.rugmark.org/help.htm Has an action kit that can be downloaded. 

http://www.nlcnet.org/bangladesh/ Action ideas to tell Disney to do the right thing 

http://www.geocities.com/shutterbug_activism/sweatshop2.html 

A child’s example http://www.nlcnet.org/bangladesh/aablakely.shtml 


Assessment will vary depending on the action taken by the students. 

96

Child Labour - British Columbia Teachers' Federation

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