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A Grade 6 Project |
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The
World Around Us!
Our
School Day
At
the Post Office
Mapping
our Neighbourhood
Buildings
in our Community
Canadian
Animals and Waterfowl
Communities
Around the World
Pioneer
Life
Wanna
Be a Canadian!
Welcome
to our Community
Our
Government
Stuffed
Animals, Sweaters and Sweat Shops
Community
Design Challenge
Researching
Natural Resources and Migration
An Introductory Lesson on Global Connectedness and Community through the Exploration of Child Labour and Canadian Trade
Introduction
Student
Task
Activity
1
Activity
2
Activity
3
Activity
4
Evaluation
Additional
Teacher/Student Web Resources
Print
Resources
Imagine being a fourteen year old girl in Bangladesh
working twelve hours a day in order to earn $12.00 a month.
Imagine being a Indonesian child working in a tobacco
plantation for 60 cents a day or a six year old Philipino
child earning $3.00 a day scavenging garbage. Many students
would have great difficulty imagining any of these stories
but they are all sadly true. As educators, it's crucial that
we give our students the critical thinking skills needed to
realize that our purchasing choices and actions have
repercussions on our global community.
This lesson introduces the concept of global interdependence
and creates an awareness of global conditions and
development. For further information, educators may find the
following web page from "Free
the Children" helpful in guiding students through the
facts and fiction of the child labour trade at: http://freethechildren.org/factsmyths.html
The students will begin to explore their homes and investigate where their favourite stuffed animals, clothes, food and common purchases really come from. Each student (or group) will be responsible for an inventory of 50-100 goods, a map and graph labelling where the household goods originate, and an internet research project that looks at the social and political conditions of the countries that Canada and the United States considers trading partners.
Many of the products that you use everyday in your classroom are not manufactured in Canada but come from other countries. For example, your pencil may be from Taiwan or your desk may be manufactured in Indonesia. Canada may import your pencil or desk from another country and sell the imported product in Canadian stores. The country that produces the pencil or desk exports the pencil and becomes a "trading partner" with Canada. Imported products are goods that are made in foreign countries and then sold to Canada. Exported products are goods made in Canada and then sold in foreign countries
Have you ever thought where your pencil or notebook really come from? Use a classroom world map to begin to consider the locations in which classroom materials were made. Before you begin this activity, make a prediction where you think most products will come from. Do you think a particular country or region will dominate the map? After you have investigated a product, write the name of the item on a removable sticky note and put it on the the location of the map from which the item originated. For example, look inside your pencil case and look for labels that show where it was made. If it says "Made in China" on the label, write "pencil case" on a sticky paper and attach it to China on the map.
As a class, chart the locations and number of items in order to make a graph.
For Example:
Canada
8
China
14
Guatemala
3
Peru
4
Taiwan
18
United States
2
Now create your graph using the information you found from the classroom data. All graphs should be done on graph paper using a picto, line, bar, or circle graph. Don't forget to label your graph and include a title which clearly explains your graph's focus.
Write a paragraph to tell about your graph. What were the categories you used? What were the findings of your graph. Explain which countries are trading partners with Canada and what we are importing. Are there any connections that you have to those countries by use of those products? Do we live independently of other countries or are we dependent on those countries?
As a class, discuss the advantages and disadvantages of "interdependence." What items might Canada ship (or export) to other countries?
Think about the thousands of products you use in your home each and every day. You are going to choose a room in your home and take an inventory of items in that room and their location of origins. List at least 50 items.
The blackline master titled inventory can be photocopied and used by students. The students may need more than one in order to complete the inventory of 50 items.
For example: To take an inventory of items in your
bedroom,
An inventory of my bedroom in my house.
|
Item |
Location of Origin |
Use in your home |
|
mattress |
Taiwan |
to sleep on |
|
dresser |
China |
to store clothing |
|
Roots t-shirt |
Dominican Republic |
to wear |
|
jeans |
Mexico |
to wear |
|
teddy bear |
Taiwan |
to cuddle |
|
vest |
India |
to wear |
|
Gap shirt |
Indonesia |
to wear |
|
Nike running shoes |
Thailand |
to run in |
|
Brooks running shoes |
China |
to run in |
1. Chart and graph the number of items by location of origin. All graphs should be done on graph paper using a picto, line, bar, or circle graph. Don't forget to label your graph and include a title which clearly explains your graph's focus.
2. Write a summary about the graph to tell about types of items, their location of origin and use in your home. What trends do you notice?
Bring this information back to class and compare the
discoveries that were made for each of the rooms.
Display the charts and graphs for the remainder of the
unit.
Think about what you may do in an average day. You attend school for approximately six hours . You are not expected to work in a factory or a store-it would be against the law for you to work! Your job is to attend school. In some places around the world, there are no laws protecting children and they don't go to school because they must work.
In many countries, children work in factories making clothes, running shoes, fireworks or soccer balls. They are not allowed to go to school but work many long hours for very little pay. This is called Child Labour. You are going to read first person accounts of young people who have chosen to speak out against child labour.
The first excerpt is from Iqbal Masih's story. Iqbal was sold for $12.00 to the owner's of a carpet factory when he was four years old. He spent 14 hours a day making rugs in a factory. Iqbal escaped the factory and finally realized his dream of attending school! He also spread his message of child labour to thousands of people. When he was twelve , he was shot and his murder remains a mystery.
The second excerpt is from the Free the Children organizer, Craig Kielburger, a 12 year old Canadian boy. Craig was outraged at the death of Iqbal Masih and began to tour the world talking to adults and children about child labour.
Read an excerpt from these child activists. Click on one of the two web pages/sites.
Iqbal
Masih and his crusade against child slavery at http://www.freethechildren.org/realstories.html
(click on Iqbal in the list of real stories)
Free
the Children: A Young Man's Personal Crusade Against Child
Labor by Craig Kielburger at http://freethechildren.org/ftccraig.html
(click on About Craig in the web site table of contents)
Write a letter in your journal to the child featured in the web page in order to express your thoughts, concerns and feelings. Remember to include:
an
introduction of yourself at the start of the letter,
a
summary of the main idea(s) in the story,
tell
what you might have done in that situation,
indicate
how this has affected your outlook and understanding.
From the information that you found about the items in your home, you are going to research a major importer to Canada and look at how child labour may be used in that country. Child labour is a major problem in many parts of the world including:
Central and South America: Mexico, Guatemala, Columbia, and Brazil
Europe: Portugal
Africa: Morocco, Egypt, Ivory Coast, Zimbabwe, and Lesotho
Asia: Pakistan, India, Nepal, China, Bangladesh, Philippines, Thailand, and Indonesia.
In order to better focus your search, please be sure to fill in the "Internet Research Ready" form. (Downloaded in PDF format).
You will be working in groups of 3-4. In your group, look at your graphs and decide what country is frequently reported in your inventory. This may be the country your group chooses to research and present. Each student will become an expert in a field of research and will report back to the class on an aspect of the chosen country. The three areas of research are : statistician, child labour activist, and geographical and historical explorer.
Expert Researcher Roles and Responsibilities:
1. Statistician
conducts web site research for statistical information such
as the illiteracy rate, the population under 15, life
expectancy and school enrollment of the country chosen.
- Information and Statistics About Countries
(Population,Illiteracy Rate,Education) http://www.un.org/Pubs/CyberSchoolBus/infonation/e_infonation.htm
(With this site, you can only input four data fields at a time and must create a number of tables in order to obtain all information. By clicking on Definitions of Terms, you can learn more about the terms you are reporting on.)
Criteria That Must be Included:
Area
3 major Export Industries
Unemployment rate
Population
Population under15
Life Expectancy (male)
Life Expectancy (female)
Illiteracy Rate (Total)
Illiteracy Rate (Female)
School Enrollment
Spending on Education
- Cultural Profiles of 50 Countries http://cwr.utoronto.ca/cultural/
compares
research from three or more countries (can compare up to
seven countries)
- Information and Statistics About Countries (Population,Illiteracy Rate,Education) http://www.un.org/Pubs/CyberSchoolBus/infonation/e_infonation.htm
(With the first screen, you can select up to seven different countries to compare and graph)
graphs
information and completes analysis of information
helps
group stay on task and reach consensus with project
presents
findings with group members to class
2. Child Labour Activist
conducts
web site research for child labour activism and stories of
children who are involved in child labour.
- Craig Kielburger's Organization Free the Children
- http://www.bcfed.com/campaigns/child/chilinks.htm
- Real Stories of Child Labours Told in their Own Voicehttp://www.freethechildren.org/realstories.html
- Website Dedicated to Child Labour for Students http://www.us.ilo.org/ilokidsnew/kids.html
- Iqbal Masih's Dream Becomes a Reality!http://mirrorimage.com/iqbal/index.html
- Magazine Articles of Iqbal Masih http://mirrorimage.com/iqbal/media/paper4.html
compare
a day in the life of a Canadian student and a child
labourer
- A Day in the Life of A Child Labourer http://www.us.ilo.org/ilokidsnew/kids.html
create
a Child Labour Action Package (which will give students an
understanding of what child labour is, the countries that
are involved and why it's important to be informed and
involved. Don't forget to include biographical research and
what students can do to get involved.)
helps
group stay on task and reach consensus with project
presents
findings with group members to class
3. Geographical and Historical Explorer
conducts
web site research to create a geographical, cultural profile
and map of your chosen country
- Cultural Profiles of 50 Countries http://cwr.utoronto.ca/cultural/
- World Atlas http://www.worldatlases.com/
- 3D Atlas Online http://www.3datlas.com/
explores
the goods that are exported and imported into your
country
- Information and Statistics About Countries (Population,Illiteracy Rate,Education) http://www.un.org/Pubs/CyberSchoolBus/infonation/e_infonation.htm (click on 3 major exporting industries after selecting your country from the first field)
create
a series of paragraphs that show understanding of your
country's history, health care, work force and 3 other
important social indicators
- Cultural Profiles of 50 Countries http://cwr.utoronto.ca/cultural/
helps group stay on task and reach consensus with
project
presents
findings with group members to class
Student Self Assessment Page (download in PDF file)
Rubric
|
Category/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding of concepts |
- shows understanding of few of the concepts - rarely gives complete explanations |
- shows understanding of some of the concepts - sometimes gives complete explanations |
- shows understanding of most of the concepts - usually gives complete or nearly complete explanations |
- shows understanding of all (or almost all) of the concepts - consistently gives complete explanations |
|
Inquiry/research skills and map and globe skills |
- applies few of the required skills and strategies, and applies these skills and strategies correctly only with assistance |
- applies some of the required skills and strategies, and applies these skills and strategies correctly with frequent assistance |
- applies most of the required skills and strategies, and applies these skills and strategies correctly with only occasional assistance |
- applies all (or almost all) of the required skills and strategies, and applies these skills and strategies correctly with little or no assistance |
|
Communication of required knowledge |
- rarely communicates with clarity and precision - rarely uses appropriate terminology, vocabulary, and symbols |
- sometimes communicates with clarity and precision - sometimes uses appropriate terminology, vocabulary, and symbols |
- usually communicates with clarity and precision - usually uses appropriate terminology, vocabulary, and symbols |
- consistently communicates with clarity and precision - consistently uses appropriate terminology, vocabulary, and symbols |
|
Communication within group to prepare and present to an audience |
- with assistance - unclearly - for a limited range of simple purposes - with a limited range of simple forms |
- independently - with some clarity and some precision - for a variety of simple purposes - with several different forms |
- independently - clearly and precisely - for specific purposes - with a variety of forms |
- independently - clearly, precisely, and confidently - for a wide variety of purposes and in a wide variety of contexts - with a wide range of complex forms |
Additional Teacher/Student Website Resources
- Canada's Major Trading Partners http://www2.actden.com/writ_den/g13/direct.htm
- Human Rights Information on India http://www.hrw.org/hrw/summaries/s.india969.html
- Oxfam's Cool Planet Teacher Resource http://www.oxfam.org.uk/coolplanet
- Unicef Child Labour http://www.unicef.org/aclabor
- Ontario Curriculum Unit on Trading Partners http://resource.mediacentre.com/socialstudies/cananda_and_its_trading_par.htm
- Statistics Canada - International Trade http://www.statcan.ca/english/Pgdb/Economy/intern.htm
Teacher/Student Print Resources
The following resources are excellent for students and teachers.
Ajmera, Maya and Versola , Anna (1997) Children from Australia to Zimbabwe:A Photographic Journey Around the World Charlesbridge Publishing. ISBN 088106999X
Brodkin, Margaret (1993) Every Kids Counts: Thirty-One Ways to Save Our Children Harper Publishing.
Delisle, James, Delisle, Jim, and Espeland, Pamela (1991) Kid Stories: Biographies of 20 Young People You'd Like to Know Free Spirit Publishing. ISBN 0915793342
Duper, Linda Leeb (1997) 160 Ways to Help the World: Community Service Projects for Young People Facts on File Inc. ISBN 0816033242
Engfer, Lee, Parker, David and Conrow, Robert (1997) Stolen Dream: Portraits of Working Children Lemer Publishing Group. ISBN 0822529602
Freedom Fighters and Filapovich, Zlata (1998) The Freedom Fighter's Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them
Hoose, Philip (1993) It's Our World Too! Stories of Young People Who are Making a Difference Little Brown and Company. ISBN 0316372455
Kielburg, Craig and Major, Kevin (1999) Free the Children: A Young Man's Personal Crusade Against Child Labour Harper Perennial Library. ISBN 0060930659
Kuklin, Susan (1998) Iqbal Masih and the Crusaders Against Child Slavery Henry Holt and Company Inc. ISBN 0805054596
Lewis, Barbara (1992) Kids With Courage: True Stories About Young People Making A Difference Free Spirit Publishing. ISBN 0915793393
Milord, Susan (1992) Hands Around the World-365 Creative Ways to Build Cultural Awareness and Global Respect Williamson Publishing. ISBN 0913589 659
This web page was created by Danielle Vincent (vincentdanielle@hotmail.com) and Mary Day-Mauro.
