IO Project

Resource

International Justice Mission is a human rights organization that rescues victims of violence, sexual exploitation, slavery and oppression. A multi-national team of law enforcement professionals and a highly qualified legal staff conduct criminal investigations and collect evidence to rescue victims and bring perpetrators to justice. The work of IJM has been featured on Dateline NBC, in Forbes, New York Times Magazine, Wall Street Journal and other media outlets. IJM was founded by Gary Haugen who served as the Officer in Charge of the U.N. investigation into the Rwandan genocide.

Resource

VIDEO: Youtube: The Cocoa Protocol

Brief talk by Kevin Bales of Free the Slaves explaining some of the issues around slave labour in the coca industry.

Resource

VIDEO: Youtube: "End Child Slavery in the Cocoa Industry

Student made PSA about slaves in the coca industry. The images selected are powerful but watch this video with a critical eye to see where the message could be improved.

To see more videos on this topic use search terms like "slavery, cocoa, choclate, Ivory Coast" into the search engine on Google.

Resource

BOOK: Modern Slavery, The Secret World of 27 Million People

by Kevin Bales, Zoe Trodd & Alex Kent Williamson. Available at all bookstores amd public libraries.

Resource

WEBSITE: Modern Slavery (BBC)

Excellent site with many links and stories about slaves in the modern world.

Resource

WEBSITE: Abolition of Slavery (BBC)

Commemorating the Passing of the Abolition of the Slave Trade Act in England in 1807.

Resource

INTERACTIVE MAP: the BBC map of the Abolition of Slavery

Interactive map detailing the abolition of slavery in historical times

Resource

WEBSITE: iAbolish

Information on modern slavery, particularly in Mauritania.

Resource

WEBSITE: Polaris Project

Polaris Project's vision is for a world without slavery. Named after the North Star that guided slaves towards freedom along the Underground Railroad, Polaris Project has been providing a comprehensive approach to combating human trafficking and modern-day slavery since 2002.

Polaris Project is one of the largest anti-trafficking organizations in the United States and Japan, with programs operating at international, national and local levels through our offices in Washington, DC; Newark, NJ; Denver, CO; and Tokyo, Japan. Polaris Project is one of the few organizations working on all forms of trafficking and serving both citizen and foreign national victims of human trafficking.

Resource

WEBSITE: Faith Alliance Against Slavery and Trafficking

Our mission is to eliminate human trafficking through prevention, victim protection, and sustainable restoration. Our target population includes all those victimized by human trafficking: children and adults, males and females.

Resource

WEBSITE: Child Rights Information Network

CRIN is a global network coordinating information and promoting action on child rights. More than 2,000 member organisations and tens of thousands more activists from across the world rely on CRIN for research and information.

CRIN presses for rights, not charity, for children and is guided by a passion for putting children?s rights at the top of the global agenda by addressing root causes and promoting systematic change. Its guiding framework is the UN Convention on the Rights of the Child (CRC).

CRIN?s activities are based on the belief that information is a powerful tool for realising children?s rights. CRIN distributes news, events and reports, lobbies, enables advocacy and promotes knowledge sharing and coordination. CRIN participates in international child rights coalitions and advocacy groups, supports campaigns and makes the UN and regional mechanisms more accessible to those lobbying for social change.

Resource

WEBSITE: Astra Anti-Trafficking Action

ASTRA is a non-governmental organization dedicated to eradication of all forms of trafficking in human beings, especially in women and children, through a comprehensive approach to solving this problem, with the aim of eliminating this specific form of violence, by affirming a society free of exploitation, violence, discrimination, economic and social inequalities.

Resource

WEBSITE: Coalition to Stop the Use of Child Soldiers

The Coalition to Stop the Use of Child Soldiers works to prevent the recruitment and use of children as soldiers, to secure their demobilisation and to ensure their rehabilitation and reintegration into society.

Resource

WEBSITE: Goodweave

The handmade carpet industry exploits nearly 250,000 children. GoodWeave is helping to combat this problem and transform the handmade rug industry by certifying child-labor-free rugs and by providing education and opportunities to rescued and at-risk children. The GoodWeave program is implemented by RugMark International.

Resource

WEBSITE: Fairtrade Foundation

The Fairtrade Foundation is the independent non-profit organisation that licenses use of the FAIRTRADE Mark on products in the UK in accordance with internationally agreed Fairtrade standards. The Foundation was established in 1992 by CAFOD, Christian Aid, Oxfam, Traidcraft and the World Development Movement, later joined by the National Federation of Women?s Institutes. Member organisations now also include Banana Link, Methodist Relief and Development Fund, Nicaragua Solidarity Campaign, People & Planet, SCIAF, Shared Interest Foundation, Soroptimist International , Tearfund and the United Reformed Church.

Resource

WEBSITE: Global March Against Child Labour

"The Global March Against Child Labour is a movement to mobilise worldwide efforts to protect and promote the rights of all children, especially the right to receive a free, meaningful education and to be free from economic exploitation and from performing any work that is likely to be harmful to the child's physical, mental, spiritual, moral or social development."

Resource

WEBSITE: Amnesty International

Amnesty International is a worldwide movement of people who campaign for internationally recognized human rights for all.

Our supporters are outraged by human rights abuses but inspired by hope for a better world - so we work to improve human rights through campaigning and international solidarity.

We have more than 2.2 million members and subscribers in more than 150 countries and regions and we coordinate this support to act for justice on a wide range of issues.

Resource

WEBSITE: Anti-Slavery Project of Australia

Our Goals

- Promote a human rights response that prioritises the needs and concerns of survivors

- Improve and expand legal protections and benefits for survivors

- Ensure delivery of comprehensive and culturally appropriate human services to survivors

- Increase collaboration between community and government agencies to effectively address slavery and human trafficking crimes

- Mobilize public awareness and support for survivors

- Strengthen the institutional and community response to slavery and human trafficking

- Empower survivors to act as agents of social change

Resource

WEBSITE: Human Rights Watch

Human Rights Watch is one of the world?s leading independent organizations dedicated to defending and protecting human rights. By focusing international attention where human rights are violated, we give voice to the oppressed and hold oppressors accountable for their crimes. Our rigorous, objective investigations and strategic, targeted advocacy build intense pressure for action and raise the cost of human rights abuse. For 30 years, Human Rights Watch has worked tenaciously to lay the legal and moral groundwork for deep-rooted change and has fought to bring greater justice and security to people around the world.

Resource

WEBSITE: Free the Slaves

Free the Slaves liberates slaves around the world, helps them rebuild their lives and researches real world solutions to eradicate slavery forever.

We use world class research and compelling stories from the frontlines of slavery to convince the powerful and the powerless that we can end slavery.

Resource

WEBSITE: Anti-Slavery International

Anti-Slavery International works at local, national and international levels to eliminate all forms of slavery around the world.

Resource

WEBSITE: HistoryWorld's "The History of Slavery"

A look at slavery through the ages, from ancient times to slavery in America:

SLAVERY
An evil of civilization
Slaves in Babylon
Slaves in Greece
Slaves in Rome
Slaves in the Middle Ages
Portuguese slave trade
The triangular trade
The abolitionist movement
The issue of slavery
Emancipation Proclamation

Resource

WEBSITE: Son of the South's "History of Slavery"

An overview of the history of slavery, presented in pictures and in 5 parts:

Part I: The Slave Trade: Early Roots in Britain

Part II: Slavery in the US

Part III: The Fugitive Slave Law

Part IV: Emancipation Proclamation

Part V: Missouri Compromise

Resource

WEBSITE: Innercity's "Chronology on the History of Slavery"

170 years of slavery and the slave trade in the New World (America)

Curriculum

BC IRP content

(Through their work on this slavery project, students will cover the following Social Justice Curriculum as well as the corresponding Social Studies curriculum based on their grade).

Social Justice Curriculum:
A2 demonstrate effective research skills, including
accessing information
- assessing information
- collecting data
- evaluating data
- organizing and presenting information

A3 apply critical thinking skills to a range of social justice issues, situations, and topics

A4 analyse selected social justice issues from an ethical perspective

A5 assess how belief systems can affect perspectives and decisions in relation to social justice issues

A6 conduct a self-assessment of their own attitudes and behaviours related to social justice

A7 demonstrate attributes and behaviours that promote social justice, including
- recognizing injustice
- fair-mindedness
- embracing diversity
- empathy
- taking action

B2 analyse causes of social injustice

B3 describe consequences of social injustice

C1 assess various methods and models of promoting social justice

C2 apply systemic analysis to propose solutions to specific cases of social injustice

C3 implement an appropriate plan for action on a selected local, provincial, national, or international social justice issue

Social Studies 7 Curriculum:

A1 apply critical thinking skills ? including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions ? to a range of problems and issues

A2 use various types of graphs, tables, timelines, and maps to obtain or communicate information

A3 compile a body of information from a range of sources

A4 deliver a formal presentation on a selected issue or inquiry using two or more forms of representation

A5 defend a position on a contemporary or historical issue

B2 analyse social roles within one or more ancient civilizations

Social Studies 8 Curriculum:

? identify and clarify a problem, an issue, or an inquiry

? gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources

? interpret and evaluate a variety of primary and secondary sources

? assess a variety of positions on controversial issues

? plan, revise, and deliver written and oral presentations

? co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified identify factors that influence the development and decline of world civilizations

? compare daily life, family structures, and gender roles in a variety of civilizations

? compare the changing nature of labour in rural and urban environments demonstrate understanding of the tension between individual rights and the responsibilities of citizens in a variety of civilizations

Task

Social Studies 8: the Early Middle Ages Open the following attachment and "Save As" to your network saving space immediately. You will need to work on this collaboratively with your peers in conjunction with your slavery project. You will need to complete this assignment by the due date given.
Start:Oct 13, 2009End:Nov 5, 2009

Task

Social Studies 7: Mesopotamia Open the following attachment and "Save As" to your network saving space immediately. You will need to work on this collaboratively with your peers in conjunction with your slavery project. You will need to complete this assignment by the due date given.
Start: End:

Task

Slavery: What Can We Do About It ?

Preamble:
This is your big project of term one and will be due in its entirety by report card time. You will be provided time during each of your Social Justice blocks to work on this project in between the other work that we do (dances, pizza sales, food drives, etc) so you will have to do some of it on your own spare time.

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Outline:
For this task you will use technology in a creative way to produce a powerful awareness campaign that will create awareness of the issues around modern slavery in our world today. How you use the technology and what you produce is up to you.

Your work must answer the following BIG Question...

+++ What choices can I make in my daily life to help stop the enslavement of people worldwide? +++

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General Details:
Your project must meet the following 2 minimum requirements...

Requirement One: You must use of technology...
Your project must incorporate technology in its preparation and final product. The more advanced and creative the better. For example, you've been using Powerpoint since elementary school so that would not be considered advanced for you. Powerpoint is also not a terribly interesting medium that engages people.
Modern teens (you and your peers) are much more likely to view a website, watch a Youtube video, follow a Twitter account, contribute to a blog, etc. These are only a few examples of powerful media. There is still lots of room to be creative and use traditional materials as part of your final product (posters, flyers, buttons, etc)

Requirement Two: You must share your project...
Your projest must be able to be shared with people out side of the Social Justice students. How you share it is up to you. It can be schoolwide, community wide, national, or global. It may take the form of a grade assembly, homeroom visits, visits to elementary schools, newspaper interviews or columns, websites, etc. The ultimate goal is to effectively share your message with as many people as you can.

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Achievement:
When you are working on your project, there are essentially three levels of effectiveness you can aim for...

Level One: Creating Awareness (basic)
This is when your project is shared and creates awareness with the people who view it. People learn something from project that they didn't know before, and something memorable about it will stick with them (perhaps a fact or an image, etc). This is the most basic level and is perfectly acceptable for your first project.

Level Two: Personal Activism (advanced)
As part of your project you personally become involved in the cause and actively work to enact change, possibly convincing others in your sphere of influence to participate with you (friends, family, etc). Your level of activism would work to promote your cause and/or raise funds for it (bake sale, craft sale, wristbands, etc) This is an advanced level project that takes much commitment and dedication. This is what high achieving students should shoot for if their chosen cause moves them to become involved.

Level Three: Causing Change (exceptional)
This is the highest level you project can achieve and the most difficult to attain. It is that rare and highly creative project that incorporates all of the attributes fo a level 2 project and goes further because it inspires others and causes change on a grand scale. This is a project so effective that people will voluntarily give of themselves (time or money) as a result of finding your project. Real change is effected because of the work you started. It is a project that gains and maintains momentum because of your hard work and energy and is something that lasts over a long period of time (beyond the school year). It is the kind of project we may not see at all in a school year. For example, ACES Africa.

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Directions:
To help you plan and create your project, download the attached instruction sheet.

Start:Oct 6, 2009End:Nov 20, 2009

Activity

Racism and Slavery You will take part in a teacher-led class discussion centred around the role racism plays in slavery. You will need to open the attachment to help you follow the discussion along.
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Activity

Slavery and Females You will take part in a teacher-led class discussion centred around the issues girls face as slaves. You will need to open the attachment to help you follow the discussion along.
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Activity

Conflict Slaves You will take part in a teacher-led class discussion centred around the conflict, the effect it has on people and how it contributes to slavery. You will need to open the attachment to help you follow the discussion along.
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Activity

Slavery in the past

Grade 7 Activity: Slavery in the Ancient Era

Q: How did slavery contribute to the wealth and power of ancient empires?

Directions: Conduct research on-line or in the LRC to answer this question.
You may choose to study the roles of slaves in one of the following ancient empires:

? Sumeria
? Babylon
? Mesopotamia
? Greece
? Rome
? Persia
? Egypt

Some of the questions to ask as part of your research might include:

? Who was enslaved?
? How were they treated?
? How did they live?
? What were their rights?
? What was their role/job?
? Why were they important?
? Why did the ruling empire feel it necessary to enslave others?

You will present your research must include information and images and be presented digitally in any manner you or your group chooses.

This might include (but is not limited to):

? Powerpoint
? Visual slideshows
? ComicLife
? Collages

You will be given 3 double blocks of class time to conduct your research and present your findings.

Marking criteria will be given out during the first class.

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Grade 8 Activity: Slavery in the Medieval Era

Q: How did slavery contribute to the wealth and power of medieval societies?

Directions: Conduct research on-line or in the LRC to answer this question.
You may choose to study the roles of slaves in one of the following ancient empires:

? Denmark (Vikings)
? Norway (Vikings)
? Sweden (Vikings)
? Germany
? England
? Spain (slave trade)
? Portugal (slave trade)
? Holland (slave trade)
? China
? Arabia (slave trade)
? Maya, Aztec, Inca (or another South American society)

Some of the questions to ask as part of your research might include:

? Who was enslaved?
? How were they treated?
? How did they live?
? What were their rights?
? What was their role/job?
? Why were they important?
? Why did the ruling empire feel it necessary to enslave others?

You will present your research must include information and images and be presented digitally in any manner you or your group chooses.

This might include (but is not limited to):

? Powerpoint
? Visual slideshows
? ComicLife
? Collages

You will be given 3 double blocks of class time to conduct your research and present your findings
Marking criteria will be given out during the first class

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Activity

Where are they now?

Another mapping activity. In this exercise, please show us the countries where slavery exists today. Highlight the various different kinds of slavery that people are subjected to (for example, sex slavery, indentured slaves, etc.)

Necessary information for the maps:
-clearly labeled
-neat
-use different colours for trade routes, countries of origin (of traders and slaves), countries where the slaves were taken to
-title for each map
-include bodies of water traveled
-use a key/legend
-lines of latitude and longitude

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Activity

I have been stolen from my home

Using the information that you have already researched, write a journal entry from the perspective of a slave taken from his or her homeland, and sent to a new world. In the entry, include some of the following:
-what happened on the day you were captured?
-how were you captured?
-where were you taken?
-how were you transported?
-what were the conditions like for you on your travels?
-what happened to you once you got to your new country?
-what were you treated like by the slave dealers?
-how were you treated by your new owners?
-what were the duties you were expected to perform?
-tell us your feelings about what you do, where you are and about missing home/family.
-how do you see the future for you?

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Activity

Where did they come from?

In this activity, you will have an opportunity to practice your mapping skills. We would like you to chart where the slave traders came from and where they took their cargo. Also, we would like a map of countries who employed slaves for personal services work.

Necessary information for the maps:
-clearly labeled
-neat
-use different colours for trade routes, countries of origin (of traders and slaves), countries where the slaves were taken to
-title for each map
-include bodies of water traveled
-use a key/legend
-lines of latitude and longitude

Start: End: