Our Child Labor Unit begins October 26th

Child Labor:
the nasty side of movement




Map taken from Junior Scholastic


This unit is designed to help you see how children's rights differ around the world.

Children have the right to be children: "to be loved, cherished, educated, nourished, clothed, pampered, and fostered as children when they are children" (Hasnat 1996, quoted from Natoli 1992). Child labour is, then, a denial of the right to enjoy childhood and achieve full physical and psychological development.

Enduring Understanding: Individuals can bring about change.

"I am a force that can help bring an end to child labor."

• We will research children from around the world, their living conditions, and the impact labor has on them.
• World Standards against child exploitation

• To better understand others, you will first need to understand yourself. You will write a short one-paragraph auto-biography before researching, describing and analyzing the lives of children your age in Asia.

GLOBAL EXCHANGE: NIKE CAMPAIGN

• NIKE Responsibility
  
• NIKE FACTORIES List
  
• Michael Moore interviews Nike Boss Phil Knight about child labor
  
• Ebook: Tim Connor--Still Waiting For Nike To Do It
• 2003 Sneaker Endorsement Deals
  

• Nike Pledges to END Child Labor in 1998
• Despite pledge, Nike is found to use child labor in 2006
  
• A 2009 Accusation of Child Labor in NIKE Factory
  

CHILD LABOR
Asian Countries

• Vietnam
1. Allegations from the 1990's
   
2. Worker Strike
3. Save the Children
   
• India
1. Child Labor--Embassy of India
2. October 10, 2006; India finally bans child labor
3. Child Labor still lingers over one year after the ban
• Bangladesh
1. Focus on Bangladesh child labour
2. Child Labour
3. Child Labour in Bangladesh
   

• Ultimately, you will use research and photographs to create a persuasive Photo Story about child labor.
  

"POWER Grade Expectations" incorporated and assessed:

H&SS7-8:12 Students show understanding of human interaction with the environment over time by . . . examining multiple factors in the interaction of humans and the environment.

H&SS7-8:14 Students act as citizens by . . . identifying problems, proposing solutions, and considering the effects of a course of action in the local community, state, nation, or world.

H&SS7-8:16 Students examine how different societies address issues of human interdependence by . . . analyzing differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits.

Codes of Conduct:

Puma
Nike

"Why do we have to pay the price of poverty. We didn't create poverty, adults did."

Sultana, a twelve-year garment factory worker from Bangladesh, Thailand, 14 February,1998.