Human
Trafficking & Modern-day Slavery
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LESSON PLAN 4 Title – Human Trafficking & Modern Day Slavery – Debating the Fundamentals Unit Topic: Sociology Grade Level: College Lesson Topic: Debating Fundamental Issues of
Modern-day Slavery Primary Method Used: Cooperative Learning and Competitive Interaction (Debate) Purpose of the Lesson The purpose of this lesson is to have students become informed on
trafficking & slavery issues and then participate in a structured debate
relating to those issues Duration of the Lesson: 2 class sessions Lesson Objectives: Students will be able to: 1.
Identify and research
issues relating to trafficking and slavery 2.
Work in teams to prepare arguments which support
their point of view Equipment and Supplies
Needed (for
preparation): PC access to both the Human Trafficking & Modern-day Slavery
website and to the Topical Research Digest:Human Rights And Contemporary Slavery. [[http://www.gvnet.com/humantrafficking] [https://www.du.edu/korbel/hrhw/researchdigest/slavery/us.pdf] Anticipatory Set: The anticipatory set for
this lesson will be a brief description of some of the forms of modern-day
slavery, and how human trafficking & slavery are defined by international laws and conventions. [http://www.gvnet.com/humantrafficking/00-HumanTrafficking.htm] [http://www.gvnet.com/humantrafficking/00-Background.htm] [https://www.du.edu/korbel/hrhw/researchdigest/slavery/us.pdf] Procedure – Part 1 1. Instructor selects one of
the topics from the web page http://www.gvnet.com/humantrafficking/00-DebateTopics.htm 2. Instructor explains what will
take place during the remainder of this class meeting and during the next
class meeting (see
Procedure – Part 2). Distribution of a
printed copy of this lesson plan is recommended. 3. Instructor divides the
class into an even number of groups, each with four or more students (six
students would be ideal). Half of the
groups will be expected to develop the pro positions on the topic and the
other half will develop the con positions of the topic. 4. Class breaks into assigned
groups and has 15 - 20 minutes to do some brainstorming to develop arguments
relevant to their position on the topic.
Each member of the group is asked to give some input. The arguments are recorded and the group
sets a time and place to meet prior to the next class session. 5. At their out-of -class meeting, each group researches and refines
their arguments and selects a leader. Procedure – Part 2 (Back in Class) 6. In the follow up class
session, the group leaders on the pro side of the issue join together to form
a team. The con side group leaders do
the same. The teams take five minutes
to get organized and appoint a spokesman. 7. The debate is opened by
the spokesman from the Pro team to summarize their position. The opening statement should be between 2-3
minutes long. The Con team’s spokesman would then present their opening
statement. 8. Each member of the Pro
team will then make a statement supporting the team’s position. The Con team then does the same. 9. The Con team then has the
opportunity to rebut the statements made by the Pro team. They can ask the Pro team for clarification
on certain issues or they may question them on other issues that they feel to
be relevant. It is important that the
debate moderator not let things get out of hand, while at the same time allowing
the students the freedom to express their ideas. 10. The roles then switch and
the Pro team has the same opportunity to rebut arguments brought up by the
Con team. 11. Five minute intermission
while the two teams organize their closing statements. 12. The spokesman from the Pro
team then takes 2-3 minutes to present their closing statement and is
followed by the Con team’s spokesman. Assignments: All students in the class will write a report, summarizing the pros and cons for the topic in a balanced way, without taking a position. The original group leaders (the two debating teams) are exempt from this assignment and will be graded on their participation in the debate. |