MNHUM.ORG
Tenth Grade Digital Suitcase: Human Trafficking & Migration,
A Human Rights Violation
Created and “packed” by Sushmita Hodges and Bethany McGraw
This is one of eight Digital Suitcases developed by educators during the summer of 2013 through a partnership with
Saint Paul Public Schools’ Multicultural Resource Center and the Minnesota Humanities Center. Each Digital Suitcase
includes:
 Three lessons aligned with Minnesota social studies standards, benchmarks, and grade levels
 A multiple perspectives/absent narratives focus (see below), strengthened by including input from community
members throughout the process
 A list of supplemental resources, both digital and print, many of which will be available at the Saint Paul Public
Schools’ Multicultural Resource Center (MRC) (www.mrc.spps.org)
Funding for this project was generously provided by The Saint Paul Foundation, the F.R. Bigelow Foundation, The
Travelers Foundation, the Arts & Cultural Heritage Fund, and the National Endowment for the Humanities.
About Absent Narratives
The Absent Narratives approach is about restoring relationships: to ourselves, to each other, to our communities, and
to the places we live and work. This approach asks people to speak only for themselves and not represent an entire
community. Therefore, differing opinions, ideas, and thoughts show up as uniquely as the individuals who bring them.
By embracing and including these untold experiences that make up each of us and our communities, we can close the
relationship gap of human understanding and empathy between us.
Absent Narratives is a relationship-based approach to creating equity within systems and communities. This approach
helps people understand that all actions, decisions, and beliefs exist in relationship to others and impact how we work
with and influence our peers and students. Absent Narratives help improve practices through the application of four
related themes:
Build and strengthen the student-teacher and school-community relationships.
Recognize the danger of a single story and the accumulation of absence.
Learn from the multiplicity of voices in the community.
Discover solutions within the community.
For more information about Absent Narratives and professional development opportunities, visit www.mnhum.org. To
access Absent Narratives resources that you can use in your classroom, visit www.mnhum.org/resources. To access
the MRC website, visit www.mrc.spps.org.
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
2013 Digital Suitcase Project:
Human Trafficking and Migration:
A Human Rights Violation—Tenth Grade
Overview: Human Trafficking, also known as modern day slavery, is more prevalent today than
it has been at any other time in human history and is one of the major, yet unrecognized effects
of migration. There are an estimated 27 million slaves in the world today, more than twice the
number of people taken from Africa during the entire Trans-Atlantic slave trade. Most people are
unaware that in their own community people are living in slavery. The stories and experiences of
these people need to be discovered and told. Once people are aware of the problem of slavery
they are in a position to empower themselves to act.
Standard: 3.3. 5. The characteristics, distribution and migration of human populations on the
earth’s surface influence human systems (cultural, economic and political systems).
Benchmark: 9.3.3.5.4 Explain migration patterns in the modern era at a range of social scales,
local to global.
Objective and Outcomes
The purpose of this project is to raise awareness to Trafficking not only as an aspect of
migration, but as a growing problem in the world, instill in students an understanding of human
rights and inculcate principles of empathy, respect and civic responsibility. While historically
students are familiar with how slavery and human bondage have been officially abolished in the
past, the new global economy has revealed this oppressive and exploitative institution still exists.
Through research, cooperative learning and collaboration students will gain deeper insights into
the nature and extent of this global issue, where countries are involved either as places of origin,
transit or destinations of human trafficking. Students will learn to recognize the complexities
of the issues and understand the different approaches to tackling the problem, such as the
government’s role and NGOs (non-governmental organizations, international organizations and
grassroots movements) activities. Solutions might include better education, formulation of new
laws and treaties, advocacy, or community organizing to address issues of human rights
violations related to human trafficking.
Essential Questions:
1. Why and how do people get pulled or pushed into trafficking situations?
2. What factors enable trafficking to exist? What must be done to overcome them?
3. What are measures are being taken to combat human trafficking? What are some of the
issues one has to consider when taking action?
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Focus of Lesson 1:
Students will define human trafficking as a form of migration and explain why it happens and
how it violates human rights. Students will also discover some forms of trafficking that takes and
how these impact children using a teacher facilitated interactive lecture. Ask students to
complete the slavery footprint exercise http://slaveryfootprint.org/. Describe the connection
between the slavery footprint exercise and trafficking.
Interactive Lecture: the key speaking points are written in the notes section of the PowerPoint.
An interactive lecture is a form of lecture that encourages student response and discussion, rather
than strictly taking notes in a teacher directed lesson.
Focus of Lesson 2: Case Studies/Survivor Stories
Students will use their knowledge from lesson one to work in groups and discover the purpose,
transit, and migration route of a variety of case studies and narratives in relation to a section of
the world. The students will present their information in the form of a One-Pager.
Focus of Lesson 3: What should be done and who should do it?
This lesson will focus on gaining insight on trafficking and migration through a gallery walk of
displayed one-pagers. The students will fill out a graphic organizer and then participate in a
philosophical chairs activity that enables them to think critically on what should be done about
the issue of Human Trafficking and who should do it. Student will then complete a Meaningful
Plan of Action to address the issue.
Sensitive Nature of Issues Addressed in this Unit
The content of this unit explores many sensitive topics, such as prostitution, sexual-based
violence, gender-based violence, and slavery. The unit also contains explicit and mature
language. Your students and their parents will have varying degrees of comfort with these issues.
Your class may include victims or family members of victims, as well. Set a tone of safety in a
culturally responsive classroom fit for courageous conversations from the beginning that you
expect the students to explore the lessons in a mature fashion.
It is possible that while teaching this unit you may discover one of your students is vulnerable or
involved in abuse or exploitation. A U.S. Department of Education fact sheet provides warning
signs and other information to help identify trafficking victims. You can find the fact sheet
attached in the Resources section of this curriculum. Refer to your school social worker if you
become concerned about the vulnerability of your students.
Background Information: http://www.teachunicef.org
http://www.humantraffickinged.com/backgroundinformation.html
http://www.state.gov/j/tip/rls/tiprpt/
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Human Geography: Grade 10: Migration Lesson 1
Focus of lesson: Students will define human trafficking as a form, cause and effect of migration
and explain why it happens and how it violates human rights. Students will also discover some
forms of trafficking that take and how these impact people. Ask students to complete the slavery
footprint exercise http://slaveryfootprint.org/ Student will describe the connection between the
slavery footprint exercise and trafficking.
Suggested Time: 50 minutes
Materials Needed:
LCD Projector
PPT
White Board/SmartBoard
Computer with internet access
Video: http://www.youtube.com/watch?v=wVz_PbZyLa8
Handout 1
Handout 2
Standards applying to
that lesson
Goal
Set the learning
goal/benchmark
or objective
3.4.9. The environment influences human
actions; and humans both adapt to and change,
the environment.
What are the causes and effects of Migration?
Guiding Question(s)
Measurable Objective
Access
Access students’ Possible Instructional
prior knowledge Strategies to Try:
 Review of previous
building
lesson
engagement
 Pair and Share
through
establishing
 Brainstorming
immediate
 Quick Write
relevancy; a
 Verbal check-in of
“hook” that is a
prior knowledge
short introduction
 Visual to access prior
to the lesson
knowledge
Students will understand the various causes and
effects of migration
1. Remind student of the definition of
Migration by displaying slide 1 of the PPT
2. Display slide three of the ppt and have
students Think-Pair-Share by filling out the Tchart for causes and effects of migration. Make
sure they understand to list both positive and
negative causes and effects.
3. As a class, fill in the T-Chart on the PPT
either on the white board or the smart board.
Teacher should facilitate that all of these causes
can be placed into one of three categories:
Poverty, Civil unrest or Lack of resources) For
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Effects, teacher should lead students towards
trafficking.
Possible Instructional
Strategies to Try:
 Modeling and direct
instruction
 Student discussions
New
 Academic feedback to
Information
students
Acquire new
 Non-fiction writing,
information –
vocabulary and
declarative
reading strategies to
and/or procedural
develop
understanding of new
information
 Inquiry based
questions and
activities
Possible Instructional
Strategies to Try:
 Guided Practice
 Independent and
Apply
group work
Apply a thinking
 Student demonstration
skill or use
of learning objective
knowledge in a
 Student-to-student
new situation.
discussions using
Opportunity for
accountable talk
feedback
 Ongoing checks for
provided
understanding
 Continuous academic
feedback to the
students
Possible Means of
Assessments to Try:
Generalize
 Oral or written
Generalize what
summary of lesson
has been taught.
 Exit slip or quick
How will the
write
teacher know if
 Pair and share
students met the
 Peer and individual
measurable
review of work
objective?
 Class discussion of
topic
 Cornell notes check
Trafficking: What is it?
1. Give students handout 1 and handout 2 to
read and complete individually.
2. Finish slides for lesson 1 On the ppt
describing the forms of trafficking and gauge
students reactions accordingly as they add to
hand out 2.
1. As a class, look at slaverymap.org to see
where slavery is occurring as we speak. Let the
students choose where you will discover
slavery
2. Have students complete activity at
slaveryfootprint.org to see how slavery affects
them in their everyday life. This could also be
done as homework. This can be done on
laptops, iPads or other electronics as it is a free
app.
Exit slip: What is something new you learned
today that surprised you?
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Worksheets/Handouts:
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Human Geography: Grade 10: Migration lesson 2
Focus of lesson: Case Studies/Survivor Narratives
Students will use their knowledge from lesson one to work in groups and discover the purpose,
transit, and migration route of a variety of case studies and narratives in relation to a section of
the world. The students will present their information in the form of a One-Pager.
Suggested Time: 50 minutes
Materials Needed:
Case study folders
Laptop cart (optional)
LCD Projector
Speakers
Requires Resources for Case Study Folders:
http://hagarinternational.org/usa/the-whole-journey/?gclid=CPaazpHBgrkCFbBDMgodkQgAcQ
http://www.yourbuddies.org/Stories/stories.html
http://www.castla.org/survivor-storiess Real experiences and firsthand accounts of survivors
http://www.warchild.org.uk/features/from-child-soldier-to-global-campaigner
http://teachunicef.org/sites/default/files/units/Ali_Grades_9_to_12_0.pdf
http://www.pbs.org/wnet/wideangle/episodes/dying-to-leave/human-traffickingworldwide/introduction/1231/
http://www.pbs.org/wnet/wideangle/episodes/dying-to-leave/business-of-humantrafficking/trafficking-routes/1428/ Migration routes
Standards applying
to that lesson
Goal
Set the learning
goal/benchmark
or objective
3.3.7 The characteristics, distribution and complexity
of the earth’s cultures influence human systems
(social, economic and political systems).
3.3.8 Processes of cooperation and conflict among
people influence the division and control of the
earth’s surface
What does trafficking look like around the globe?
Guiding Question(s)
Students will create a one pager summary
Measurable
Objective
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Access
Access
students’ prior
knowledge
building
engagement
through
establishing
immediate
relevancy; a
“hook” that is a
short
introduction to
the lesson
New
Information
Acquire new
information –
declarative
and/or
procedural
Apply
Apply a
thinking skill or
use knowledge
in a new
situation.
Opportunity for
feedback
provided
Possible
Instructional
Strategies to Try:
 Review of
previous
lesson
 Pair and Share
 Brainstorming
 Quick Write
 Verbal check-in
of prior
knowledge
 Visual to access
prior
knowledge
Possible
Instructional
Strategies to Try:
 Modeling and
direct
instruction
 Student
discussions
 Academic
feedback to
students
 Non-fiction
writing,
vocabulary and
reading strategies
to develop
understanding of
new information
 Inquiry based
questions and
activities
1. Review information from previous lesson by
watching:
https://www.youtube.com/watch?v=VZTN0TbsRYA
Possible
Instructional
Strategies to Try:
 Guided Practice
 Independent and
group work
 Student
demonstration of
learning
objective
1. Split students into small groups in accordance to
the stations you have chosen
2. Review the various types of trafficking from
previous lessons
Students will read and examine narratives and
artifacts in groups about various regions in the world
and forms of trafficking. Make sure to remind the
students that they are only looking a small selection
of the variety and cases. There are millions more that
are each unique in form and migration.
2. Give each group a packet of case study materials
3.Students will discuss the findings from their
readings and form a rough draft One-Pager to be
placed on a large poster.
*If you choose, you can use a laptop cart and the
students could also simply be given the region they
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Generalize
Generalize what
has been taught.
How will the
teacher know if
students met the
measurable
objective?
 Student-tostudent
discussions using
accountable talk
 Ongoing checks
for
understanding
 Continuous
academic
feedback to the
students
Possible Means of
Assessments to Try:
 Oral or written
summary of
lesson
 Exit slip or quick
write
 Pair and share
 Peer and
individual
review of
work
 Class discussion
of topic
 Cornell notes
check
are to examine and have to find their own resources
and stories using starter websites as guides. This
allows for more individual freedom and inquiry based
learning.
One pager-complete poster
Adapted from SPPS alignment of lessons to goal, access, new information, apply and generalize
(GANAG). GANAG comes from the book, Improve Student Learning One Principal at a Time
by Jane E. Pollock and Sharon M. Ford.
Case Study Folder Materials used for each folder:
Worksheets/Handouts:
See Case Study Folders for student handouts.
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Lesson 3
Focus of lesson: This lesson will focus on gaining insight on trafficking and migration through a
gallery walk of displayed one-pagers. The students will fill out a graphic organizer and then
participate in a philosophical chairs activity that enables them to think critically on what should
be done about the issue of Human Trafficking and who should do it. Student will then complete a
Meaningful Plan of Action to address the issue.
Suggested Time: 50 minutes
Materials Needed:
Tape to hang poster
Graphic organizer for gallery walk
LCD Projector
Computer
Goal
Set the learning
goal/benchmark
or objective
Standards applying to
that lesson
3.4.9. The environment influences human
actions; and humans both adapt to and change,
the environment.
Guiding Question(s)
Whose responsibility is the problem of
trafficking and what should be done about it?
Measurable Objective
Access
Access students’ Possible Instructional
prior knowledge Strategies to Try:
 Review of previous
building
lesson
engagement
 Pair and Share
through
establishing
 Brainstorming
immediate
 Quick Write
relevancy; a
 Verbal check-in of
“hook” that is a
prior knowledge
short introduction
 Visual to access prior
to the lesson
knowledge
Possible Instructional
New
Strategies to Try:
Information
 Modeling and direct
Acquire new
instruction
information –
declarative
 Student discussions
and/or procedural
 Academic feedback to
Students will form a meaningful Plan Of
Action as to what should be done about the
current issue of Trafficking
Review of previous lesson in groups to finish
up final touches on One Pager
Gallery Walk: Students will hang up their
posters and do a gallery walk answering
questions of each group with their graphic
organizer. Students can also do three choice
One-Pager reviews if time is limited.
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Apply
Apply a thinking
skill or use
knowledge in a
new situation.
Opportunity for
feedback
provided
Generalize
Generalize what
has been taught.
How will the
teacher know if
students met the
measurable
objective?
students
 Non-fiction writing,
vocabulary and
reading strategies to
develop
understanding of new
information
 Inquiry based
questions and
activities
Possible Instructional
Strategies to Try:
 Guided Practice
 Independent and
group work
 Student demonstration
of learning objective
 Student-to-student
discussions using
accountable talk
 Ongoing checks for
understanding
 Continuous academic
feedback to the
students
Possible Means of
Assessments to Try:
 Oral or written
summary of lesson
 Exit slip or quick
write
 Pair and share
 Peer and individual
review of work
 Class discussion of
topic
 Cornell notes check
1. Class will have a discussion on
similarities and differences between the
types of migration and forms of
trafficking found in each one-pager
2. pose the question: What should we
here in the United States, if anything,
do to solve the problem of Trafficking?
3. Teacher will lead the class in a
philosophical chair activity with
directions on Slide #? Of the ppt
Display Reflection on PPT: Meaningful Plan of
Action. Students will write one page answering
the question: Choose one form of trafficking
that you have learned about. Many people feel
the United States is the “world police,” What
should the United States do, if anything, to
address the issue of human trafficking? If the
united states should not be involved, who does
the responsibility fall on, explain?
Adapted from SPPS alignment of lessons to goal, access, new information, apply and generalize
(GANAG). GANAG comes from the book, Improve Student Learning One Principal at a Time
by Jane E. Pollock and Sharon M. Ford.
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Worksheet:
Lesson 3 Gallery Walk Guide
Name________________P.___________
As you walk through the gallery of One-Pagers, take careful note of the following items.
Region:
Forms of Trafficking
Addressed
Paths of Migration
Points of interest
1.
2.
3.
Region:
Forms of Trafficking
Addressed
Paths of Migration
Points of interest
1.
2.
3.
Region:
Forms of Trafficking
Addressed
Paths of Migration
Points of interest
1.
2.
3.
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Region:
Forms of Trafficking
Addressed
Paths of Migration
Points of interest
1.
2.
3.
Region:
Forms of Trafficking
Addressed
Paths of Migration
Points of interest
1.
2.
3.
Region:
Forms of Trafficking
Addressed
Paths of Migration
Points of interest
1.
2.
3.
Region:
Forms of Trafficking
Addressed
Paths of Migration
Points of interest
1.
2.
3.
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Resources:
http://teachunicef.org/explore/topic/child-trafficking a variety of sources including video clips
and extension activities *
http://www.pbs.org/wnet/wideangle/episodes/dying-to-leave/human-traffickingworldwide/introduction/1231/ a video about trafficking
http://www.pbs.org/wnet/wideangle/episodes/dying-to-leave/business-of-humantrafficking/trafficking-routes/1428/ maps showing migration routes *
http://www.castla.org/key-stats Statistics to reflect its overwhelming presence throughout the
world, including the United States
http://www.castla.org/survivor-storiess Real experiences and firsthand accounts of survivors*
http://teachunicef.org/sites/default/files/units/Ali_Grades_9_to_12_0.pdf*
http://www.castla.org/definition-of-the-issue Understanding the issues surrounding slavery
Resources on human trafficking in MN
Article from the Minnesota Women’s Press on human trafficking in MN
The MN Human Trafficking Watch page from Civil Society, an organization dedicated to aiding
victims of human trafficking.
FAQs on human trafficking globally from the Polaris Project
Human Trafficking Has Come to MN from MPR
Article on a human trafficking ring that was broken up in MN, from November 2010
http://www.polarisproject.org/state-map/minnesota
http://worldwithoutgenocide.org/resources/anti-human-trafficking-resources
http://www.csjstpaul.org/antihumantraffickingshoptoend.aspx
Resources on human trafficking in the United States
Department of Homeland Security Human Trafficking resource page.
This page has links to resources for victims and concerned citizens. It also has advertisements
about human trafficking meant to increase citizen awareness of the problem.
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
This Department of Justice webpage outlines what the U.S. government is doing to combat
human trafficking in the United States.
a list of articles and resources related to human trafficking in the US by humantrafficking.org
U.S. efforts to combat human trafficking from human rights watch
The Trafficking Victims Protection Act
(TVPA),http://blog.worldvisionacts.org/2012/08/29/tvpra/
Organizations fighting human trafficking and modern day slavery
Not For Sale
http://www.notforsalecampaign.org/studentabolitionistmovement/
http://www.notforsalecampaign.org/action/
http://www.notforsalecampaign.org/action/student/
http://www.notforsalecampaign.org/action/
http://www.notforsalecampaign.org/action/student/
http://www.notforsalecampaign.org/about/slavery/#rs_2
Breaking Free
http://www.breakingfree.net/policy_social_change.aspx
Civil Society
http://civilsocietyhelps.org/test/html/images/upload/pie%20chart_.JPG
http://civilsocietyhelps.org/test/html/modules.php?name=Content&pa=showpage&pid=8
Polaris
http://www.polarisproject.org/human-trafficking/labor-trafficking-in-the-us/restaurants-a-foodservice
http://www.polarisproject.org/human-trafficking/labor-trafficking-in-the-us/agriculture-a-farms
http://www.polarisproject.org/human-trafficking/labor-trafficking-in-the-us/domestic-work
Made In a Free World
http://slaveryfootprint.org/*
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw
Coalition to Abolish Slavery and Trafficking
http://www.castla.org/caucus-of-survivors
Revolt against the injustice of modern day slavery
http://www.shoerevolt.org/
http://www.slvaerymap.org *
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Tenth Grade Digital Suitcase: Human Trafficking & Migration: A Human Rights Violation,
created by Sushmita Hodges and Bethany McGraw