Two More Sad Trafficking Stories (TED.com video and news story)

So we decided to watch that TED.com video in Class 6. As I mentioned, I was unsure about whether to share it or not, as it is very graphic and heart-wrenching. In the end, I was convinced that you are mature enough to handle it, and it does give a glimpse into the real dangers some trafficking victims face. 


I've re-posted it here below, just in case any students from Class 3 are interested in seeing it, or if anyone from Class 6 wants to see it again.


Do be warned, though, it does contain some very graphic images and descriptions, so only watch it if you're sure you can handle it and are interested in learning more about the horrible practice of human trafficking. 


The video and the news story below are NOT required for the class, they're here only for your further interest in the topic.


First, here's the TED.com video: 

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Second, here's the news story:
I stumbled on this story today. I thought I would post it in case anyone is interested in reading it. It is closely related to our most recent topic, human trafficking. 


As I mentioned to some of you, human trafficking is the world issue that depresses me the most, and this story is a good example of why the topic has this effect on me. 


Click below to go to the news article.

Nigerian 'baby factory' raided, 32 teenage girls freed

Human Trafficking: Modern-day Slavery

Human Trafficking is one of the most disgusting world problems today. It is worth examining because it is often an area that people are not very familiar with, and because it brings so much harm to the huge numbers of victims it claims.  Here are some resources revolving around this issue:






http://www.humantrafficking.org/ - A website full of news and detailed information about human trafficking worldwide.


Some statistics on world human trafficking can be found in this short summary, HUMAN TRAFFICKING: THE FACTS.


Some questions to consider:


1. How much do you think people are aware of human trafficking problems around the world?


2. Do you agree that human trafficking is a large problem all around the world? Why or why not? (i.e., do you think there are any countries that are free from these problems?)


3. What do you think about extraterritorial laws? Are they legitimate? Do you think they should only be applied to sexual exploitation?


4. What are your thoughts on mail order brides? Do you have any personal knowledge about this kind of practice?


Some Political Response:  (Optional)



http://www.humantrafficking.org/

Thingamabob Game Results

Here are the results from the two classes for this game. The critical number was different for the two groups. One managed to win the chocolate! It was a surprising result!

Class 3

Class 6



Thingamabob Production Game

Here is the handout and production chart for the Thingamabob Game. :)

Thingamabob Production Handout:

Thingamabob Game Handout

Thingamabob Production Chart:

TV and Culture Discussion Questions

Some Discussion Q:


1. Summarize the messages from the reading. What are the key points?


2. Choose 3 messages from the reading you think are important or that you strongly disagree with.


3. Do you agree that TV is a strongly negative influence in this case? Why or why not? Would it be as negative or positive in industrial cities in Canada, the U.S., or Korea?


4. What problems with consumerism are brought up in the article? Do you agree that they are problems? Are there things you think are consumerism problems that aren't brought up in the reading?


5. What do you think the best policy would be in this case? Do indigenous cultures need to be protected? (i.e. How much should they or can they stay the way they have been for generations?)

Energy Policy Plans, Final Products

Here are the final products for your energy plans. Don't worry about the superficial appearance of the plans; it's the ideas that are most important. Both classes spent time thinking and discussing a very complicated issue, that is impossible to solve in a few hours. Both classes should be proud that you were able to create your own process, and more or less follow it on your own to craft your solution and produce a way to communicate it. 


Take a look at the other class's plan, and see if there's anything they bring to the discussion that would help extend your thinking or improve your plan. If we had lots of time, I'd ask you to evaluate each other's policies, and write a short comparison of pros and cons for each. Lucky for you, we don't have that time. ^^ 


Class 3-3:

Class 3-6:

Images from Energy Policy Production:

Class 3:

Class 6: