Students of seventh grade take up the role of ILO (International Labour Organisation) agents and study the drop-out problems in their village. They analyse and identify the causes for school drop-out and make presentation to the village leaders and parents to understand the drop-out problem in their village. They evolve strategies to arrest drop-out rates in their village and blog their views to share their strategies with peers. Students organise awareness rally and persuade several families to shift their priorities and make sacrifices to allow their children to return to the classroom to gain the benefit of education.
View how a variety of student-centered assessments are used in the Unit Plan. These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, and products; and reflect on learning throughout the learning cycle.
Prior to instruction
Pin up the pictures of child labourers performing variety of jobs on the walls of the classroom. Put the students into groups of five and assign one picture to each group. Distribute analysing a picture (doc) handout to the students. Ask the students to observe the picture and answer the questions:
Once the groups fill in the handouts, motivate the students empathise and discuss about If we were in this picture ……. Ask the groups to nominate one student from the group and share their feelings to the whole group.
Have the students fill in K and W column of the K-W-L chart (doc) to understand the prior knowledge of students on child labour and what they would like to know about child labour.
Initiate a Socratic discussion in the classroom, discussing about the future life of the children in the photograph. Distribute discussion rubric (doc) to the students so as to encourage quality discussions and also to self-assess their participation in the discussion. Ask probing questions to the students focusing on their future life of children in the photograph, what they would be missing as a child, importance of schooling, how would their life be, if they were educated?. With this discussion, students would realise the importance of schooling and how education would add value in grooming them into contributing citizens. Ask students to note down their discussion points in the Journal.
Pose the essential question to the students, How can I contribute to a better tomorrow? Encourage discussions and ask students to log in their thoughts in the Journal. Direct the discussions towards child labour posing unit question, How can I contribute to eradicating child labour? Ask students discuss in their groups and log in their thoughts in the Journal. Ask group leaders to document the discussion and present it to the large group. Refer the students to discussion rubric to encourage quality discussions. Give enough time for Question and Answer sessions to clarify doubts.
Brief students about the project they would be doing to answer their unit question, How can I contribute to eradicating child labour? role-playing as International Labour Organisation (ILO) agents to study the child labour issues in their village. Show a presentation on ILO (ppt), introducing them to the roles and responsibilities of ILO, which is one of the campaigners against child labour. Ask questions to verify understanding of the students.
Show a presentation (ppt) on project processes and guidelines. Point out various assessment strategies involved in assessing the student skills. Have class discussion on finalising the date and work spot of child labourers. Have class collect data from school records and collect the address of school drop-outs in the past three years.
Have students construct a questionnaire (doc) for conducting an interview and get it approved from the class teacher. Show a sample questionnaire for students to build understanding of designing a questionnaire. Organise a class on basic statistics to build knowledge on collecting data, how to interpret the data, presentation of the findings with chart.
Handover the list of websites (doc) to the students and ask them to research on child labour issues in India and Tamilnadu. Have students do research to know the connection between drop out and child labourers. Have students focus on factors that push drop-out children to labour market. Have students collect different strategies used globally and locally to arrest child labour. Encourage the students to bookmark the important Web sites using tagging/book marking tools. Refer to the site http://www.childlaborphotoproject.org:80/childlabor.html* to analyse the reasons for manufacturers and parents supporting child labour.
The Field Visit
Students armed with questionnaire and data of the drop-out student list visit the drop-out students to gain first hand information on causes for discontinuing from school. They will read out the questionnaire and record the responses. Students will use recorder to record the conversation and carry digital camera to take their photograph. Ask them to use spread sheets to tabulate the data. They will use the organiser chart (doc) to analyse the reasons for manufacturers and parents supporting child labour.
Distribute the multimedia rubric (doc) with the students to share the expectations from this project. Encourage the students to refer to the rubric and work towards reaching to the excellent category.
After consolidating the data ask group to analyse the data and identify the common thread that caused high drop-outs. Ask students to understand the push factors and pull factors that caused students dropped out from schools. Encourage them to discuss within groups to formulate strategies to arrest the drop-out rates. Insist on referring to the tagged or bookmarked site for ideas and suggestions employed in other parts of the country. Ask the students to prepare a multimedia presentation (ppt) to present their findings to the village leaders and parents to understand the drop-out problem in their village.
Students share their experiences on field using a blog*. They share their strategies to eradicate child labour. This gives an opportunity for students to share information and opinions with peers and to solicit feedback and discussion.
Mobilising Community Support
Let the students speak to local community leaders on the prevailing problem i.e., children engaged in labour instead of going to school. Have their views and opinions recorded in the journal. Ask them how local leaders would be supporting children to have their education as first priority. Invite local educationist to talk to the leaders on the importance of education for children. Request local leaders’ support in mobilising public for awareness program.
Chalk out an action plan for creating awareness on the importance of child’s education for better and bright future. Create posters (doc) or inviting the whole community for the awareness rally. Distribute poster rubric (doc) to ensure that poster clearly indicates about the program, date, time and place. Invite local leaders and the head of the school to talk about the importance of education. Let the students present their findings and suggest strategies to eradicate child labour from the community. Ask community to respond to the problem and commit themselves to solve the problem. Encourage students to persuade several families to shift their priorities and make sacrifices to allow their children to return to the classroom to gain the benefit of education.
Stage a drama highlighting the plight of the child labourers in the market and how education would support them in the long run to lead a successful life. Keep a video journal and record all the events.
Pose the essential question again, How can I contribute to making a better tomorrow? In small groups, have students discuss the question in relation to their experiences in the project. Allow students to record their thoughts in their journals. Bring the discussion back to the whole group and give students an opportunity to share what they talked about. Ask the students to fill in L column of the K-W-L chart. Ask the students to fill in the reflective journals to reflect on their learning experiences in the project.
Mr. Charles Xavier and Ms. Supriya from Public School, Needamangalam, Tamilnadu, India participated in the Intel® Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.
Grade Level: 7
Subjects: Social Studies, Environmental Studies, Mathematics, Statistics
Topic: Child Labour
Key Learnings: Causes and effects of child labour and strategies to combat the problem
Time Needed: 3 Months - 3 periods of 45 minutes each a week