Objectives: Students will develop more educated attitudes toward trafficking and more tolerant opinions of trafficked victims. Students will have a better understanding of the inhumane treatment victims receive and the difficulties of reintegration; they will also be better able to see how blame resides with the traffickers themselves rather than the victims.
I. Review (5 minutes)
If students were not able to finish fully discussing the similarities in the stories, they need to do so. Teacher should ask about student responses to the homework reading assignment.
II. Small Group Discussion of Opinions (5 minutes)
Class is divided into the same groups of five students each. First, students take out their responses to the Agree/Disagree statements from the last class (on a piece of paper under the heading “Opinions”) and make a new column. Each group’s “Leader” reads the same True/False statements from the last class, pausing after each one to give the students a chance to write their response number in the new column, explaining that they might feel differently today than they did at last class. Then the “Leader” reads Statement #1 again, and the each group discusses their opinions and whether any members changed their mind. The same process is followed for all ten statements.
II. Large Group Discussion of Opinions (5 minutes)
Teachers explain that responding 1 - 5 on Statement #10 automatically puts them into a high-risk category to be trafficked. Teacher can ask why. Teacher can also ask, “Which other types of responses to which other questions would make that person more at risk to be a victim of trafficking? [for example, strongly agreeing with #1 and #8] Why?”
(Optional: Teacher asks students for their general reactions and asks if any students had significant changes in opinion from the last class and why.)
III. Teacher-Directed Activity (30 minutes)
1. Teacher then reads a real story about __________ out loud and then tells the class, “Imagine that you are __________. Why don’t you quit the prostitution and come home right away?” (Give them ten minutes and let the students individually devise as many reasons why a trafficked person might not be able or willing to return home, writing them down on a piece of paper. Call on a student to mention one, then another student to mention another, etc., writing their reasons on the board.)
This story needs to be chosen.
a) She doesn’t speak the language.
b) She doesn’t know the country she’s living in well or the area well enough to know how to escape.
c) She has no papers or official documents.
d) She has little education and no other job skills.
e) She is viewed as a criminal by local police.
f) She has been deprived of food and is hungry.
g) She has been compelled to have unprotected sex and may have contracted a sexually transmitted disease.
h) She fears deportation. She knows people can track her down both here and at home.
i) She may have a relationship with the trafficker, and despite the abuse, may still have feelings for him (i.e., an unhealthy relationship).
j) She is being threatened, intimidated, and abused by her captors (for example, “If you try to leave, we will find you. We know where your family lives and we will kill you and them.”) She fears that her trafficker might torture or kill her. She fears that members of her trafficker’s network might harm or kill members of her family at home. (There are documented cases of girls being killed because they refused to prostitute themselves).
k) She is afraid of the shame and stigma she would face at home.
l) She realizes that her family might not accept her because she has been a prostitute.
m) She has been sold and re-sold repeatedly and is in “debt” to the trafficker for the money he paid for her.
n) She knows that her trafficker or his connections may have bribed the police so that even if she went to them for help, they would only return her to the trafficker or sell her to another trafficker.
Explain that these are typical of trafficking victims.]
2. Teacher asks class, “What kind of feelings would ___________ feel? How would you feel if you were in her situation?” Again, give students a few minutes to list as many feelings as they can. Call on students and write their responses on the board. A few examples:
a) fear (for own life as well as loved ones at home)
c) guilt (though she is not to blame)
d) helplessness, defenselessness (learned from the abuse)
e) low self-esteem, lack of self-respect, even self-loathing
f) loneliness, isolation
h) anger (at self for being duped, at trafficker, at family members for letting this happen)
i) stress, distress, anxiety
j) hopelessness, despair
k) suicidal feelings
[Explain that these are typical feelings victims experience]
3. Teacher explains that even if the victim is brought back to Albania, there can be long-term effects of the victimization. Imagine what could they be?
a) Lifelong low self-esteem and negative self-image
b) Lack of confidence, inability to find work
c) Lack of education and marketable job skills
d) Problems in relationships (lack of trust, inability to love)
e) Sexually-transmitted diseases left untreated
f) Long-term drug addiction
g) A wide range of emotional, psychological problems
[Teacher can explain “Post-Traumatic Stress Disease” (PTSD), a psychological disorder that can be experienced by anyone who has undergone a violent or very stressful experience (example: victims or rape, soldiers during wartime, victims of domestic violence, etc.). Victims of this disease can suffer from a series problems including inability to sleep; nightmares; anxiety attacks; problems concentrating and completing a task; physical health problems such as ulcers, heart attacks and high blood pressure; sexual problems; and self-destructive, suicidal thoughts.]
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