Objectives: Students will develop a better understanding of how recruiters operate. Students will brainstorm about how the most vulnerable can be protected and how to make themselves less likely to be victims.
I. Teacher asks students to review the common ways recruiters hunt down their victims, based on their readings and discussion thus far. (5 minutes)
1. Pretending love at first sight and offering a marriage proposal with a promise of a beautiful life in a richer country. “Let’s go to Italy. I’ll work; you’ll stay at home, and we’ll have a great life together.”
2. Creation of a seemingly “accidental” meeting (though it is well-planned by the trafficker in reality) where the girl is introduced to a boy by someone she already knows. Soon the boy claims to be in love with her and begins to buy her gifts and expensive dinners.
3. Creation of an introduction to an old acquaintance, someone who is not a complete stranger and thus more likely to seem credible and trustworthy, who claims to know of a well-paid job abroad for an attractive young girl.
4. An offer made to the girl’s family to buy her so that she can be taken to another country where that family already has member living. The trafficker lies to the family saying that he will take her to live with her relative there and help her to find work. The relative is never contacted.
5. Selling by the girl’s own relatives, either knowingly or unknowingly (a complete exploitation of human rights).
[Teacher allows time for questions. If the teacher does not know the answer to a question a student has asked, consider challenging the class to find out and offer a reward (such as bonus points) to the student who can find out the answer by the next class.]
II. Explanation of “Red Flags” (i.e. warning signs of a potential trafficker). (10 minutes)
Students think on their own and tell the teacher. For example:
1. A boy who suddenly falls madly in love with you, giving you gifts and praising your beauty, though he does not know you well.
2. A boyfriend who promises you your life will be perfect in another country.
3. The phrase, “There’s no way you could be successful or make any money here in Albania.”
4. A boyfriend saying that there’s no need for the girl’s family to know about their relationship.
5. A boyfriend pressuring you to leave your family without saying anything to them.
6. You are “just the right person” for the perfect job abroad.
7. If knowledge of a foreign language is not required for a job abroad.
8. If a girl’s appearance or beauty is a job requirement.
9. If someone pressures you to make a decision before you are ready.
10. If someone insists on keeping your passport.
11. If a passport or other official documents are not needed for the move abroad.
12. Insistence on using false documents.
13. If communication between people who are supposed to be relatives seems odd. Relatives should know each other well.
14. Other typical phrases: “You could make as much as $1000 a month.” “A beautiful girl like you, doing this kind of job could make a lot of money in _____.”
“I’ve helped girls like you before and they came back and even bought themselves an apartment.”
(Warnings from trafficked girls and women to all other girls and women)
Teachers could emphasize to female students the message: “You are in control of your own body. No one else is or ever should be. Only you decide what happens to it.” Teachers can use an analogy such as, “You are the captain of your own ship. You decide where to steer and how fast to sail. It doesn’t matter what the other ships in the harbor are doing, how fast they are going, or in what direction they are moving. You and only you are the captain of this ship.”
II. Teacher-directed group activity (15 minutes)
A. Teacher divides class into three groups and gives a 10 minute time limit.
Teacher tells Group 1: “You are traffickers working for a large, powerful, and sophisticated crime network. Think of as many ways as you can to get a 15 year old village girl under your control so that you can traffic her.”
She tells Group 2: “You are a 15 year old village girl being courted by an attractive young man who says he loves you and wants to take you away to Italy. He says that the two of you could never be successful financially here in Albania and wants to marry you and take you away in two weeks. You believe him, but you want to be sure he is telling you the truth. What can you do to make sure he is not a trafficker? Think of as many ways as you can.”
She tells Group 3: “You are a young police officer in charge of law and order in a small village. Think of as many ways as you can to prevent trafficking in your community.”
B. After time is up, each group has 5 minutes to explain their best ideas.
III. Optional Activity: Role Play (10 minutes)
One student volunteer from each of the three groups acts out a scenario invented by themselves impromptu in front of the class. Class decides who “won.”
IV. Final Discussion (10 minutes)
A. Based on your readings, activities, and discussions of the last few classes, how are the best ways to prevent trafficking in Albania?
B. If you are a girl aged 13 - 16, you are already at risk. What can you do personally to make yourself less likely to be a victim?
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