MAKE EASTER FAIRER

Age group:
Key Stage 2/3 (Years 6-8)
Ages 10-12 years
Mixed gender
Lesson duration:
60 minutes each (activities can be tailored for longer/shorter lessons)
Overall introduction:
It is a well-known fact that children are trafficked in West Africa to harvest cocoa
pods. As roughly two thirds to three quarters of all cocoa comes from this area of
the world it is highly likely that trafficked children of 8 18 years of age may have
been involved in the production of the chocolate we eat.

Fairtrade, UTZ Certified and Rainforest Alliance certification systems work towards
ensuring that worst forms of child labour and human trafficking are not a part of the
chocolate we eat.
As consumers, we can make a difference by asking the supermarkets to stock
chocolate products that are certified. In these lessons students will write a letter and
make a presentation to their local supermarkets asking them to stock more certified
Easter products.

Easter is a time where we consume a lot of chocolate but supermarkets do not

stock many certified products. Their orders for 2016 will be made shortly after
Easter 2015 so Easter is the time to act.

PowerPoint presentations are available to use in conjunction with this lesson sequence. As
well as additional resources.

This lesson looks at what human trafficking is and introduces students to the idea that it
can be stopped, by looking at heroes who have worked to end human trafficking and
modern slavery.

What do super heroes do?

How was William Wilberforce a hero?
What is human trafficking?
How does buying certified products (Fairtrade) help us to be heroes?

Learning Objectives:
To understand what human-trafficking is and its links with slavery.
To know how others have fought/are fighting against slavery and trafficking.
To consider how we can help end human trafficking.

Lesson plan can be adapted depending on resources available:

Power-Point presentation,
Whiteboard/Projector,
Paper/Workbooks,
Pens/Pencils,
Price-tag cards,
Wilberforce's Story,
4-5 Fairtrade Products,
Fairtrade prizes.

Starter: Briefly discuss with the class what a hero is and who their heroes are, either
through Q&A or a Think-Pair-Share exercise.
Activity (in pairs or small groups):
Invite students to use their imagination and create a brand new superhero. They need

to work through the following questions to help them draw their superhero.

What are your superhero's special powers?

What does your superhero look like? (Costume? Special equipment?)
What will your hero do with their special powers?
Does your hero have an enemy?
Should your superhero protect people with their powers? Why or why not?
How do you think a superhero should behave?

Ask the students to feed back what a superhero should do and list it on the board.
Tell students that they will be looking at some superheroes today who have fought to
help protect people. (Alternatively students can be given L/Os at this point in the lesson)

Teacher Talk:
Ask students if anyone knows what slavery is and if they can give any examples. Put up
the definition of slavery on the board.
On the board, put up the Deception image. Ask students to look at the image for a
moment and see if they can work out what is going on. Invite feedback from the class,
then put up the definition of human-trafficking and talk students through it (students
could copy this down):
Human trafficking is to be deceived or taken against your will, bought, sold and
exploited.
Put up the Global Market Place slide and hand out 6 price tag cards to students with a
price on. Ask them to stand up and show their cards to the rest of the class. Ask a few
of the students how it feels to be given a price tag.
Explain to the class that human-trafficking is a huge global problem which needs heroes
and ordinary people to solve. It is estimated that in the world today there are many more
slaves than in previous times in history. Human-trafficking is a huge industry, estimated
to be worth approximately 100 billion!
Video Task:
Show slide of William Wilberforce and tell students that he is a hero from history. Show
students the Transatlantic slave trade slide and explain that William Wilberforce was a
man who helped people to understand that slavery was wrong and helped end the
transatlantic slave trade and make slavery illegal.
Ask students to write down three pieces of information they learn from this short

documentary (6 mins) and then feedback:

https://www.youtube.com/watch?v=9dRRpjYg7R0
Tell students about Wilberforce's 'consumer campaign'. In the eighteenth century the
sugar people put in their tea in England came from the West Indies and was produced
by slaves. Wilberforce asked people to stop putting sugar in their tea as it came from
the misery and labour of slaves. People stopped using sugar and sugar businesses had
to listen to consumer demand and change their practices.
Alternatively, read Williams Wilberforce's story to the class (resource attached).
Show and Tell Task:
Hand out to various students some products with the Fairtrade logo on. Ask students to
explain to the class what their item is and describe any symbols they spot on it.
Extension Task: If students are already familiar with the Fairtrade logo, ask them if they
can name any more Fairtrade products.
Introduce the Fairtrade logo on the slide and explain to the students that the Fairtrade
movement is made up of ordinary people choosing to do something heroic.
Use the slides to explain the idea of fair trade, certification and the Fairtrade criteria.
Ask students how they think they can be heroes and help end modern-day slavery.

Invite answers from three students, give Fairtrade prizes for the best answers.
What is human trafficking?
How was William Wilberforce a hero?
How does buying certified products (Fairtrade) help us to be heroes?
Show students The Power of You short video (30 seconds) go to:
https://www.youtube.com/watch?v=Z7sOFeW6dx4&feature=youtu.be
Independent Study Task/Homework: Ask students to undertake some more research
into either William Wilberforce or Fairtrade and explore how they made/are making the
world a better place. Students could write up their findings or present in a poster.

MAKE EASTER FAIRER

Age group:
Key Stage 2/3 (Years 6-8)
Ages 10-12 years
Mixed gender
Lesson duration:
60 minutes each (activities can be tailored for longer/shorter lessons)
Overall introduction:
It is a well-known fact that children are trafficked in West Africa to harvest cocoa
pods. As roughly two thirds to three quarters of the cocoa comes from this area of
the world it is highly likely that trafficked children of 8 18 years of age have been
involved in the production of the chocolate we eat.

Fairtrade, UTZ Certified and Rainforest Alliance certification systems work towards
ensuring that worst forms of child labour and human trafficking are not a part of the
chocolate we eat.
As consumers, we can make a difference by asking the supermarkets to stock
chocolate products that are certified. In these lessons students will write a letter and
make a presentation to their local supermarkets asking them to stock more certified
Easter products.

Easter is a time where we consume a lot of chocolate but supermarkets do not

stock many certified products. Their orders for 2016 will be made shortly after
Easter 2015 so Easter is the time to act.
Teachers should be made aware of any allergies of students when chocolate tasting is
concerned in Lesson Two.
PowerPoint presentations are available to use in conjunction with this lesson sequence. As
well as additional resources.

This lesson looks at chocolate production from planting the cocoa trees through to
processing the final product. Students explore, via a short story, which parts of the
chocolate-making process are affected by human trafficking and what the impact is on
the victims.

What is cocoa and where does it come from?

What is human trafficking and what does it look like?
What is the link between cocoa and human trafficking?
Is chocolate in the UK affected?

Learning Objectives:
To know what cacao trees are and how chocolate comes from them
To recap what human trafficking is and consider what it might look like
To understand that human trafficking takes place in the chocolate industry

Lesson plan can be adapted depending on resources available:

Power-Point presentation,
Whiteboard/Projector,
Paper/Workbooks,
Paper for posters,
Pens/Pencils,
Chaga & the Chocolate Factory Story,
Block of Fairtrade chocolate,
Cocoa pod outlines,
A cocoa pod (if you can get hold of one!)

Display the image of the cocoa pod on the board. Invite students to guess what it is but

don't tell them just yet! (If you can get hold of a cocoa pod, pass it around the room.)
Activity Option 1: Invite 2-3 students up to the front of the class (making sure students
do not have any allergies). Blindfold them and give them each a piece of chocolate.
Students need to describe it and then state what they think it is using only touch and
smell. (Students may then eat the chocolate if they desire).
Activity Option 2: Ask students to guess what the riddle is, read it out line-by-line and
they can put their hand up once they think they know:
My main ingredient is grown in hot countries like Ghana and Cote dIvoire in west
Africa
I can be made into a drink as well as something to eat
I am often brown and rectangular in shape
I am easy to break into chunks and delicious to eat
You can find me in cakes, biscuits and Easter eggs
Discussion:
Explain to students that the focus of the lesson will be chocolate (L/Os can also be
given at this point to copy down if required.)
Discuss with the class what their favourite chocolate bars are. Do they know how/where
they are produced? Refer back to the image of the cocoa pod and make sure they know
what it is. Show students the map of where cocoa is produced.

Teacher Talk:
Teach children about the process of making chocolate using the slides and youtube
clips as appropriate. Encourage students to listen carefully as there will be a quiz at the
end and an opportunity to win chocolate.
Quiz: Ask students the 5 questions and give pieces of Fairtrade chocolate as prizes.
E.g. Invite answers from the first hand up, or pick names from the register, or ask all
students to write the answers down first and then pick on students to answer.
Recap: Briefly recap with students what human trafficking is, see if anyone can
remember the definition from lesson 1 before showing the slide.
Invite students to see if they can work out the link between chocolate production and
human trafficking.

Charlie & the Chocolate Factory Story

We dont really know the numbers but the US state department conservatively
estimates in excess of 10,000-12,000 children have been trafficked and are currently
working in conditions of modern slavery to harvest the beans which end up in the

chocolate we eat. This story tells us how it happens. Over two thirds of the world's
cocoa comes from the region of the world where this occurs so the connection between
human trafficking and our chocolate is strong.
Read the story to the class using the ppt slides.
Discussion:
Discuss these five questions about Chaga's story:
How was Chagas family tricked?
How do we know that Chaga was trafficked? (His family was deceived, he
was transported, he was exploited and people had control over him.)
Which part of the chocolate-making process was Chaga involved in?
(Working on a cocoa plantation, carrying bags of beans)
Do you think this is fair treatment of a person? Why not?
What does this story reveal about the cocoa industry in the UK?
Conclude by assuring the class that in our next lesson we will be taking action to ensure
chocolate can be Traffik-Free. Hopefully, one day, the stories of all the trafficked
children in the chocolate industry can have the same happy ending that Chagas does.
Group Activity:
Ask students to work in groups to make a poster that asks for an end to trafficking in
cocoa harvesting.
First come up with a slogan
Then come up with an image which can be used to communicate the
message.
(These posters will form part of the action with supermarkets in the next lesson)

Put up the final slide and ask students to come up with one sentence to link all three
images. Give Fairtrade chocolate for the best answers.
OR, give students the outline of a cocoa pod and get them to fill in the answers to these
questions on their pod. Invite answers to check learning and award prizes.
What is cocoa and where does it come from?
What is the link between cocoa and human trafficking?
Is chocolate in the UK affected?
Independent Study Task/Homework: Write a diary extract from Chaga's point of view
about his experience on the cocoa plantation.

MAKE EASTER FAIRER

Age group:
Key Stage 2/3 (Years 6-8)
Ages 10-12 years
Mixed gender
Lesson duration:
60 minutes each (activities can be tailored for longer/shorter lessons)
Overall introduction:
It is a well-known fact that children are trafficked in West Africa to harvest cocoa
pods. As roughly two thirds to three quarters of the cocoa comes from this area of
the world it is highly likely that trafficked children of 8 18 years of age have been
involved in the production of the chocolate we eat.

Fairtrade, UTZ Certified and Rainforest Alliance certification systems work towards
ensuring that worst forms of child labour and human trafficking are not a part of the
chocolate we eat.
As consumers, we can make a difference by asking the supermarkets to stock
chocolate products that are certified. In these lessons students will write a letter and
make a presentation to their local supermarkets asking them to stock more certified
Easter products.

Easter is a time where we consume a lot of chocolate but supermarkets do not

stock many certified products. Their orders for 2016 will be made shortly after
Easter 2015 so Easter is the time to act.

PowerPoint presentations are available to use in conjunction with this lesson sequence. As
well as additional resources.

This lesson looks at what a consumer campaign is and the various ways students can
get involved in the Stop the Traffik chocolate campaign this Easter. Students create
campaigning materials in preparation for further action.

What is an activist?
What is a consumer campaign?
How can consumers help bring about an end to trafficking?
What action will this class take?

Learning Objectives:
To know what an activist is.
To understand the impact a consumer campaign can have.
To develop an action for the students and class to undertake as part of the
campaign for ending human trafficking

Lesson plan can be adapted depending on resources available:

Power-Point presentation,
Whiteboard/Projector,
Marketplace Activity:
Marketplace Resource Pack,
Paper,
Pens,
Colouring Pencils,
Felt tips,
Computer/laptop with internet connection (Stall 1),
Good Egg Guide (Stall 3),
Large rectangular piece of white material, paints, brushes (Stall 4),

Pair Task:
Ask students to pick one of the images off the slide and explain everything they know
about it to their partner. Then swap over.
Feedback together as a class or see if one student would like to come up to the front
and explain all four images and how they link in under one minute.
Explain to students that William Wilberforce was an activist and that he ran a successful
consumer campaign (encouraging people not to put sugar in their tea since it was
produced by slaves in the West Indies). Now they are going to put together their own
consumer campaign to get people buying traffik-free chocolate at Easter and to get
supermarkets stocking more traffik-free chocolate eggs.

Taking action
Easter is one of the times of the year when we eat a lot of chocolate and we can make
a big difference. Unfortunately the supermarkets dont stock many products and there
are not many certified options available. We want to talk to our local supermarkets and
our local communities to ask for Easter to be Traffik-Free. We are asking supermarkets
to double the range (number of products) of certified Easter products in 2016. Doubling
will not be difficult as there are so few now! Supermarkets place their orders for Easter
2016 in the few weeks after Easter 2015.
Marketplace Activity:
Prior to the lesson, arrange the room into 5 tables which students can work at. Lay out
the resource packs on each table. Depending on the class, put students into groups or
let them pick their own. Depending on time, students can make their way around 2-3
stalls.
Stall 1: Petitions & Online (requires a computer/laptop and supervision)
Students look at the Change.org petition with the teacher. Students may sign their name
on the on-line petition if the school is happy for them to do so. Students can also look
through the STT Facebook page and design a post. Finally, students can sign an Easter
card petition.
Stall 2: Letter-writing Campaign
Students write a letter to their local supermarket based on the model letter and can add
a drawing/border to their letter.
Stall 3: Poster Campaign
Students use the Good Egg guide to design a poster to go up round school educating
people about which eggs are traffik-free.
Stall 4: Banner-making
Students work together to paint a cloth banner for display around school or to take to
the supermarket.

Stall 5: Speech-making
Students write a 2 minute speech about why people should buy certified chocolate. The
best speeches could be used in assemblies/supermarket visits.

Explore with the class how their campaign will move forward. Possible actions include:
Visiting the Manager of a local supermarket to ask them to stock more certified
Easter eggs in 2016, as a whole class or a small group representing the class.
Go to local supermarkets and find out how many certified eggs they stock.
Compile a report to send/present to a supermarket along with the posters.
Campaigning around school to raise awareness.
Releasing a press release to local media about what students at the school are
doing.
Independent Study Task/Homework: Get as many people as possible to sign the
online petition or Easter cards. Or, go to a local supermarket and find out how many
certified eggs they stock.

Monday, May 4, 2015

To Whom it May Concern,

Natasha Male undertook a volunteer role with STOP THE TRAFFIK in 2014. The task
appointed to her was to write lessons for primary school children for our Easter
Campaign on chocolate. This involved her undertaking research, collaborate with
stakeholders and develop creative resources which we age appropriate.

Natasha undertook all these tasks with attention to detail, resourcefulness and
originality. She delivered the resource on time and was pleasant to work with. Further
Natasha engaged in other aspects of our work through attending a planning weekend at
her own expense and time.

I would have no hesitation in recommending Natasha to a future employment. Should
you wish to contact me for further details my contacts are below.

Yours sincerely,

Carolyn Kitto
Director, STOP THE TRAFFIK, Australia Coalition

STOP THE TRAFFIK, PO Box 1703 Castle Hill 1761, NEW SOUTH WALES
T +61 (0) 438 040 959 / australia@stopthetraffik.org / www.stopthetraffik.org/australia
STOP THE TRAFFIK is a Company Limited by Guarantee in Australia. ACN 160 723 348; ABN 331 6072 3348