Published in September 2019
How to use this Guide
This Guide is an accompaniment to the video on the smuggling of migrants. The purpose of this two-part toolkit is to critically engage secondary-level students (aged 13 to 18) in understanding the meaning and impact of the smuggling of migrants and other acts linked to the smuggling of migrants.
The smuggling of migrants is a crime with deep roots. Many factors increase vulnerability to this practice, including poverty, conflict and environmental disaster. Therefore, education has an important role to play in combating the practice, including in raising awareness among students of the smuggling of migrants and the vulnerabilities and risks linked to it.
The Guide is designed to help teachers of secondary-level students expand on the content of the video; it recommends good practices and educational strategies that can be used in conjunction with the video. The Guide uses a victim-centred approach to the activities that accompany the video. The focus is on how to protect victims and best serve their needs.
The practices and the strategies recommended in the Guide are focused on the following messages about the smuggling of migrants. Teachers are urged to frame their lessons around these messages and share them with their students.
- Smuggled migrants have human rights that must be respected, including the right to be treated with dignity and the right to personal safety
- It is important to raise awareness of the smuggling of migrants and to address the root causes of the vulnerabilities linked to the practice, such as poverty, conflict and environmental disaster
What you will find in the Guide
The Guide is comprised of four modules:
- Module 1 presents instructions for developing a rationale for the use of the video in the classroom. It also includes activities that teachers can undertake using the video.
- Module 2 presents ideas for previewing strategies that enable students to be more effective viewers of the video. It includes a lesson plan that teachers can apply to the previewing process.
- Module 3 focuses on encouraging the students to engage critically with the video content and includes strategies to enhance the viewing experience.
- Module 4 focuses on the post-viewing stage of the process. It includes a lesson plan for a debriefing session and a discussion guide.
In addition, the Guide contains the following resources to support the implementation of the modules:
- A discussion guide
- A glossary
- A sample plot diagram
- A sample smuggling of migrants tree diagram
- A lesson handout on defining the smuggling of migrants and related activity
- An alternative beginning template
- An alternative ending template
- An information sheet on different versions of the KWLQ activity
- A template for comparing and contrasting the smuggling of migrants and the trafficking of persons
- A checklist for using the video
- A lesson handout on the smuggling of migrants and human rights
- A lesson handout on an introduction to migration
About this Guide
This Guide has been developed under the auspices of the United Nations Office on Drugs and Crime (UNODC) Education for Justice (E4J) initiative that promotes respect for the rule of law through education.
The Guide is informed by the United Nations Convention against Transnational Organized Crime and its Protocol against the Smuggling of Migrants by Land, Sea and Air, which was adopted by the General Assembly, in its resolution 55/25, on 15 November 2000.
The Guide uses the aims and infrastructure of the Global Citizenship Education (GCED) initiative, which place young people at the centre of these preventive practices, as its framework. GCED aims to instil in learners the values, attitudes and behaviours that support responsible global citizenship: creativity, innovation and commitment to peace, human rights and sustainable development.
Tackling the smuggling of migrants is vital to achieving the Sustainable Development Goals, particularly Goals 5, 8, 10 and 16, whose primary focus is gender equality; decent work and economic growth; reduced inequalities; and peace, justice and strong institutions.
Next: Module 1 - Developing a rationale for using the smuggling of migrants video in the classroom
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