Free the Children Book Study

BOOK STUDY

FREE THE CHILDREN
BY CRAIG KIELBURGER
BOOK STUDY

Created by: Rebecca McAllister, B.A, M.T, Curriculum Development Specialist 1

FREE THE CHILDREN BY CRAIG KIELBURGER

LETTER FROM CRAIG
Dear Educator,

Welcome to the Free the Children Book Study!

In 1995 I read the headline: “Battled child labour, boy,
12, murdered.” This article was about a boy named Iqbal
Masih and learning about his story led me on a journey
that changed my life forever.

Free the Children chronicles the first steps in my journey
for justice, from the creation of Free The Children in 1995,
to an incredible journey through South Asia as a thirteen
year old boy and home again. As I explored Bangladesh,
Thailand, India, Nepal and Pakistan, I witnessed the
realities of child labour and encountered shocking injustice.
This dramatically changed my ideas about the world and I
vowed to take this knowledge home with me and tell the
stories of the children I had met to all who would listen.

As co-founder of Free The Children and Me to We, an
innovative social enterprise which provides people with
better choices for a better world, including socially conscious books, clothes, accessories and more, I am
excited to present you with this comprehensive book study to help you bring complex global issues such as
child labour, into your classroom while accomplishing curriculum goals for grades 9 and 10 English classes.

I am proud to be part of this effort and am deeply grateful to all the educators like you who dedicate
their time and energy to fostering a generation of world-changers. Without you, a better world would
not be possible.

Be The Change,

Craig Kielburger
Co-Founder
Free The Children and Me to We

2

BOOK STUDY

CONTENTS
BOOK STUDY RATIONALE 4
PROLOGUE 6
LESSONS
Lesson 1: Preface, Prologue, Chapter 1: Thornhill, Chapter 2: Toronto 10
Lesson 2: Chapter 3: Dhaka, Chapter 4: Back to Dhaka, Chapter 5: Bangkok 14
Lesson 3: Chapter 6: Calcutta, Chapter 7: Kathmandu, Chapter 8: Varanasi, Chapter 9: Delhi 18
Lesson 4: Chapter 10: Karachi and Islamabad, Chapter 11: Lahore 22
Lesson 5: Chapter 12: Madras, Chapter 13: Sivakasi, Chapter 14: Cochin and Bombay 26
Lesson 6: Chapter 15: Thornhill and Bombay, Chapter 16: What is Childhood? 30
Lesson 7: Student-led Conference 32

BLACKLINE MASTERS
Blackline Master 1: Literary Devices (BLM1) 35

APPENDICES
Appendix A: Student Projects 36
Appendix B: Student Participation Rubric 37
Appendix C: General Rubric for Written Work 38
Appendix D: Oral Presentation Rubric 39

EMPOWERING STUDENTS TO TAKE ACTION 40

3


RATIONALE:
The Free the Children Book Study was created to give English teachers of Grades 9 and 10 a creative and practical
resource to accomplish reading requirements and curriculum goals while introducing students to complex global issues.

Using student centered, critical thinking and project based learning activities, this book study helps teachers guide
their students through the reading of Free the Children by Craig Kielburger. Consisting of seven detailed lessons
and a final class project, this book study is arranged in a simple step-by-step manner. Each lesson is equipped with
an overview of the purpose, the resources required, an estimated timeline and various assessment opportunities,
providing teachers with all of the tools they need to experience success.

Using English curriculum guidelines and regulations, this study will engross students in Craig’s journey to self
discovery, while educating them about culture, social justice issues, children’s rights, child labour, struggles and
triumphs, childhood and more. This study will raise awareness among your students, inspiring them to become
active global citizens.

DETAILS:
Grade level: Grade 9 and 10
Course connections: Academic English
Themes: child labour, childhood, hope, advocacy, humanitarianism, children’s rights, social justice, travel,
independence, self discovery, goals, role models, culture, learning
Estimated time: seven lessons fitting into 60-75 minute periods
Resources required:
Computers and internet
Newspapers and magazines
Class set of Free the Children
Class set of travel journals
World map, pins and string
Chart paper, paper and writing utensils
Mural paper and paint
Blackline Master (BLM)
Assessment
Appendix A: Student Projects
Appendix B: Student Participation Rubric
Appendix C: General Rubric for Written Work
Appendix D: Oral Presentation Rubric

LEARNING GOALS:
Students will:
Participate in active and collaborative group work and class discussions.
Communicate effectively in written and spoken language or other forms of expression.
Demonstrate the ability to think critically.
Develop, express and defend a position on an issue and explain how to put the ideas into action.
Learn how to apply their knowledge and skills into real life scenarios.
Express and organize ideas around complex global issues.
Recognize themselves as citizens, communicators and members of a team.
Refine their reading comprehension, oral communication and writing skills.
4


PROLOGUE:
PURPOSE: The purpose of this lesson is to introduce students to the contents of Free the Children prior
to any reading. Students will learn about the topics of study that will be explored throughout the study.
They will also be given the learning tools and strategies they are encouraged to adopt to help them
achieve the learning goals of the book study.

ESTIMATED TIME: 60-75 minute period

RESOURCES REQUIRED:
Chart paper
Class set of Free the Children
Class set of travel journals

ASSESSMENT:

LESSON PLAN

STEP 1: TOPICS OF STUDY
PURPOSE: The purpose of this step is for students to explore their prior knowledge as they learn about the main
topics students will encounter throughout the book study.

STEPS:
1 Explain to students that they are about to embark on an exciting book study exploring topics such as culture,
social justice, charity and childhood. Through the eyes of a young Craig Kielburger, the founder of Free The
Children, they will travel through South Asia on a journey for justice.
2 Throughout the upcoming study, they will explore a series of topics, including:
Child labour
Self-discovery
Culture
Travel
Children’s rights
South Asia
Charitable organizations
3 Write these seven topics on seven pieces of chart paper and hang them around the classroom.
4 Have students walk around the room and visit each sheet, writing down what they know about each of the
seven topics, along with any questions they may have.
5 When they are finished circulating, walk around the room and visit each topic. Read the comments on the
sheets aloud to the students and clarify any confusion.
6 After each topic has been discussed, ask students how these topics relate to each other and ask them to
predict what they will be learning about during this book study.
7 Record these theories and predictions on the board and revisit them at the conclusion of the unit of study.

6

BOOK STUDY

STEP 2: LEARNING TOOLS
PURPOSE: The purpose of this activity is to provide students with the learning tools needed throughout the book study.

STEPS:
1 There are a variety of elements that will remain consistent throughout this study. These elements are tools set in
place to assist students with their learning.
2 Identify each of the following tools:
World map:
o Explain to students that this map is a visual tool, allowing the class to track the countries and cities
Craig has visited throughout his journey.
o Hang the world map on a bulletin board in the classroom and gather pins and string.
o At the beginning of each lesson ask students to identify the new cities Craig has visited in the
book with a pin. When Craig moves from one place to the next, connect them with a string in
chronological order.
Travel journals:
o Tell students that their travel journal is an independent writing project where they will record their
work and track their learning during the book study. These journals will be a reflection of their own
personal journey as they follow Craig through South Asia.
o Distribute one journal to each student.
o Ask students to write their names on their journals and decorate the covers as they please.
Travel groups:
o Explain to students that travel groups are 13 small collaborative groups they will be assigned to
during the unit.
o Each group will be paired with a geographical area that Craig visits. They will be responsible for
creating a presentation on their area when it is visited in the unit. This will provide their fellow peers
with more context on the places Craig visits.
o Divide the students into the following groups:
Group 1: Dhaka
Group 2: Bangkok
Group 3: Calcutta
Group 4: Kathmandu
Group 5: Varanasi
Group 6: Delhi
Group 7: Karachi
Group 8: Islamabad
Group 9: Lahore
Group 10: Madras
Group 11: Sivakasi
Group 12: Cochin
Group 13: Bombay
o When it is their turn, groups must create a five minute presentation on their area, explaining :
geographical features, cultural practice, social justice issues, type of government, urban/rural life,
current state of the country and more.
o Students have the freedom to structure their presentation as they wish, whether they create a
PowerPoint presentation, hold a lecture or use interactive activities.
o The presentation schedule is outlined throughout this unit.

7


STEP 3: STRATEGIES FOR SUCCESS
PURPOSE: The purpose of this activity is to introduce students to reading strategies that will help them be active
readers and achieve success during the book study.

STEPS:
1 Explain to students that throughout this book study, they are asked to be independent learners who are active rather
than passive readers. The following are three strategies they can adopt to help them with this task:
Sticky notes: Encourage students to read with sticky notes in hand. As they read, ask them to use the
sticky notes to mark places in the text where:
o A strong emotion is evoked.
o An important event occurs.
o They are confused or need to ask a question.
Underlining: Encourage students to read with a pen or pencil in hand. As they read ask them to
underline key words, phrases or quotes that:
o Are important to the message in the particular chapter.
o Speak loudly to them.
Connections: Connecting text to prior knowledge and personal experience can help students better
comprehend and engage with passages. At the end of all assigned reading, encourage students to
make the following connections with the text in their travel journal:
o Text-to-self: connect with the text through their own personal experiences.
o Text-to-text: connect with the text in relation to another text they have read on the same topic.
o Text-to-world: connect with the text in relation to the world around them.
2 After the strategies for success have been explained ask students to discuss the benefits and purpose of each strategy.
3 Distribute a copy of Free the Children to each student in the class.
4 Explain to students that now they must begin their reading and dive into the issues as active, independent learners!

TAKE HOME
Reading assignment: read Preface, Prologue, Chapter 1: Thornhill and Chapter 2: Toronto.
Become familiar with the learning tools and practice the strategies for success while reading.

8


LESSON 1:
PREFACE, PROLOGUE, CHAPTER 1: THORNHILL, CHAPTER 2: TORONTO

PURPOSE: The purpose of this lesson is to review the assigned reading and allow students to become
familiar with the genre, literary devices and characters in the book.


RESOURCES REQUIRED:
Student copies of Free the Children
Travel journals
BLM 1

ASSESSMENT:

LESSON PLAN

STEP 1: READING REVIEW
PURPOSE: The purpose of this step is to review the reading assignment, tracking Craig’s progress and promoting
active class discussions around the plot events and complex social issues addressed in the chapters.

STEPS:
1 Map It: As a class, map where Craig has been thus far with pins on the world map. Join any travel experiences
by a string.
2 Ask students to describe their initial reactions to the book.
3 Divide the class into pairs and ask pairs to review the assigned chapters and discuss anything they tagged,
underlined or wrote in their travel journals.
4 Bring the class back together and generate a discussion around what was discussed in their pairs. At this time
identify any important events and quotes from the chapters.
5 Important areas of discussion when reviewing the chapters:
The formation of Free The Children, the organization.
The story of Iqbal.
The struggles and road blocks Craig overcomes as he builds Free The Children.
The importance of youth voice.
The negative impact labeling and stereotypes can have on youth.
Why it is important to stand up for what you believe in.
The reasons why Craig chose to travel to South Asia.
The dangers and benefits someone (especially a kid) must be aware of when they travel.

10

BOOK STUDY

STEP 2: GENRE
PURPOSE: The purpose of this step is to introduce students to the genre of the book allowing them to become
comfortable with the structure and purpose of non-fiction memoirs.

STEPS:
1 Explain to students that genre is the term used for a category of literature. Ask students to make predictions
around the genre of Free the Children.
2 Tell students that Free the Children is a non-fiction memoir and ask them to explain what this means.
3 Following this discussion, explain to students that a non-fiction memoir is:
A literary genre.
A type of autobiography.
Structured by content and is therefore focused and flexible.
Written from the first person point of view.
An account of how one remembers events in their life.
A record of events written by a person having intimate knowledge of them and based on personal
observation.
Limited to a particular phase, time period or recurring behaviour in order to develop the focus fully.
4 Following this explanation, ask students to explain, using examples from the text, why Free the Children is a
non-fiction memoir.

STEP 3: LITERARY DEVICES
PURPOSE: The purpose of this step is to introduce students to the literary devices used in this genre. Students will
become comfortable with literary elements and literary techniques learning how to identify these devices in the literature.

STEPS:
1 Tell students that each genre utilizes common literary devices that contribute to the flow and structure of the
text. These devices are literary elements and literary techniques.
2 Ask students if they can define these devices, writing responses on the board.
3 Explain to students that literary elements are found in almost every written piece and work to guide the readers’
interpretation helping them better understand the complexity and overall meaning of the story. Here are
examples of literary elements found in non-fiction memoirs:
Theme
Characterization
Setting
Point of view
Plot
4 Moving on, explain to students that literary techniques are constructions in the text, used to express artistic
meaning through the use of language. Here are examples of literary techniques found in non-fiction memoirs:
Simile
Symbolism
Metaphor
Imagery
Paradox
Irony
Foreshadowing
5 Following this discussion, distribute BLM 1 and ask students to write the definitions for each of the devices.

11


6 Encourage students to search through the assigned reading and find examples of literary elements and
techniques, using quotes and passages to support their findings.
7 Ask students to paste BLM 1 into their journals and track the literary devices they encounter during their
reading, recording them on BLM 1 throughout the unit.

STEP 4: CHARACTER DEVELOPMENT
PURPOSE: The purpose of this step is to familiarize students with the characters in the book, particularly the narrator.

STEPS:
1 Explain to students that in a non-fiction memoir, the narrator and the author are the same person. Ask students
to identify the narrator in Free the Children (Craig Kielburger).
2 Ask students, if they were going to introduce the main character to someone who has never read the text, what
words would they use to describe him? Write the words on the board.
3 Following this discussion, ask students to narrow this list down to the top six describing words they feel
represent Craig.
4 Using the first word on the narrowed-down list, ask students to find evidence in the form of a quote, an action
or a description in their books that shows that Craig fits this description. Ask students to volunteer their findings.
5 Following this discussion, divide the class into pairs and ask students to search their assigned reading for
examples of the other describing words.
6 When pairs have completed their work, ask them to share their examples with the class.
7 Following this, address other characters in the book. Ask students to describe the relationship between these
other characters and the narrator, how they interact together and their significance in the narrator’s life. Record
student responses on the board.
8 Ask students to be cognizant of new characters that are introduced in the book, taking note of the role they
play in Craig’s journey.

TAKE HOME
Reading assignment: read Chapter 3: Dhaka, Chapter 4: Back to Dhaka and Chapter 5:
Bangkok. Encourage students to practice their reading strategies.
Travel groups to present next lesson:
Dhaka
Bangkok
Complete any unfinished work.

12


LESSON 2:
CHAPTER 3: DHAKA, CHAPTER 4: BACK TO DHAKA, CHAPTER 5: BANGKOK

PURPOSE: The purpose of this lesson is to review the assigned reading, create concept maps of the
events in the book thus far, begin discussions around the topic of child labour and discuss the emotional
and intellectual battle the main character experiences.


RESOURCES REQUIRED:
Travel journals
Chart paper

ASSESSMENT:

LESSON PLAN

PURPOSE: The purpose of this step is to review the reading assignment, track Craig’s progress and promote active
class discussions around plot events and complex social issues addressed in the chapters.

STEPS:
by a string.
2 Ask the Dhaka and Bangkok travel groups to present.
3 Following the presentations, ask students to describe their reactions to the assigned reading.
4 Encourage students to review the assigned chapters and discuss anything they tagged, underlined or wrote in
their travel journals. At this time identify any important events and quotes from the chapters.
5 Important areas of discussion when reviewing the chapter:
The events that take place when you first arrive in a new country by plane.
The emotions Craig experiences when he first arrives in a new country by himself.
Craig’s first encounter with poverty.
First impressions of child labour.
The different types of child labour and the dangers children face in these working conditions.
The different perspectives on child labour.
Comparison between Craig’s life and the life of child labourers.
The sex trade industry in Patpong, Bangkok.

14

BOOK STUDY

STEP 2: CONCEPT MAPS
PURPOSE: The purpose of this step is to encourage students to recount the events that have happened thus far
in the book and demonstrate an understanding of the connections between literary elements using text specific
examples.

STEPS:
1 There are many driving forces directing the events of the book. Explain to students that in order to understand
the relationships between the elements in the book they will create concept maps.
2 Explain that concept maps are diagrams of key terms connected by arrows to link one idea to another. These
maps will be based on students’ interpretation of the connections in the book.
3 Ask students to create a concept map of one of the following elements in the book:
Plot events
Characters, their relationships and interactions with one another
Social justice issues
4 Allow students to begin creating their concept maps.
5 Once maps are drawn, divide the class into groups of four and tell students they must justify their connections
verbally to their group members.
6 Following these small group discussions, bring the class back together and discuss their concept maps and the
connections they found in the book.
7 Ask students to keep these concept maps in their journals and add to them as they come across other relevant
information.

STEP 3: CHILD LABOUR
PURPOSE: The purpose of this step is to initiate discussions around child labour by exploring students’ prior
knowledge, newly learned information and seeking evidence on the causes and effects of this social justice issue.

STEPS:
1 There is one common theme weaved throughout the book, the theme that in the beginning fueled Craig to
take action for children’s rights. Ask students to identify this theme (child labour).
2 Create a KWL (Know - Want to Know - Learned) chart on chart paper.
3 As a class, fill in the columns with information the students know, want to know and have learned about child
labour from reading Free the Children. Encourage an active discussion as the chart is being filled in.
4 Following this discussion, divide the class into pairs.
5 Ask each pair to create a three column chart with the headings “Cause,” “Effect” and “Solution.”
6 Tell students to search through the assigned readings and identify causes of child labour, the effects on the
people involved and possible solutions posed for this issue. Encourage students to use quotes and page
references as supporting evidence.
7 When charts are complete, promote an active discussion around child labour and student findings.
8 At the conclusion of this discussion, display the KWL chart in the classroom and ask students to record their
cause/effect/solution charts in their journals.
9 Revisit these resources throughout the remainder of the unit, filling in new information as it is discovered.

15


STEP 4: THE EMOTIONAL AND INTELLECTUAL BATTLE
PURPOSE: The purpose of this step is to discuss the sex trade as encountered in the book and compare the
difference between an intellectual and an emotional reaction to such an issue.

STEPS:
1 Explain to the students that Craig has seen many difficult things on his trip so far, one issue in particular that
Craig struggles with is the sex trade. Ask students to react to everything they learned about the sex trade,
eliciting emotional reactions.
2 Craig states: “Intellectually, I thought I could handle it. But emotionally, I wasn’t sure I ever wanted to go near
such places” (p. 77). In their journals, ask students to respond to this quote, addressing the difference between
an intellectual and an emotional reaction in relation to the sex trade.

TAKE HOME
Reading assignment: read Chapter 6: Calcutta, Chapter 7: Kathmandu, Chapter 8: Varanasi
and Chapter 9: Delhi. Encourage students to practice their reading strategies.
Calcutta
Kathmandu
Varanasi
Delhi

16


LESSON 3:
CHAPTER 6: CALCUTTA, CHAPTER 7: KATHMANDU, CHAPTER 8: VARANASI,
CHAPTER 9: DELHI

PURPOSE: The purpose of this lesson is to review the assigned reading, discuss the suffering of child
labourers and the chance of rehabilitation. Students will also learn about the power of the media and
discuss important social issues in a world council.


RESOURCES REQUIRED:
Travel journals
Paper and writing utensils

ASSESSMENT:

LESSON PLAN


STEPS:
by a string.
2 Ask the Calcutta, Kathmandu, Varanasi and Delhi travel groups to present.
Define the media and describe what happens at a press conference.
The purpose of a political demonstration.
The cultural games Craig discovers in his travels.
The life of Mother Teresa and her impact on society.
If rehabilitation is possible after traumatic life experiences.
Craig’s growing knowledge of child labour.
The geography of South Asia.

18

BOOK STUDY

The treatment of girls.
Munnilal’s story and the role he plays in Craig’s journey.
Explanation of the United Nations Convention on the Rights of the Child.

STEP 2: REHABILITATION
PURPOSE: The purpose of this step is to discuss the trials and tribulations of the child labourers in the book and the
rehabilitation measures these children need to recover from their traumatic experiences.

STEPS:
1 Ask students to think back to the various child labourers Craig has met thus far in the book. Ask them to reflect
on the trials and tribulations these children have endured. Encourage an active discussion around this topic.
2 Explain to students that many of the child labourers encountered in the book have endured traumatic
experiences. These experiences may cause them mental and physical suffering that has lasting effects they
cannot recover from without treatment.
3 The topic of rehabilitation is brought up frequently throughout the book. Ask students to define rehabilitation.
4 Thinking back to the suffering these children have endured, ask students to discuss whether they feel
rehabilitation is possible for these children.
5 Ask students to search through the chapters they have read thus far for evidence of rehabilitation programs
child labourers have entered.
6 Tell students to revisit Munnilal’s story beginning on page 129.
7 In pairs, ask students to create a step by step rehabilitation plan for Munnilal now that he has returned home.
Encourage students to use evidence of rehabilitation programs found in the book along with any knowledge
and research they have of rehabilitation programs.
8 Ask students to record their rehabilitation plans in their travel journals.

STEP 3: MEDIA ATTENTION
PURPOSE: The purpose of this step is to introduce students to the power of the media through Craig’s experience
in South Asia.

STEPS:
1 At this point in the book, Craig has begun to attract a great deal of media attention, making news headlines around
the world. As a result, Craig is asked to participate in his first press conference on the subject of child labour.
2 Encourage students to look back in their books and review page 90-95 to relive the events of the conference. Ask
students to explain the events of the conference addressing the goals of the conference and the end results.
3 Craig states: “I was now much wiser about the influence of the media. I had discovered just how key a
component they are in the struggles for human rights” (p.94). Ask students to respond to this statement using
quotes and events from the book as supporting evidence.
4 When this discussion is complete, ask students to write a news headline and a 200-word article in their journals
from the perspective of a reporter who attended the conference.
5 Final articles will be handed in for grading.

STEP 4: WORLD COUNCIL
PURPOSE: The purpose of this step is for students to assume the identity of an inspirational figure and participate
in a discussion about world issues, separate from their own personal opinion, encouraging them to see issues from
another angle. Students will also create a “new world agreement” that they will practice in their own life.

19


STEPS:
1 In this section of reading, Craig has a monumental encounter with Mother Teresa, humanitarian and advocate
for the rights of the poor and helpless. As a class, discuss the contributions Mother Teresa has made to society.
2 Craig later states: “I feel strongly that Mother Teresa’s life has a great message for young people. We so often
feel powerless to do anything about the many problems in the world around us. We are so often left to wonder
whether one person can possibly make a difference. Mother Teresa said yes, we can. Her life was resounding
proof that it is possible” (p.105). Ask students to respond to this quote, addressing the lessons Craig learned
from Mother Teresa and the impact this visit had on his life.
3 Ask students to name other inspirational people, explaining they ways they have made an impact on society.
Record these names on the board.
4 Divide the class into groups of five-seven students.
5 In their groups, ask each person to select one of the names on the board. Ensure that each member of the
group has selected a different person.
6 Explain to students that they are going participate in a World Council! In this council, they will assume the
character of their inspirational figure and discuss social justice issues from that person’s perspective.
7 Explain the following suggested structure of the World Council:
Groups sit in a circle.
Each student begins by introducing themselves to the group, providing background information about
their inspirational figure.
The teacher introduces a topic of discussion.
Groups discuss topics for five minutes in the roles of their inspirational figure. Each student is
encouraged to talk at this time.
The next topic is introduced.
Once each topic has been discussed, each group must work together to create a “new world
agreement” based on their discussions. This agreement can have up to six points and consist of values
the group agrees to abide by moving forward in order to achieve their vision for society.
8 Before beginning the World Council, allow students to research their inspirational figure, becoming familiar with
their core values and personal initiatives.
9 When students have completed their research, ask the groups to gather together in circles and announce the
beginning of the World Council.
10 Suggested social justice topics:
Child labour
Rehabilitation
Children’s rights
Activism
11 When the World Council is complete, ask each group to summarize their discussions and share their “new world
agreement” with the class.
12 Ask students to record their new world agreements in their travel journals.

TAKE HOME
Reading assignment: read Chapter 10: Karachi and Islamabad and Chapter 11: Lahore.
Encourage students to practice their reading strategies.
Karachi
Islamabad
Lahore

20


LESSON 4
CHAPTER 10: KARACHI AND ISLAMABAD, CHAPTER 11: LAHORE

PURPOSE: The purpose of this lesson is to review the assigned reading, discuss the role the government
plays in important social justice issues and the real power of Iqbal. Students will also begin developing
speeches on a children’s rights issue to be presented at the student-led conference.


RESOURCES REQUIRED:
Travel journals
Paper and writing utensils
Mural paper
Paint
Newspapers and magazines

ASSESSMENT:

LESSON PLAN

STEPS:
by a string.
2 Ask the Karachi, Islamabad and Lahore travel groups to present.
Ethnic and political unrest.
The ways the government can contribute to or put a stop to child labour.
The policies Craig wants Canada to adopt to help end child labour.
Craig’s experience with Jean Chrétien, the former Prime Minister of Canada.
The conflicting stories around Iqbal’s life and how this affects Craig.
The process behind child labour, who benefits and who suffers.
22

BOOK STUDY

STEP 2: THE ROLE OF THE GOVERNMENT
PURPOSE: The purpose of this step is to discuss the role the government plays in human rights issues, like child
labour, and research recent events in history to use as examples of this role.

STEPS:
1 In this section, Craig questions the role of the government in human rights issues like child labour. In Pakistan,
he witnesses ethnic and political unrest and a great discrepancy between the laws that have been established
by the government and their motivation to enforce these laws.
2 Craig states: “By Pakistan law, child labour was absolutely forbidden in these factories, but in practice the
employers were never punished” (p.154). Ask students to respond to this statement and discuss how a country
is effected by the governments’ lack of commitment to an issue. Encourage students to use examples from the
text to support their responses.
3 Following this discussion, address examples of political unrest that have taken place in recent history.
4 Ask students to use resources found in the classroom (e.g.: newspapers, magazines and the internet) to perform
research around these recent events. Ask students to collect a variety of media sources on these events.
5 When students have found a variety of sources, ask them to select one recent event and one media source.
6 In their journals, tell students to analyze this event and the role the government played in this upheaval.
7 When students have completed their journals, discuss Craig’s meeting with Jean Chrétien, the former Prime
Minister of Canada. Ask students to reflect on the requests Craig makes of the Canadian government around
the issue of child labour and the result of this meeting.
8 From Craig’s experience with Jean Chrétien, discuss the interconnectedness between countries and the impact one
country can have on another through their laws and regulations and how this relates to child labour.

STEP 3: THE REAL POWER OF IQBAL
PURPOSE: The purpose of this step is to discuss the events of Iqbal’s life, confronting fraudulent stories and
focusing on the real power of Iqbal.

STEPS:
1 Craig’s journey for justice began when he came across an article about Iqbal in the newspaper in 1995. Ask
students to discuss the significance of this moment and the reasons why Craig connected with this story.
2 In this section of reading, Craig investigates Iqbal’s life. While he is doing this, he comes across conflicting
messages around the details of Iqbal’s life. Ask students to discuss these details.
3 Although Craig is confronted with this confusing information, he concludes Chapter 11 by stating: “That was
the real power of Iqbal” (p.188). Ask students to search through the chapter for evidence suggesting this real
power and discuss this together as a class.
4 When this discussion is complete, explain to students that they are going to create a class mural to demonstrate
the real power of Iqbal. This mural should incorporate symbols, themes and events in the book to represent the
impact Iqbal had on Craig.
5 Set up the materials for the mural (e.g.: mural paper, paints, pencils, etc.) and allow students to begin working
together to create the mural.
6 When the mural is complete, display the final result in the school so other students can learn the real power of Iqbal.

23


STEP 4: SPEECH WRITING
PURPOSE: The purpose of this step is for students to develop a speech around a children’s rights issue they feel
passionate about. These speeches will be presented at the student-led conference in Lesson 7.

STEPS:
1 Throughout his experience in South Asia, Craig has the opportunity to speak in front of many audiences about
child labour. Through speeches he is able to draw attention to this important issue.
2 Explain to students that they are going to create their own speech on a children’s rights issue they care about.
These speeches will be presented in the final lesson of this study during the student-led conference.
3 Based on the children’s rights issues they have encountered in the book thus far, begin by asking students to
brainstorm different topics for their speeches. Ask them to write all of their ideas on a piece of paper.
4 After students have brainstormed their ideas, discuss these topics as a class.
5 Encourage students to select one children’s rights issue they care about as the topic of their speech.
6 Once students have chosen their topic, have them create a point form plan for their speech in the following structure:
Introduction
o Thank the people who allowed you the opportunity to speak, thank the audience for listening and
point out any key people who deserve special recognition.
o Establish who you are, where you are from and a brief summary of what you will be speaking
about—keep this brief.
Personal story
o Share a personal story relevant to what you are speaking about. This will help the audience relate to you.
o Use this as an opportunity to hook the audience and draw them into your speech.
Issue awareness
o Explain the children’s rights issue to your audience. Use supporting evidence from Free the
Children along with statistics, facts and professional opinion.
Call to action
o Discuss your goals and the personal action you plan to take.
o Inspire your audience to take action by listing the top three ways your audience can get involved.
Closing
o Thank the audience for listening and allow for a question period.
7 All speeches must be 3-4 minutes long.
8 Encourage students to begin working on their speeches. All speeches must be completed for Lesson 7 of the
unit plan where a selection, or all, of the speeches will be presented at the student-led conference.

TAKE HOME
Reading assignment: read Chapter 12: Madras, Chapter 13: Sivakasi and Chapter 14: Cochin
and Bombay. Encourage students to practice their reading strategies.
Madras
Sivakasi
Cochin
Bombay
Work on children’s rights speeches.

24


LESSON 5
CHAPTER 12: MADRAS, CHAPTER 13: SIVAKASI,
CHAPTER 14: COCHIN AND BOMBAY

PURPOSE: The purpose of this lesson is to review the assigned reading, discuss the caste system in India,
create a creative writing piece from the perspective of a child labourer from the book and reflect on
Craig’s trip through South Asia as he begins his journey home.


RESOURCES REQUIRED:
Travel journals
Chart paper

ASSESSMENT:

LESSON PLAN


STEPS:
by a string.
3 Following the presentations, ask students to describe their reactions of the assigned reading.
The caste system in India, how it came to be and what it looks like now.
The different types of child labour Craig encounters.
Craig’s feelings of guilt as he compares his own life to those of the child labourers he meets.
Necessary safety precautions on the work site.
Why children think they may need the help of adults to stand up for an issue like child labour.
The advice given to Craig by Alam at the end of the trip.
Craig’s feelings as he concludes his travels and returns home.
The difficulty Craig might encounter when he returns home after his experience.

26

BOOK STUDY

STEP 2: THE CASTE SYSTEM
PURPOSE: The purpose of this step is to learn about the caste system in India. Students will discuss how this
segregation contributes to child labour and address what this type of segregation would look like in their own
community through a role play activity.

STEPS:
1 In this section, Craig learns about the caste system, a pronounced social order in India. The caste system
consists of the following groups:
Brahmins: literate, the “priests” who perform the intellectual and ritual tasks
Kshatriyas: the soldiers and administrators
Vaishyas: the artisans and commercial class
Sudras: the peasants and farmers, the lowest official level
The Untouchables: outside the class structure. It is believed they were actually the indigenous
inhabitants of India. Many centuries ago, the conquering peoples had reduced them to slavery and
assigned them a separate class in society.
2 Craig states: “We quickly saw in the children the one thing they had in common—they were almost all from
the lowest ranks of society” (p.181).
3 Ask students to search through the assigned reading for evidence of the segregation caused by this caste
system and discuss this evidence among the class.
4 Once students are familiar with the caste system, divide the class into groups of four to six.
5 In their groups, ask students to use their creativity and create a role play incorporating the caste system into
a scenario from their own community. Characters in the role play will play different groups from the caste
system and students will reveal who belonged to what group when the role play is complete.
6 After each group has presented their role play, encourage an active discussion around the caste system.

STEP 3: CHILD LABOURERS
PURPOSE: The purpose of this step is to look back on the child labourers Craig has met throughout his journey.
Students will write a creative writing piece of the perspective of one child labourer.

STEPS:
1 Craig encounters many child labourers in this section. Ask students to review their reading and identify some
of these child labourers.
2 Ask students to discuss the children’s stories as the class. Talk about the causes, effects, possible solutions to
their situation And the feelings of the child.
3 Following this discussion, ask students to select one child labourer that they connect with.
4 Once this child is selected, ask students to write a creative writing piece, telling the child’s life story from their
own perspective. In this story students must address their feelings, misfortunes and hopes.
5 Students will write their stories in their travel journals and hand them in for grading.

27


STEP 4: THE JOURNEY HOME
PURPOSE: The purpose of this step is to reflect on Craig’s trip and discuss the prospect of coming home to
Canada after such an experience.

STEPS:
1 Ask students to reflect on the customs, foods, traditions and ways of life different from Craig’s that he grew
accustomed to on his trip. Make a list of these differences on the board.
2 Have students put themselves in Craig’s shoes and imagine what he felt like after spending seven weeks
immersed in South Asian culture.
3 Now have students imagine what it would feel like to come home to Canada, to his family, friends and
fortunate upbringing. Ask students to describe how Craig would feel at this time, using evidence from the book
to support their answers.
4 Tell students that Craig needs help reintegrating back into his home life. He needs help overcoming feelings of
guilt, learning how to tell his loved ones about his experience, how to embrace normal life in Grade 8 and how
to move forward with Free The Children. Often, if this is not done properly, a person can come to feel helpless
and alienated from their normal life.
5 Divide the class into groups of two -four.
6 It is important that Craig does not forget all of the lessons he learned on his trip. Ask each group to create a
reintegration plan for Craig. In this plan they must list ideas and strategies that can help him overcome culture
shock and allow him to embrace his life at home, they must also include the steps he should take moving forward
with Free The Children and the ways he can bring the lessons from his trip into his daily life.
7 When their work is complete, discuss the reintegration plans as a class.

TAKE HOME
Reading assignment: read Chapter 15: Thornhill and Bombay and Chapter 16: What is
childhood? Encourage students to practice their reading strategies.
Work on children’s rights speeches.

28


LESSON 6
CHAPTER 15: THORNHILL AND BOMBAY, CHAPTER 16: WHAT IS CHILDHOOD?

PURPOSE: The purpose of this lesson is to review the assigned reading, discuss the changes that
occurred within Craig along his journey, learn about present day Free The Children and reflect on the
meaning of childhood.


RESOURCES REQUIRED:
Travel journals
Chart paper

ASSESSMENT:

LESSON PLAN


STEPS:
by a string.
3 Following the presentations, ask students to describe their reactions of the assigned reading.
Craig’s reflections now that he is home in Canada.
Everyone’s reactions to Craig’s return home.
Free The Children’s accomplishments since Craig’s return home.
The meaning of childhood.
The goals and values of Free The Children.
The struggles youth experience all over the world.
The steps Craig plans to take moving forward.
What Free The Children looks like today.

30

BOOK STUDY

STEP 2: PRE AND POST ASIA
PURPOSE: The purpose of this step is for students to recognize the differences in Craig pre-Asia and post-Asia.
Students will recognize the growth and learning Craig has experienced.

STEPS:
1 Following his trip, Craig states: “I divide my life into pre-Asia and post-Asia…The trip had a profound effect on
me, one that changed me forever” (p.231). Ask students to discuss what Craig means by this quote.
2 Ask students to revisit the chapters before Craig left on his trip to Asia. In their journals ask them to create a
chart with the headings “Pre” and “Post”. Using point form notes compare and contrast Craig before his trip
and after his trip. Encourage students to use evidence from the book to support their answers.
3 When students have completed their charts, ask them to compare their findings with a partner, discussing how
Craig has grown throughout the book.

STEP 3: FREE THE CHILDREN
PURPOSE: The purpose of this step is for students to learn about Free The Children today and recognize the
lasting effect Craig’s trip to Asia has had on the organization.

STEPS:
1 Craig learns a wealth of valuable lessons on his trip through South Asia that he plans to bring back with him to
Canada. Ask students to recount some of these lessons.
2 Explain to students that many of the lessons Craig learned on his trip are still reflected in Free The Children
today. They are a large part of the reason why Free The Children has been able to help thousands of children
around the world.
3 Ask students to explore the Free The Children website (www.freethechildren.com) and find five examples of a
program, philosophy or value embraced by the organization today that is the result of something Craig learned
on his trip to South Asia years ago.

STEP 4: THE MEANING OF CHILDHOOD
PURPOSE: The purpose of this step is for students to reflect on the idea of childhood as it is reflected in Free the Children.

STEPS:
1 A large theme throughout Free the Children is the idea of childhood. We came across many depictions of
childhood as we viewed South Asia through the eyes of Craig. Together, we learned about cultural practices, we
encountered social justice issues and we met child labourers. In chapter 16 Craig gives his insight on childhood.
2 Ask students to review chapter 16 and recall events from the book and provide explanations behind the
meaning of childhood. Discuss findings as a class and encourage debate around this topic.
3 When this discussion is complete ask students to write a reflection in their journals around their opinion on the
meaning of childhood.

TAKE HOME
Reading assignment: read Chapter 10: Karachi and Islamabad and Chapter 11: Lahore.
Encourage students to practice their reading strategies.
Karachi and Islamabad
Lahore

31


LESSON 7: STUDENT-LED CONFERENCE
PURPOSE: The purpose of this lesson is for students to summarize their learning, discuss important
social issues and present their work from this unit of study by organizing a student-led conference.


RESOURCES REQUIRED:
Chart paper
Student work

ASSESSMENT:

LESSON PLAN

STEP 1: PURPOSE OF THE CONFERENCE
1 After Craig returns home from South Asia, he dreams of hosting an international conference to bring youth
leaders together to share their experiences and ideas and discuss suggestions on how to involve young people
in the decision-making process.
2 Explain to students that they are going to organize a student-led conference on issues they learned about
throughout this unit of study. The purpose is for students to demonstrate their learning throughout the unit
while raising awareness on important social issues.
3 Students must divide responsibilities among themselves, but the conference will be a class effort, encouraging
them to work together and support each other. They also have the opportunity to invite guests, such as other
classes, parents or community members, to watch their conference.

STEP 2: PLANNING
1 The conference will be divided into five sections:
Background information on the unit of study.
Speeches on a variety of topics addressed during the unit.
Demonstrations of class work and information learned throughout the unit.
Active debates.
Revealing short-term and long-term goals.
2 Each student must participate in two of the five areas and they can organize the conference schedule however
they wish.
3 The following are the steps students must follow to plan the conference:
Determine what they would like to accomplish with this conference and what they would like their
audience to gain from this experience.
Decide on what speeches should be presented. (These speeches were started in Lesson 4: Chapter 10:
Karachi and Islamabad and Chapter 11: Lahore. Either ask all students to present or select a few students.)

32

BOOK STUDY

Determine the work and information from the unit to display at the conference and how to explain it.
Decide on the debate topics (there should be a minimum of two, five-minute debates).
Discuss short-term and long-term goals to be revealed at the conclusion of the conference.
Estimate length of the conference and timing allotted to each area.
Plan the order of the conference.
4 Once students have decided on the topics and materials for the conference, they must determine the roles and
responsibilities of each class member. Once this is done, students can move onto the creation phase.

STEP 3: CREATING
1 When students have decided on their roles and responsibilities, encourage them to break up into their sub-
groups and begin their creating.
2 Encourage the class to touch base throughout the creation stage for additional support and to confirm
everyone is on track.

STEP 4: EXECUTING
1 When all work has been completed, host a practice conference to prepare for the event.
2 Ask students to invite all appropriate guests.
3 Ensure all materials are in order before the conference begins.

STEP 5: REFLECTING
1 Reflect on the events of the conference and what students have learned throughout the book study through an
active discussion.
2 Ask students to write a final reflection in their journals answering the following suggested statements:
What did you learn from Craig during this book study?
What did you learn about social justice issues such as children’s rights?
What stood out to you during this book study?
Why is it important to help others?
Explain your personal journey throughout this book study.
What message would you like to tell others about something you learned during this book study?
What action steps will you take following this book study to give back to your global community?
3 When students have completed their reflections, ask them to hand their travel journals in for grading.

33


Blackline Masters & Appendices

34

BL
M
1
Literary Devices
Literary elements Definition Example 1 Example 2 Example 3 Example 4

Theme

Characterization

Setting

Point of view

Plot

Literary elements Definition Example 1 Example 2 Example 3 Example 4

Simile

Symbolism

Metaphor

Imagery

Paradox

IRONY

FORESHADOWING

35

A
IX
ND
PE
AP

Student Projects
Title of project:

Student name:

Performance
Level 1 Level 2 Level 3 Level 4
Factors
Produces work Produces good Produces quality Produces high
with limited quality work. work. quality work.
Producing quality.
quality work

Sometimes Sometimes on Consistently Always remains
on task, task, showing remains on task, on task, showing
Using work showing limited inconsistent showing respect exemplary
time effectively observance of observance of to boundaries adherence to
boundaries and boundaries and and rules. boundaries and
rules. rules. rules.

Demonstrates Demonstrates Demonstrates Demonstrates
limited some considerable thorough
Knowledge knowledge and knowledge and knowledge and knowledge and
of topic understanding understanding understanding understanding
of concepts. of concepts. of concepts. of concepts.

Expresses and Expresses and Expresses Expresses
organizes ideas organizes ideas and organizes and organizes
Communicating and information and information ideas and ideas and
effectively with limited with some information with information with
effectiveness. effectiveness. considerable a high degree of
effectiveness. effectiveness.

Presents a Presents a Presents a Presents a fresh
predictable somewhat somewhat and original
response to the predictable original idea. idea.
Originality topic. response to the
topic.

36

AP
PE
ND
IX
B
Student Participation Rubric
Title of project:

Student name:

Criteria Level 1 Level 2 Level 3

Sometimes on task Consistently on task Always on task
Inconsistent Respect boundaries Exemplary adherence
Behaviour observance of and rules to boundaries and
boundaries and rules rules

Sometimes brings Consistently brings Always prepared with
required materials to required materials to required materials
class class Always ready to
Inconsistently engages Consistently ready engage in daily
Preparedness in classroom activities to engage in daily classroom activities
Inconsistently classroom activities Exemplary
completes Consistently completes effort displayed
assignments on a assignments on timely in completing
timely basis basis assignments

Inconsistent Active participation in Consistent leader of
participation in classroom activities classroom activities
classroom activities Willing to volunteer Always volunteers to
Classroom
Unwilling to volunteer answers to questions, answers questions,
interaction
to answer questions, read aloud, etc. read aloud, etc.
read aloud, etc.

Displays inconsistent Displays positive Displays an exemplary
attitude attitude and consistent attitude
Sometimes unwilling Willing to accept Graciously accepts
Attitude to accept feedback feedback feedback and is able
Finds it difficult to Willing to work with to use it constructively
work with others others Is always willing to
work with others

37

C
IX
ND
PE
AP

General Rubric for Written Work
Title of project:

Student name:

Criteria Level 1 Level 2 Level 3 Level 4

Demonstrates Demonstrates Demonstrates Demonstrates
limited some considerable thorough
Knowledge/ knowledge and knowledge and knowledge and knowledge and
Understanding understanding of understanding of understanding of understanding of
concepts concepts concepts concepts

Planning, Planning, Planning, Planning,
processing and processing and processing and processing
Thinking/ critical thinking critical thinking critical thinking and critical
Inquiry skills are applied skills are applied skills are applied thinking skills are
with limited with some with considerable applied with a
effectiveness effectiveness effectiveness high degree of
effectiveness

Expresses and Expresses and Expresses and Expresses
organizes ideas organizes ideas organizes ideas and organizes
and information and information and information ideas and
Communication with limited with some with considerable information with
effectiveness effectiveness effectiveness a high degree of
effectiveness

Predictions and Predictions and Predictions and Predictions and
connections connections connections connections
between contexts between between contexts between contexts
Application made with limited contexts made made with made with a
effectiveness with moderate considerable high degree of
effectiveness effectiveness effectiveness

38

AP
PE
ND
IX
D
Oral Presentation Rubric
Title of project:

Student name:

Nonverbal
Level 1 Level 2 Level 3 Level 4
Skills

No eye contact with Minimal eye contact Consistent use of eye Holds attention of
audience, entire report with audience, reading contact with audience, audience with use of
Eye contact
is read from notes mostly from notes but still refers to notes direct eye contact ,
seldom refers to notes

No movement or Very little movement or Made movements or Movements seem fluid
Body descriptive gestures descriptive gestures gestures that enhanced and help the audience
language articulation visualize

Tension and Displays mild tension Displays little to no tension Displays relaxed, self-
nervousness is obvious Has trouble recovering Makes minor mistakes, confident nature with no
Poise
Has trouble recovering from mistakes but quickly recovers mistakes
from mistakes from them

Verbal Skills Level 1 Level 2 Level 3 Level 4

Shows no interest in Shows some negativity Occasionally shows Demonstrates strong
topic toward topic enthusiasm toward topic enthusiasm toward topic
Enthusiasm

Student mumbles, Student’s voice is low, Student’s voice is clear, Student uses a
incorrectly pronounces pronounces terms they pronounce most clear voice. correct
Elocution
terms, and speaks too incorrectly and volume words correctly and pronunciation of terms
quietly is inconsistent volume is good and volume is excellent

Content Level 1 Level 2 Level 3 Level 4

No grasp of information Student is uncomfortable Student is at ease with Student demonstrates full
Student cannot answer with the information expected answers to all knowledge by answering
Subject
questions about the Student is able to questions all class questions
knowledge
subject answer only rudimentary with explanations and
questions elaborations

There is no sequence of There is poor sequence Information is presented Information is presented
information of organization in a logical sequence in a logical and
Organization
interesting sequence

Presentation has four Presentation has some Presentation has few Presentation has no
or more spelling and/or spelling and grammar spelling and grammar spelling or grammar
Mechanics
grammar errors errors errors errors

39

N
TIO
AC
KE
TA

EMPOWERING STUDENTS TO TAKE ACTION
An innovative social enterprise, Me to We provides people with socially conscious
and environmentally friendly clothes and accessories, as well as life-changing
international volunteer trips, leadership training programs and materials, an
inspirational speakers bureau, and books which address issues of positive social change. In addition, half of Me to We’s
net profit is donated to Free The Children, while the other half is reinvested to grow the enterprise and its social mission.
Me to We takes pride in measuring the bottom line, not by dollars earned, but by the number of lives changed and the
positive social and environmental impacts made.

Do your students feel like they now have all this information about challenging
global issues but don’t know how to make a difference? Me to We’s partner in
social change, Free The Children, is an educational partner that helps empower
students to use their knowledge to change the world.

Free The Children’s youth-led campaigns bring together the awareness of global issues that students gain from books
and book studies like this one, with step-by-step action plans. From simple bake sales to a 24-hour vow of silence,
students raise awareness and funds to support community development projects overseas.

Through their fundraising efforts, students will learn important leadership skills, bring together the student body for
common causes, and know that their actions are making a difference in their community and around the world.

40

TA
KE
AC
TIO
N
ANNUAL CAMPAIGNS

Collect canned goods instead of candy this On November 30, join young people
Halloween to donate to local food banks around the world who pledge to stay silent
and help fight hunger in your community. for 24 hours to support children who are
silenced by the denial of their basic rights.

For the month of February, learn more about Mobilize your community in a week of
the challenges and possibilities surrounding action and fundraise for five days to help
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away their rights. Wrap up a thrilling week
by hosting your own Freedom Fest to
celebrate your hard work.

THREE WAYS TO GET INVOLVED:
1. Sign up online at www.freethechildren.com

2. Like We Day on Facebook at www.facebook.com/weday

3. Contact a youth programming coordinator at youth@freethechildren.com

41

N
TIO
AC
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ADOPT A VILLAGE CAMPAIGN KITS
Keep track of your fundraising and awareness efforts with Free The Children’s three campaign kits. These kits provide
young people with the tools they need to stay focused, establish and meet clear goals, raise awareness about social and
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When students sign up for any of these three kits, they choose the specific country they want to support. Free The
Children sends a campaign kit, including a wall-sized poster to track fundraising progress and a step-by-step guide to the
campaign. The campaign kits work hand-in-hand with schools’ year-long fundraising and awareness goals.

Brick by Brick Clean Water Alternative Income
This school building campaign kit With this kit, students will learn that With this kit, young people can
shows young people how valuable contaminated drinking water keeps help to empower mothers living in
and rare their education really is. They millions of kids out of school, that, poverty support their families. This
learn about the more than 120 million globally, 443 million school days kind of support helps break the
children around the world who are are missed because of some kind cycle of poverty. Students will learn
denied the basic right to an education. of water-related illness and that it is that when women are able to earn a
They learn the connections between traditionally the job of young girls good living, they can send their kids
getting a good education and to collect water from the nearest to school instead of work, opening a
having a standard of health, resisting river each day, which can often result whole world of possibility.
exploitation and earning enough in hours of walking, forcing them
money to escape the cycle of poverty. to miss school. Students will learn
how and why the water problem is a
significant barrier to education.

Visit www.freethechildren.com/youth or www.freethechildren.com/
educator for more information.

Contact youth@freethchildren.com to get in touch with one of our
youth programming coordinators.

42

TA
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N
ME TO WE IN YOUR CLASSROOM
In addition to the Free the Children Book Study, Me to We offers amazing opportunities for you and your students to
dive into life in Kenya and explore global issues right in your class!

A Novel Study: My Maasai Life by Robin Wiszowaty is a resource guide created to help high school educators explore
My Maasai Life by Robin Wiszowaty with their students. This unit plan will help engross students in Robin’s journey to self
discovery, while educating them about culture, social issues, African traditions, struggles and triumphs, family, community
and international development.

The Global Voices Resource Guide is a teaching tool for educators of Grades 7-12. This guide gives educators the
structure and tools necessary to help their students get the most out of the columns in Global Voices: The Compilation.
These resources work together to organize the knowledge and skills students need to become literate in four strands:
oral communication, reading, writing, and media literacy. The reading materials expose students to a range of global
issues while the lessons and activities cater to a variety of learning styles.

To learn more about My Maasai Life and other titles, contact us at store@metowe.com or visit www.metowe.com.

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With half of Me to We’s net profit donated to Free The Children and the other half reinvested to grow the enterprise and its social
mission, your school’s involvement with Me to We sets an example of global citizenship and philanthropy through education.

43

Free The Children Me to We
233 Carlton Street 225 Carlton Street
Toronto, ON Toronto, ON
M5A 2L2 Canada M5A 2L2 Canada

Tel: 416.925.5894 Tel: 416.964.8942
Fax: 1.416.925.8242 Fax: 416.964.2199
E-mail: info@freethechildren.com E-mail: info@metowe.com
Web: www.freethechildren.com Web: www.metowe.com

Free The Children is the world’s largest network of Me to We is an innovative social enterprise that pro-
children helping children through education, with vides people with better choices for a better world.
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ganization works to engage and empower youth at Me to We measures the bottom line, not by dollars
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over 55,000 children every day. donated to Free The Children and the other half is
reinvested to grow the enterprise and its social mission.

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