Now that students have become familiar with the issue of child labor, they can begin exploring its complexities. They can develop a better understanding of why so many children work. They can understand the phenomenon in its broadest context by examining different views of child labor – some call it exploitation; others call it an inevitable phase of economic development. Students can analyze potential solutions.

In this lesson, students first read a case study that examines a company torn between following its own guidelines against child labor and honoring the "bottom line." Next, a role play provides a chance to debate and discuss the issues in the case. After this exercise, students set aside their roles and share their own views.

The discussion following the role play is likely to be rich and lively. Moderate the discussion and encourage students to question and debate one another. A few possible questions:

• Who benefits most from child labor?
• Doesn't it provide much-needed employment and income for poor families?
• If children didn’t work, what would happen to them and their families?
• Can child labor be eradicated?
• What kinds of laws could control or end child labor?
• Could employers circumvent such laws?
• How could this be prevented? If people in the United States and Canada fight child labor, are they imposing Western standards on developing countries?
• Is that appropriate?

Once students have identified and discussed problems associated with child labor, this lesson (and Lesson 3) will encourage them to suggest solutions and predict their consequences.

• Identify the causes of child labor and explore their interconnections.
• Analyze various perspectives on child labor.
• Brainstorm ways for companies to curb child labor and hypothesize outcomes of such policies.

• Social responsibility.
• Sourcing.
• Contractor.
• Auditor.

What factors must companies consider in evaluating their responsibilities for ending child labor?

What steps should governments, employers, corporations, unions and non-governmental organizations take to end child labor?

How would the actions affect the child laborers, companies, stockholders and consumers.

Anticipatory Set

1. As you begin class, introduce yourself as Mike Bell. Tell students you have a problem, that you face a dilemma about child labor in the Dominican Republic.
2. If students have not read the case (Handout 2A) as homework from Lesson 1, distribute it to them. If they already have read it, discuss their responses to the notetaking guide (Handout 2B) to be sure everyone understands the case. Be sure to discuss their definitions of "social responsibility." What concepts or values does the phrase imply? Fair pay to employees? Community or environmental obligations? To whom are companies responsible? An alternative to the notetaking guide is asking students to summarize the case in writing or in a class discussion.

Body

1. It’s helpful for students to know what an exercise requires of them before handing out role descriptions. Explain the concept of a "fishbowl" role play: six groups of students are each assigned a role; students take turns sitting in the inner circle to play their group’s role; the rest of the group sits in the outer circle, where they observe the performance of their group member in the inner circle.
2. Before handing out the six role descriptions, assign each to a group of at least two students. Ask each group to choose a member to begin in the inner circle. Distribute a copy of Handout 2C to the scorer (s) and explain how each person will be evaluated on their role-play performance. The four left-hand columns list ways to earn a point. An individual scores, for example, when she or he draws another student into the conversation. The four right-hand columns list ways to lose a point. It works best to find another member of the faculty or staff to score the discussion. Or you may keep score yourself (as you play the role of Mike Bell). Or you may ask outer-circle students to score their peers. Experience has proven, however, that it’s difficult for students to both keep score and pay attention to the inner-circles discussion.
3. Once students understand the concepts and the scoring, distribute copies of a role description (one of the six parts of Handout 2D) to each group. Students then red the role’s description and formulate their arguments, taking notes to help them during the discussion if they wish. Distribute name tags, asking each student to wear the name of their character in the role play. Define a word for students: shareholder, Someone who owns stock in a corporation and is, therefore, a part-owner of the firm. Shareholders want their corporation to make money because profits increase the value of the stock. When the company loses money, the shareholder’s investment loses value. Since a corporation is owned by its shareholders, its executives (top managers) have a responsibility to maximize profits.
4. After each group is familiar with its role, begin Round 1. As Mike Bell, you moderate. Explain that you have called together these individuals to help you make a decision. You’re interested in hearing their views and arguments about the best course of action to resolve the company’s dilemma. Since the students are unfamiliar with others’ roles (and since they deserve the same chance to score points), ask the six to start by introducing themselves and explaining their connections to the company. After that round, each group sends someone to replace their member in the inner-circle for Round 2. These students might briefly summarize their views about what the company should do. (If groups have more than four members each, split up this round so several members of each group get to make a point.) Now that everyone is familiar with the various roles and viewpoints, encourage students to begin debating the merits of each argument so the company can reach a decision. Only inner-circle students may speak. People in the outer circle can make a point only by substituting for their teammate in the inner ring. An outer circle Alexandra Brown, for example, may contribute by tapping the inner-circle Alexandra Brown, who is then obligated to step out of the inner circle and exchange seats. Students may be tentative at first, but they will learn to seamlessly infuse new ideas into the conversation. As moderator, you may interject new questions to keep the discussion focused. You might conclude the role play by telling student "I just remembered I have a meeting to attend," and encouraging each of them to write a brief (one-page) memorandum suggesting the action they think the company should take.
5. After the role play, it’s extremely important to debrief the class so students reflect on what has occurred. Some possible debriefing question: (a) How did students feel playing their roles; (b) what was the easiest stage of the role play; (c) the most difficult; (d) what values did the discussion raise; (e) which do you feel are most important; (f) will reading the case study and participating in the role play affect their daily lives, why or why not; (g) should U.S. companies have the right to contract labor in Central America and the Caribbean; (h) if so, should they meet any conditions; and (i) what role, if nay, should U.S. citizens, U.S. stockholders and U.S. consumers play.

Evaluation

Using the scoring worksheet (Handout 2C), tally the positive and negative points for each student.

Extension

This case study focused on corporate responsibility for ending child-labor abuses. You may wish to accompany it with another Resource Center of the Americas simulation, The cost of Your Shirt, which focuses on the interaction between workers and management. In that simulation, students play the roles of factory workers, factory managers, Guatemalan Labor Ministry officials, and U.S. activists.

• Case study.
• Role play ("fishbowl")

Handout 2A: The case-study story, "A Company’s Dilemma."

Handout 2B: A notetaking guide for reading the case study.

Handout C: A score-tallying sheet for the discussion.

Handout 2D: Role descriptions.

• Name tags.

• Two, three or four class periods.

Photocopy Handout 2A and Handout 2B for each student (if they have not already received them for Lesson 1 homework).

Make one photocopy of Handout 2C. Then write the names of your students in the blanks. Make a photocopy for each scorer (see Step 4 under "Sequence").

Make enough photocopies of each role description (Handout 2D) so each student can read their role.

For the "fishbowl" discussion, arrange two concentric circles of chairs or desks–put six seats in the inner circle.