Step 1) Brainstorming (30 minutes)

The teacher introduces the activity with a brainstorming on “fundamental workers’ rights”. The learners are asked to think about what are, in their opinion, the fundamental rights of labor and workers. Once the answers and opinion are gathered and shared with the whole class, the teacher proceeds to explain what the International Labor Organization is and what are the statements contained in the Declaration on Fundamental Principles and Rights at Work with the support of video 1 and website 1.

Step 2) Assessment (210 minutes)

The teacher introduces a debate on the current issues concerning workers’ rights at a global level, asking the learners why they think this declaration exists. Building on the learners’ ideas, the teacher will explain the many problems linked to labor rights, such as:

• child labor
• bonded labor or modern slavery
• underpaid work
• exploitation

Using, if desired, video number 2 listed under “Useful Resources”.

At this point, the focus must shift towards a possible solution to the problem. The learners are asked to think about good practices one can put into practice in order to have a positive impact. The discussion should, with the teacher’s help, aim at the concept of “conscious consumer”. Learners are divided into groups of 4-6 people depending on class size and are asked to research on this concept as follows:

• cause and motivation behind a conscious consumption
• difference between consuming and consuming consciously
• possible results one can achieve by consuming consciously
• brands/businesses/ONG/organizations who put into practice conscious consumption and production for inspiration and example

Learners’ results will be kept as a remainder on how to consume consciously and can be collected in a small guide and informative flyer to distribute inside the educational building and outside. 

Most importantly, each student must pick 3 to 5 habits/practices/”rules” that a person must follow to be the best conscious consumer. This will be important for the following section.

- CALL TO ACTION 1 

The learners will work all together to create the ultimate handbook on how to live and consume consciously, compiling all the habits/good practices/rules they found during their research. They will also organize a promotion day at the educational center for the launch of their handbook or an awareness day around the topics they worked on in order to spread the knowledge and the sensitivity they developed. The handbook can and should be made into virtual form and posted on social media for a wide distribution.

- CALL TO ACTION 2

Make a list of the social entities in the city that work with vulnerable groups like  immigrant people. Students choose the entity that most interests them and contact the facilitator with the lawyer of the selected entity. The lawyer who can carry out his activity professionally or voluntarily will be invited to the training centre so that students can hear the problems of this group in working situations. Each student will have to write down a fact or a phrase described by the lawyer that most interested him or her so that later on twitter (or other social media)  the teacher (or the students)  can share all the statements highlighted by the student.