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LESSON PLANS
ON MODERN
SLAVERY
AND HUMAN
TRAFFICKING
Dear Teacher,
Thank you for taking the time to download these Lesson Plans focusing on Modern
Slavery and Human Trafficking in the UK. The plans, and all associated resources, are
available to you for free. They include a series of real-life case studies, images and a
range of follow-up suggestions.
They are designed to be used with the information in our Anti-Slavery and Human
Trafficking exhibition touring UK main train stations in October 2016, as well as a
dedicated website www.backtolife.org.uk and leaflets featuring information from the
exhibition. The lesson plans and resources will continue to be available on our main
website www.migranthelpuk.org after this date.
At Migrant Help UK we want to promote the application of human rights and universal
human values like hope, compassion, generosity and solidarity towards all people in
need. We believe that schools can play an important part in building more caring, fair
and cohesive societies and, as part of our work, we would draw your attention to the
reality of modern slavery in communities across the UK.
There are two lesson plans based on the exhibition and website. The first is aimed at
ages 9-12 and the second at ages 13-16.
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We know that ‘one-off’ lessons don’t always have a lasting impact and that deep
learning relies on emotional engagement. We suggest therefore that you pitch these
lessons at a personal level, asking students questions like: Who would you trust?
What would you do if …? How do you think you would react to someone who …? What
would have to happen to you to make you decide to …? What sort of thing would lead a
person to …? What might drive you to …?
These lesson suggestions are meant to be followed up across the curriculum:
In History; examine an aspect of slavery in the 17th and 18th century. Perhaps the
trade, the destinations, the results in the Caribbean, South America or the southern
states of the USA, the profits of slavery in places like Liverpool or Bristol and origins of
some 18th century country houses in England.
In Geography; examine the historical geography of the different slave trades run by
Europeans, Arabs and others in the 17th, 18th and 19th centuries followed by a study of
its impact on the character of the Caribbean or countries in Africa today.
In Drama; devise and act out scenarios of modern day slavery based on the case
studies supplied by Migrant Help UK.
In Music; compose short pieces of music expressing fear, danger, pain, loss, safety,
relief or security, to accompany a sequence of images taken from the exhibition.
In Art; develop some of the ideas from your poster to make images that express some
of the emotions young people forced into human slavery must feel.
In ICT; make a film / animation / slide sequence to draw attention to the issue of
modern forms of slavery in the UK.
FOLLOW-UPS
LESSON FOLLOW-UP IDEAS
COMPETITION
Chance to win 8GB USB flash-drives for every student in your class
Each lesson is designed so that students can produce a poster, a multi-media
presentation or even a short film demonstrating their understanding of the issues
surrounding modern slavery and human trafficking. Schools can submit their entries
into the Migrant Help UK competition. The top four entries chosen by judges will win
8GB flash-drives for every student in class.
Rules
1) The competition is free to enter. Schools can submit a maximum of three entries.
2) Entries (containing school name, class and contact details) can be submitted by:
a) Email: [email protected].
b) Post: Anti-slavery competition, Migrant Help UK, Charlton House,
Dour Street, DOVER, CT16 1AT.
3) Closing date for entries is Friday, 27 January, 2017. The four winning entries will be
notified after this date. The judges’ decision is final.
4) Full Terms and Conditions can be found on the website at www.backtolife.org.uk.
Feedback
We hope you find these lesson plans, accompanying resources and further suggestions
useful, interesting and motivational for your students. We welcome your feedback,
comments and suggestions about the lesson plans, the exhibition and the subject
matter in general at [email protected].
Best Wishes
Migrant Help UK
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COMPETITION
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Note to teachers – this needs a little bit of maths before you start. There are an
estimated 21-36 million people in modern slavery in the world today. That is the
equivalent of about one person in every 250. To compare this with your school
population, the approximate figures are as follows:
500 students = 2 people in modern slavery; 800 students = 3 people in modern
slavery; 1,000 students = 4 people; 1,500 students = 6 people.
Choose the correct figure (X) for your school in the following introduction.
Teacher to read:
Everyone in the class stand up. How many students are in your school? Imagine your
school represents the population of the world. Now imagine your class represents the
population of your school.
(X) people stay standing. Everyone else, sit down. Why are these people standing?
(Elicit answers) Wrong! The people standing are equivalent to the number of people
held in modern slavery in the world today. Did you know that worldwide there are
anywhere between 21-36 million people held against their will in modern slavery?
This is happening right now.
These are people who are owned by others, forced to do degrading and horrible things
against their will, held captive, threatened with violence and worse.
(Wait 30 seconds. Then ask another student to stand up. Repeat every 30 seconds as
required). Did you know that every 30 seconds, another person in the world becomes a
victim of modern slavery.
Now, everyone sit down again.
(Ask 1 in 4 of the students to stand up).
Did you know that 1 in 4 victims of modern slavery are children under 18?
Did you know that in the UK, there are an estimated 13,000 people in modern slavery?
Did you know that it could be happening in this town / city and even down your street?
Right now.
INTRODUCTION
INTRODUCTION FOR BOTH LESSON PLANS
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Please note that legislation regarding modern slavery and human trafficking differs
between England and Wales, and Scotland and Northern Ireland. In Scotland, the
term “modern slavery” is not used and is instead covered under legislation relating
to “exploitation”.
Please make this clear to students when using the terms.
The following information details the differences in legislation across the UK and can
be used in class to clarify the issue.
What does the UK do to combat human trafficking?
England and Wales
In 2015 Parliament passed the Modern Slavery Act in England and Wales. It
consolidated previous offences relating to trafficking and slavery. Those convicted now
face a maximum statutory sentence of life imprisonment. The previous statutory
maximum was 14 years.
Under the Act the key criminal offences are: Slavery, servitude and forced labour;
Human trafficking: Committing an offence with the intention to commit human
trafficking.
The Act also allows a court to confiscate assets and impose reparations, and impose
civil orders called Slavery and Trafficking Prevention Orders (STPOs). These can even
be imposed after someone has served their sentence.
Scotland and Northern Ireland
In Scotland, similar offences are covered by the Human Trafficking and Exploitation Act
2015, while in Northern Ireland, offences are covered under the Human Trafficking and
Exploitation (Criminal Justice and Support for Victims) Act 2015.
Co-ordinated response
Police forces throughout the UK co-ordinate their responses with other agencies when
dealing with reports of modern slavery and human trafficking.
One example is Greater Manchester Police, which runs a Modern Slavery Co-ordination
Unit. It brings together police, local housing associations, local authorities, Trading
Standards, Immigration Enforcement and Border Force teams to look out for and
recognise the signs of modern slavery.
INTRODUCTION
IMPORTANT NOTICE
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Age: 9-12 years
Time: 1 hour
Aims: By the end of the class, students will:
understand what slavery is
understand the difference between modern and historic slavery
understand the different types of modern slavery
know what to do to help victims of modern slavery
Resources: colour pens / pencils, A3 / A4 paper, internet access to
www.backtolife.org.uk, anti-slavery exhibition leaflets (available from exhibitions).
Timing
Activity
Citizenship,
SMSC, Social
Studies,
PSHE / Personal
Development,
Social Education
Ref.
Links to
other
subjects
5 mins
Show trailer on YouTube for 12 Years a Slave or
picture of film poster. Elicit reaction. Introduce the
words ‘Slave’ and ‘Slavery’. Elicit what students
already know about slavery. Board answers but
don’t correct any factual errors at this stage.
English
listening,
ICT
10 mins
Use TRUE / FALSE table and sentences in R1. Do
one example. As a whole class, elicit which column
sentences go into. Students copy correct answers.
Elicit that the events in 12 Years A Slave were
historic (you can add that they took place between
1841 and 1853). Ask students if they think slavery
still exists today. Elicit that it does. As a whole class,
elicit same sentences for table in R2. Students copy
correct answers.
English
10 mins
In pairs, using the exhibition leaflets or website (this Evaluating
can be displayed on board / screen), students find
evidence
and write down:
- A list of the different types of modern slavery.
- 5 facts about modern slavery.
Elicit answers (R3) (define meaning where
necessary) and board.
English
ICT
15 mins
a) Students read the case study (leaflets / website)
on “Robert, 34: SURVIVOR”(R4)
Students answer 5 comprehension Qs. Check
answers.
See ADDITIONAL EXERCISE.
b) What can the public do to help people like
Robert? Students find answers in leaflet / on
website (see R5). Elicit answers verbally only and
board ideas.
Expressing
different
viewpoints,
analysing
evidence
English
ICT
20 mins
Project – Anti-Slavery. In groups or as a whole class
design and produce a poster, multi-media
presentation or even short film explaining what
modern slavery is and what people can do to help
victims like Robert. Can be completed for HW.
Critical
thinking,
debating and
evaluating
English, Art
9-12 YEARS
LESSON – MODERN SLAVERY AND
HUMAN TRAFFICKING (9-12)
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Teachers’ resources – Modern slavery and human trafficking (9-12)
TRUE or FALSE?
1. Slavery is the owning of people as property by other people.
2. Slavery is legal.
3. Slaves only come from the continent of Africa.
4. Slaves are only forced to work for no money.
5. Slaves can be victims of violence if they don’t do what their owners tell them.
6. Anyone can be a victim of slavery.
7. Slaves are valuable to their owners so are looked after by them.
8. Slaves cost a lot of money to buy.
9. Slaves can be adults and children.
(Answers: 1T, 2F, 3F, 4F, 5T, 6T, 7F, 8F, 9T)
R2
Which sentences refer to historic slavery and which to modern slavery? Can you
complete the missing answers in the other column?
HISTORIC SLAVERY
|
MODERN SLAVERY
R3
Taken from leaflet or website
Human trafficking is the illegal trade of human beings.
People are taken for domestic servitude, sex trafficking, forced labour, bonded
labour, child labour and forced marriage.
There are more slaves in the world today than at any other point in
human history.
Every 30 seconds someone new becomes a victim of modern slavery.
It affects every nation.
It is estimated that there are anywhere between 21-36 million people in slavery
across the world.
In the UK alone, there are an estimated 13,000 victims of modern slavery and
human trafficking.
Only 1-2 per cent of all victims are ever rescued.
One in four victims of modern slavery is a child under 18.
This is happening NOW.
This could be happening down YOUR street.
(Answers: Domestic servitude, sex trafficking, forced labour, bonded labour, for
instance working to pay off a debt, child labour, forced marriage plus five facts from
the list above)
9-12 YEARS
R1
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1. What country is Robert from? Can you find it on a map of the world? Draw a picture
of it with its capital city marked.
2. What job did he think he was going to do in the UK?
3. Why did he only get £25 salary at the end of the month?
4. Who did he contact to escape?
5. What job does he do now he has escaped?
(Answers: 1 Slovakia. 2 Working on a building site. 3 They kept the rest for rent, food
and transport. 4 The police. 5 He works in a factory.)
ROBERT, 34: SURVIVOR
Held for six months in a shared flat in Glasgow and forced into slave labour
After losing his job in Slovakia, Robert answered an online advert for work on a
building site in Glasgow. It promised regular wages and good accommodation.
When he arrived in the UK, Robert was picked up by two Slovakian men. They took his
ID documents for ‘safe keeping’ and drove him to a flat in the suburbs. Robert was
shocked to find 10 other people already there — but the men told him not to worry and
promised him he’d find out about the job in the morning.
The next day he was woken early and told to get up. But instead of heading to the
building site, he was instructed to deliver leaflets door to door and not to ask
questions. He gritted his teeth and did as he was told. At least the real job would start
soon, he thought.
But it didn’t. Instead Robert was forced to deliver leaflets from 7am until 6pm, with
virtually no breaks or proper food. At night he was locked in the flat.
He said: “It may seem strange now. How could I be so naïve? But at the time I was
desperate. I thought if I just waited a little longer, everything would work out.”
At the end of the month, two burly men came with his salary. They gave him just £25
and kept the rest for rent, food and transport.
When Robert protested, the men attacked him, breaking his nose. The next month was
worse. He was accused of stealing food and only given £10 in wages.
One day, while out working, Robert took his chance to escape and contacted the police.
He was then put in touch with Migrant Help UK.
At first, he didn’t want to talk. He was ashamed and still scared that the traffickers
might come back. But with support and counselling, Robert began to make progress.
He has now found a job in a factory and is working to create a better life for himself —
the reason he came to the UK in the first place.
ADDITIONAL EXERCISE (if time) – in pairs, students write five adjectives to describe
what they think about Robert’s situation and how he felt. Share with the class. T
boards key words.
9-12 YEARS
R4
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(In leaflets / on website)
Donate to or volunteer for an organisation which provides advice and support to
victims of slavery and trafficking, such as Migrant Help UK.
Volunteer to help victim outreach organisations. Give your time or professional
services to anti-trafficking organisations.
Be a conscientious consumer – check the source of what you are buying and that it is
not being produced by forced or child labour, for example.
Recognise the signs of modern slavery:
If you suspect someone is working against their will – contact the authorities.
If they are lacking suitable clothing for their job, are distrustful of authorities, fearful
and poorly integrated into the local community – contact the authorities.
If they are picked up by vehicles at unusual hours, living in overcrowded
accommodation, in need of medical attention – contact the authorities.
If you suspect it – contact the authorities.
9-12 YEARS
R5
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LESSON – MODERN SLAVERY AND
HUMAN TRAFFICKING (13-16)
Time: 1 hour
Aims: By the end of the class, students will:
understand what slavery is and the differences between modern and historic slavery
understand the different types of modern slavery
have identified, compared and contrasted different types based on
real-life case studies
be able to explain what people can do to help victims of modern slavery
Resources: colour pens / pencils, A3 / A4 paper, internet access to
www.backtolife.org.uk, anti-slavery exhibition leaflets (available from exhibitions).
Timing
Activity
Citizenship,
SMSC, Social
Studies,
PSHE / Personal
Development,
Social Education
Ref.
Links to
other
subjects
5 mins
Show trailer on YouTube for 12 Years a Slave or
picture of film poster. Elicit reaction. Elicit what
students already know about slavery. Board
answers but don’t correct any factual errors at this
stage. Elicit that slavery continues today. Board
terms “Historic slavery” and “Modern Slavery”.
English
listening,
ICT
10 mins
Show sentences in R1. Ask students to put the
sentences into the correct column. Ask them to
correct the information for the other column. Do
one example. Students complete in PAIRS. Check
and discuss answers.
English
10 mins
In pairs, using the exhibition leaflets or website (R2
can be displayed on the main screen), students find
and write down:
- A list of the different types of modern slavery.
- 5 facts about modern slavery.
Elicit answers + elicit meaning of each, and board.
Evaluating
evidence
English
ICT
25 mins
a) Ask students IN PAIRS to find the different types
of modern slavery in the case studies in the leaflets
or the exhibition website. Choose six pairs to
verbally present to the class each case study and
what type it is.
b) Each pair chooses two case studies (R3). They
write two or three pars comparing and contrasting
the cases – in terms of type, person, location,
treatment, outcome.
T chooses 2 or 3 pairs to present to the class.
c) What can the public do to help victims? Students
find answers in leaflet / on website (see R4). Elicit
answers verbally only and board ideas.
Expressing
different
viewpoints,
analysing
evidence
English
ICT
10 mins
Project – Anti-Slavery. In groups or as a whole class
design and produce a poster, multi-media
presentation or even short film explaining what
modern slavery is and what people can do to help
victims like Robert. Can be completed for HW.
Critical
thinking,
debating and
evaluating
English, Art
13-16 YEARS
Age: 13-16 years
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R1
HISTORIC SLAVERY
|
MODERN SLAVERY
1. Slavery is the owning of people as property by other people.
2. Slavery is legal.
3. Slaves only come from Africa.
4. Slaves are only forced to work for no money.
5. Slaves can be victims of violence if they don’t do what their owners tell them to do.
6. Anyone can be a victim of slavery.
7. Slaves are valuable to their owners so are looked after by their owners.
8. Slaves cost a lot of money to buy.
9. Slaves can be adults and children.
(Answers: 1 HS/MS. 2 HS, MS = illegal. 3 HS, MS = any part of the world. 4 HS (mostly),
MS = elicit possible alternatives to see what students know. 5 HS/MS. 6 MS, HS =
mostly from the African continent. 7 HS, MS = low value and mistreated. 8 HS, MS =
low or no value, often kidnapped. 9 HS/MS.
R2
Taken from leaflet or website
Human trafficking is the illegal trade of human beings.
People are taken for domestic servitude, sex trafficking, forced labour, bonded
labour, child labour and forced marriage.
There are more slaves in the world today than at any other point in
human history.
Every 30 seconds someone new becomes a victim of modern slavery.
It affects every nation.
It is estimated that there are anywhere between 21-36 million people in slavery
across the world.
In the UK alone, there are an estimated 13,000 victims of modern slavery and
human trafficking.
Only 1-2 per cent of all victims are ever rescued.
One in four victims of modern slavery is a child under 18.
This is happening NOW.
This could be happening down YOUR street.
(Answers: Domestic servitude, sex trafficking, forced labour, bonded labour, for
instance working to pay off a debt, child labour, forced marriage plus five facts from
the list above)
13-16 YEARS
Teachers’ resources – Modern slavery and human trafficking (13-16)
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SADE, 28: SURVIVOR
Held in slavery for 13 months in a family home in Essex
Sade came to the UK from Ghana. She'd been promised a good education and a job to
support her family. Instead she was taken to a suburban home in Epping, Essex, where
she was forced to cook, clean and look after a family around the clock.
Threatened with violence, locked inside and denied the money that was rightfully hers,
Sade longed to escape.
“The loneliness was unbearable,” she said. “I didn’t even have my own room. I would
have to stay in the room where I was working. They rarely let me out of the house.
“Sometimes they let me speak to my mother on the phone, but they stood over me to
control what I said. I was terrified. I had no choice but to stay — they'd kept all the
money I'd earned.
“The family convinced me that I couldn't trust the authorities. They told me I would be
deported if I said anything to anybody.”
One day Sade reached breaking point. She had no money and knew no-one. But she
knew she could not go on. Under cover of night she fled the house and managed to
contact the police.
The authorities put her in touch with Migrant Help UK.
Sade was still petrified about being found by her captors and suffered from feelings of
depression, isolation and worthlessness. Migrant Help UK provided counselling, legal
advice and support in Sade's application to remain in the UK.
Rebuilding her life and her self-esteem will take time, but Sade is looking forward to
her future. She hopes to finally begin study and work.
“Even at my loneliest I always had hope,” she said. “Hope is a very powerful thing.”
13-16 YEARS
R3
LILLA, 26: SURVIVOR
Held in slavery, beaten and forced into prostitution for 15 months in a family home in
Bolton
Lilla, originally from Hungary, moved in with her boyfriend and his family in Bolton in
2013. She thought he wanted them to live together as a couple.
But within weeks, Lilla had been dragged into a life of violence, forced prostitution and
domestic slavery.
Another woman, Sara, was also ‘recruited’, and the two women were trafficked around
the north-west of England by different family members.
Both women were beaten daily and often woken in the middle of the night to sleep with
clients. Neither saw any of the money the clients paid.
In one year, Lilla lost a quarter of her body weight and suffered numerous long term
injuries as a result of the horrific treatment she suffered.
When Sara became pregnant she was punched in the stomach in an attempt to force a
miscarriage. She was told that her young daughter would be taken away if she
contacted the police.
Lilla said: “There were times when we thought it would never end. Somehow you adapt,
but the fear never goes away.”
Greater Manchester Police runs a Modern Slavery Co-ordination Unit. It brings
together police, local housing associations, local authorities, Trading Standards,
Immigration Enforcement and Border Force teams to look out for and recognise the
signs of modern slavery.
Lilla and Sara were rescued in March 2015 when police visited the house following
information that the women were at risk.
Dedicated officers worked tirelessly with support networks to protect the women and
help them regain control of their lives. At the same time, another team focused on
bringing the family to justice.
The treatment that Lilla and Sara suffered was nothing short of barbaric. But with
co-ordinated, dedicated support, they will have a chance to make new lives for
themselves.
13
13-16 YEARS
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ELLIE, 20: SURVIVOR
Forced into prostitution for eight months in Birmingham
Ellie was 18, born and brought up in Birmingham. She’d been friends with James for
years and she trusted him.
One night, James took Ellie to his friend’s house for a party. When they arrived at the
dingy property in the middle of the night, she was surrounded by a group of strange
men.
She said: “Was this some kind of sick joke? I wanted to scream but I knew my cries
would be worthless. I was outnumbered.
“James told me what I was supposed to do. I couldn't believe what was happening. I
was terrified. I couldn't even speak to say no.”
Each of the men gave James money and took their turn with Ellie.
When it was over, James pulled her up off the floor. She was battered and exhausted.
As she was unable to walk, he draped her limp body around his shoulder and took a
cab back to the station.
From then on, he never let Ellie out of his sight. For weeks they travelled to different
cities and different ‘parties’. He threatened her, was violent, and he raped her.
“He knew everything about my life,” said Ellie. “He told me if I ran, he wouldn't just
come after me, but my family and friends too.”
It was only after several months that Ellie finally found an opportunity to run to the
police.
She suffered deep psychological trauma and was petrified James would find her again.
But with support from Migrant Help UK, Ellie has not only been able to help with a
criminal investigation against her trafficker, she has begun to rebuild her life.
14
13-16 YEARS
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SONIA, 41: SURVIVOR
Held in slavery for eight months in Bristol
Sonia suffered violence, threats and harassment in Uganda because she was gay. Her
partner died when their home was deliberately set on fire, and she fled to the UK.
When she arrived, Sonia knew she would be met by a man who would help her find
work. But the man took her identity documents and told her not to ask questions.
He drove her to a flat in Bristol, locked her in and said her job was to do housework
and cook.
At first she didn’t protest, telling herself: “Tomorrow is a new day. Things will be
better.” But as the days passed, the man became violent and threatening. He even
attempted to rape her. Sonia was scared and alone. She didn't even know what city she
was in.
She said: “I felt powerless. I knew no-one and had no-one to turn to… I was trapped
and I couldn’t see a way out.”
Then one day Sonia took her chance. Her captor was in the bathroom and the front
door was unlocked. Sonia ran and ran. She didn’t know where she was heading but it
didn’t matter. When she finally stopped, she sat down at a bus stop and cried.
Seeing her in distress, a woman stopped to ask if she was okay. Sonia was overcome
with emotion and told her everything.
The woman notified the authorities and Sonia was soon put in touch with Migrant Help
UK. Migrant Help UK helped Sonia with her asylum claim and with counselling and
further support.
Sonia is now taking English lessons, has joined a local LGBT group and is making
friends in the community. With help, she's taking back control of her life.
15
13-16 YEARS
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ROBERT, 34: SURVIVOR
Held for six months in a shared flat in Glasgow and forced into slave labour
After losing his job in Slovakia, Robert answered an online advert for work on a
building site in Glasgow. It promised regular wages and good accommodation.
When he arrived in the UK, Robert was picked up by two Slovakian men. They took his
ID documents for ‘safe keeping’ and drove him to a flat in the suburbs. Robert was
shocked to find 10 other people already there — but the men told him not to worry and
promised him he’d find out about the job in the morning.
The next day he was woken early and told to get up. But instead of heading to the
building site, he was instructed to deliver leaflets door to door and not to ask
questions. He gritted his teeth and did as he was told. At least the real job would start
soon, he thought.
But it didn’t. Instead Robert was forced to deliver leaflets from 7am until 6pm, with
virtually no breaks or proper food. At night he was locked in the flat.
He said: “It may seem strange now. How could I be so naïve? But at the time I was
desperate. I thought if I just waited a little longer, everything would work out.”
At the end of the month, two burly men came with his salary. They gave him just £25
and kept the rest for rent, food and transport.
When Robert protested, the men attacked him, breaking his nose. The next month was
worse. He was accused of stealing food and only given £10 in wages.
One day, while out working, Robert took his chance to escape and contacted the police.
He was then put in touch with Migrant Help UK.
At first, he didn’t want to talk. He was ashamed and still scared that the traffickers
might come back. But with support and counselling, Robert began to make progress.
He has now found a job in a factory and is working to create a better life for himself —
the reason he came to the UK in the first place.
16
13-16 YEARS
education
DARIUS, 27: SURVIVOR
Forced to work as slave labour in Northern Ireland
Darius and his friend Adam were ‘recruited’ in their home country of Romania by a
local man promising them work in Northern Ireland as apple pickers. They were told
they would have a nice place to stay and well paid jobs.
The offer seemed too good to pass up — both men were out of work — so they agreed
to come to the UK.
But nothing was as promised. Their home was an old caravan in a field, with no toilet
and no running water. And they were expected to share it with three other people. They
didn’t even have their own beds but had to share them, sleeping in shifts.
Desperate for work, they stayed, hoping it would get better. It didn’t. Adam and Darius
were forced to work up to 16 hours a shift, and were given only out-of-date food to eat.
They were so hungry that they had to scavenge for extras in bins.
The men were paid £20 a day. Out of that, their traffickers demanded money for
transport and accommodation, leaving them with just £10 a week. When the apple
picking season ended they were told they still owed money.
The traffickers demanded they shoplift goods to pay their debts. When they refused the
traffickers threatened them and their families.
They were exhausted, penniless and trapped. But they were adamant they would not
steal and took their first chance to go to the police.
Darius said: “We came here to work. We are not criminals. We were desperate but we
knew it was wrong. We had to do something.”
From there, they were put in touch with Migrant Help UK. Adam was so frightened he
asked to be sent home to Romania. He had had enough. But Darius wanted to stay.
He was given clean clothes, some money and a room to help him get back on his feet.
He also took English lessons at a church in Belfast.
Now he lives independently, has a job and has made a close circle of friends.
17
13-16 YEARS
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education
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(In leaflets / on website)
Donate to or volunteer for an organisation which provides advice and support to
victims of slavery and trafficking, such as Migrant Help UK.
Volunteer to help victim outreach organisations. Give your time or professional
services to anti-trafficking organisations.
Be a conscientious consumer – check the source of what you are buying and that it is
not being produced by forced or child labour, for example.
Recognise the signs of modern slavery:
If you suspect someone is working against their will – contact the authorities.
If they are lacking suitable clothing for their job, are distrustful of authorities, fearful
and poorly integrated into the local community – contact the authorities.
If they are picked up by vehicles at unusual hours, living in overcrowded
accommodation, in need of medical attention – contact the authorities.
If you suspect it – contact the authorities.
13-16 YEARS
R4