Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate
5 Weeks
Length of Unit
Language and Spanish | Advance Low Advance Mid |
Approximate
Level / Grade High School
Number of 240
Minutes Weekly
Theme/Topic Theme: Global Issues and Challenges | Human Trafficking

Essential Question What is a global citizen and what are the responsibilities?
Learners will be able to:

Evaluate, and summarize diverse
media regarding the topic of human
trafficking in the United States, Latin
America, and the world.
Goals
Explain some of the connections,
differences and similarities of human
What should learners trafficking between the United States,
know and be able to do Latin America, and the world.
by the end of the unit?
Describe what is human trafficking, how it
is done, and why.
Explain the local, national, and
international impact and consequences of
human trafficking.
Discuss reactions, feelings, and opinions
regarding human trafficking and its effects.
Debate (in oral and/or written form)
individual and governmental
responsibilities to stop human trafficking.
Create a technological tool (e.g. blog,
podcast, webpage, Prezi, etc) to inform
local and international communities
regarding the issue of human trafficking
and its prevention.
Apply new vocabulary to speak, read,
and write regarding human trafficking.
Compare the different types of human
trafficking that exist today and the
different methods used by traffickers.
Summarize important data regarding
modern day slavery.
Explain some of the causes and effects
of human trafficking in the United
states, Latin America, and the world.
Persuade others to get involved in the
prevention and abolition of human
trafficking.

Summative Interpretive Mode

Performance
Assessment Learners watch a video from the Learners work in small groups to read Learners will conduct an online
Department of Interior of three separate authentic written search of recent documented
These tasks allow Ecuador on the topic of human resources covering different topic cases of human trafficking near
learners to
demonstrate how well trafficking. Learners will then areas on human trafficking (e.g. their community and/or place of
they have met the complete a google form definitions, data, prevention, etc.). origin. Learners will then
goals of the unit. responding to multiple They will complete a comprehension complete of a two-page paper on
comprehension questions. guide and a quiz based on these research findings.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

They are integrated three resources to demonstrate

throughout the unit. mastery.
The template
encourages multiple
interpretive tasks.
The interpretive tasks
inform the content of Presentational Mode Interpersonal Mode
the presentational
and interpersonal Learners design a technological tool (e.g. podcast, Learners conduct a pair-share discussion on prior
tasks. webpage, video, etc..) on the topic on human knowledge, feelings, reactions, and thoughts after
The tasks should
incorporate 21st
trafficking. The chosen medium must cover at least the watching authentic video resource on human
Century Skills. following topics: definition, facts and figures, types, trafficking.
consequences, & measures and efforts to prevent it.
Learners work in small groups to share/negotiate
Learners present their product during school assembly meaning on the three-different authentic written
commemorating the National Day Against Human resources and complete comprehension guide.
Trafficking on July 30th.

Product: Anti-human trafficking website

Practice: Available tools to educate public about human trafficking.
Cultures
(Sample Evidence)
Perspective: Citizens roles and responsibilities in the prevention human trafficking.

Indicate the Product: Current local laws and sentences for the conviction of human trafficking.
relationship between Practice: Measures taken to persecute and eliminate human trafficking cases.
the product, practice, Perspective: Governments stance on human rights, judicial priorities, and legal protections for vulnerable
and perspective.
members of society.

Making Connections Acquiring Information and Diverse Perspectives

Connections Social Studies:
(Sample Evidence) Civic responsibilities Differences and similarities between cases of human
Global challenges of educating people on the issue of trafficking depending on geographic location.
human trafficking.
Geographical lines, interstate, across state crimes.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Laws and penalties, judicial systems. Comparing/contrasting public and governmental

Historical facts and comparisons between human views of citizens involvement on the prevention,
trafficking and slavery. and/or abolishment of human trafficking.

Mathematics: Informative/educational methods and resources

Facts and figures regarding human trafficking. available according to geographical location for the
Percentages of victims, convictions, crime rates in abolishment and prevention of human trafficking.
different parts of the world, etc.
Understanding of graphs, and charts regarding this
topic.

English Language Arts:

Sharing information, ideas and opinions with peers
and adults through discussions and presentations.
Argumentative strategies, language functions, related
structures, and vocabulary for scheduled debate.
Synthesizing visual, auditory, and written
information.
Comparing and contrasting strategies, language
functions, related structures, and vocabulary for
assigned two-page paper.

Sciences:
Psychological effects on victims of human
trafficking.

Language Comparisons Cultural Comparisons

Responsibilities of a citizen on crime prevention.

Comparisons Trata de blancas (selling of whites human
trafficking) Cultural reasons accounting for differences on most
(Sample Evidence)
prevalent cases of human trafficking according to
Rapto (kidnapping)
location.
Engaos (deceptions)
Resources available to fight this crime depending on
location.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

School and Global Communities Lifelong Learning

Inform others about human trafficking and its effects
Communities
in the local community and around the world.
(Sample Evidence) Offer opportunities for collaboration on a project
related to the prevention and education regarding
human trafficking.
Consider the personal impact (e.g. risks and damages)
that human trafficking causes.
Consider personal participation on human trafficking
(e.g. buying products from companies doing business
overseas without regulations preventing this crime).
Consider possible lifelong activities (e.g. purchasing
habits, joining anti-slavery groups, etc.) that may help
combat human trafficking.

CCSS.ELA-LITERACY.CCRA.R.2: Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.2: Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and analysis of
content.
Connections to CCSS.ELA-LITERACY.CCRA.R.6: Use technology, including the Internet, to produce and publish writing
Common Core and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.

Toolbox
Language Functions Related Structures / Patterns
Yo creo firmemente, en mi opinin, mi
impresin es, no hay duda de que, por lo
Express opinions about human trafficking
que ha mi concierne (I firmly believe, in my
phenomenon opinion, my impression is that, there is no
doubt that, as far as I am concern).
Vocabulary Expansion
Tier 1
Trfico humano, trata de blancas, trata de
personas, explotacin, rapto, fraude,
abuso, victima, ilcito, consentimiento,
engao, amenaza, ley/es, migracin,

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Yo siento, me duele, me asusta, me delito (human trafficking, trafficking in

Express feelings and emotions about observed video
and human trafficking phenomenon
Compare human trafficking statistics for the US, Latin
America and the world
Summarize important information, facts and figures
regarding human trafficking
molesta/enfurece, (I feel, it is painful/it
hurts, I fear, it makes me upset/angry).
Mas que, menos que, a diferencia de,
contrario a, del mismo modo, (more than,
less than, contrary to, in the same/similar
way).
_____ sugiere, ___ recientemente concluyo
que, ___ demuestra que, el/la ___
comprueba que, (__ suggests, ____
recently concluded that, __ demonstrates
that, ___ proves that).
persons, exploitation, kidnapping, fraud,
abuse, victim, illegal, consent, deception,
threats, laws, migration, crime).
Tier 2
Comparar, expresar, estadsticas, sancin,
convencin, penalizacin, delincuencia,
transito, recepcin, mecanismos
(compare, express, statistics, sanctions,
convention, penalization, delinquency,
transit, reception, mechanisms).

El sitio ___ sugiere, usted debera ___,

porque no____, le/s invito a ____ (the ___
Make suggestions about ways to prevent human site suggests, you should ____, you need
trafficking to, why dont you ____, I encourage/invite
you to___).

Transition markers (e.g. below): Tier 3

Present information in writing by telling others about
human trafficking (e.g two-page paper, webpage,
comprehension guide)
Present information orally by introducing created
technological product at school assembly (also for
podcast or video project options)
To show exception: however, on the other hand, etc.
To show sequence: first, second, next, then, etc.
To show similarity: also, likewise, similarly, etc. Protocolo, iniciativa global, globalizacin,
To show addition: additionally, furthermore, etc.. transnacional, (protocol, global initiative,
To show time: after, during, earlier, later, etc.
globalization, transnational).
El propsito de la presentacin de hoy, en nombre
de__, quiero presentar__, (the purpose of todays
presentation, on behalf of __, I want to introduce__)
Transition marker to emphasize: indeed, in fact, etc.
And to conclude or repeat: finally, in conclusion, etc.

Key Learning Activities/Formative Assessments

Interculturality
Key Learning Activity/Formative Assessment How does this activity support the Mode of Self
(representative samples from beginning to end of unit) unit goals or performance tasks? Communication Community
World
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013
Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Watch video clip of from the Department of Interior of

Ecuador on the topic of human trafficking. Write down at
least 3 important facts, 2 things that surprised you, and Explore definitions, origin, and purpose of
one question you still have. human trafficking. Prepare for interpersonal Interpretive World & self
http://www.ministeriointerior.gob.ec/trata-y-trafico-de- activity.
personas/

Pair-share discussion on prior knowledge, feelings, Collaborate with peers to create meaning
reactions, and thoughts regarding authentic video about authentic source. Practice language
functions and related structure patterns on Self
resource on human trafficking. Interpretive,
expressing opinions, feelings and emotions Community
http://www.ministeriointerior.gob.ec/trata-y-trafico-de- Interpersonal
regarding human trafficking. World
personas/

Collaborate with peers to create meaning about

authentic sources. Complete comprehension
guide to assess understanding of the following
topics:
Prevention of human trafficking
Reading and interpreting content on the following Differences/similarities between national and Interpretive, Community
authentic source: international trafficking. Interpersonal World
Gob.mx Prevencion de la Trata de Personas Differences/similarities between human
trafficking and human smuggling.
Types of trafficking (e.g. sexual exploitation,
labor exploitation, illegal adoptions, etc.)

Collaborate with peers to create meaning about

authentic sources. Complete graphic organizer to
analyze the following topics:
Reading and interpreting content on the following How to recognize human trafficking.
authentic source: Where does human trafficking occur? Interpretive, Self, Community,
UNICEF Costa Rica Interpersonal World
Psychological, social, and criminal factors
forcing people to stay in trafficking conditions.
Post-trauma effects on victims.

Reading and interpreting content on the following Collaborate with peers to create meaning about
authentic source: authentic sources. Complete comprehension Interpretive, Community,
UNODC Brazil/Chile guide to assess understanding of the following Interpersonal World
topics:

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Relevant data, facts and figures, regarding

human trafficking (number of victims, age and
sex figures, most frequent types of trafficking,
countries of origin and destination, financial
data, arrests, prosecutions & penalties,
existing laws, etc.).

Demonstrate learning of main ideas and

Quiz on human trafficking important facts and figures. supporting details on unit content. Self
Interpretive
World

Online search (in target language) of recent documented Evaluate/research web to select finds about local
cases of human trafficking. Make connections on
cases of human trafficking near students community how this crime affects self, and community in Self, Community,
Interpretive
and/or place of origin. addition to world. World

Apply research skills. Identify/analyze main ideas

and important details regarding local cases of
Completion of a two-page paper on research findings. human trafficking. Synthesize information. Make Interpretive Self, Community,
connections between self, community and world Presentational World
on human trafficking phenomenon.

Completion of a technological tool (e.g. podcast, webpage,

video, etc..) on the topic on human trafficking. Such tool Create a product that explains the worldwide
must cover at least the following topics: definition, facts criminal enterprise of human trafficking, and its Interpretive Community,
and figures, types, consequences, and measures and effects. Recommend possible educative / Presentational World
efforts to prevent it. preventative actions for intended audience.

Apply/utilize learned content, vocabulary and

Presentation of product during school assembly sentence structures to present product to
commemorating the National Day Against Human audience. Recommend possible Self, Community,
preventive/combative measures against human Presentational
Trafficking on July 30th. World
trafficking.

Resources Technology Integration

Informational video clip from the Department of
Interior of Ecuador on the topic of human www.education.weebly.com: allows students to create interactive
trafficking. websites.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

o https://youtu.be/YWS9CWx_lco
https://prezi.com: allows students to create visual presentations using
Written document from the United Nation Office motion, zoom and spatial tools.
against Drugs and Crime (UNODC) in Brazil about
relevant data, facts, and figures regarding human https://www.google.com/ Google Apps for Education: allow students to
trafficking: create projects and collaborate in real time on things such as calendars,
o UNODC Brazil/Chile
forms, presentations, hangouts, searches, etc.
Written document from the United Nations
Childrens Funds (UNICEF) Costa Rica, about http://www.readingrockets.org/article/creating-podcasts-your-students :
recognizing human trafficking, exploring its article on multiple resources to create podcasts.
locations, and analyzing psychological, social, and
criminal factors relating to the topic:
o UNICEF Costa Rica

Website by the Mexican government on the

prevention of human trafficking, the differences and
similarities between human smuggling and human
trafficking, as well as the different types of
trafficking that exist today:
o Gob.mx Prevencion de la Trata de Personas

Additional Resources available at:

o Trata de Personas Aspectos Basicos

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013