Students create economic passports for three countries in South Asia—India, Pakistan, and Bangladesh—and consider the implications of some of their findings. Next, they use a map that compares economic aspects of the region with the United States, drawing conclusions about what they find. Finally, students explore the topic of child labor as a part of the economic system of South Asia and consider what they and others can do to help stop it.
Students read an introduction explaining that many everyday products, such as T‑shirts, are produced in South Asia and that they will explore the region’s economies and child labor. They view a photo of a young child working and respond to a prompt describing what they see in the image.
Teacher MovesPresent the lesson overview and objectives. Lead a discussion about the photo, prompting students to notice that the worker is a very young child operating machinery and to speculate about why he is working and what his life might be like. Organize students into small groups and assign each group one country—India, Pakistan, or Bangladesh—with a designated reporter before moving on.
In small groups, students investigate the economy of their assigned country (India, Pakistan, or Bangladesh) using online sources and complete an “economic passport” graphic organizer that includes agricultural products, industries, labor force size and global ranking, population below the poverty line, and major exports. Afterward, they review the completed economic passports for the other two countries and, as a group, record observations in a table comparing the three countries’ labor force size, poverty levels, and exports shared by at least two countries.
Teacher MovesProvide or review key economic data for each country as needed so students can accurately complete their organizers. Circulate to support research and clarify terms such as “labor force” and “poverty line.” During the comparison discussion, guide students to recognize that all three countries have very large labor forces, that more than 20% of their populations live below the poverty line (compared with a lower rate in the United States), and that apparel, garments, and leather exports are common across at least two of the countries, highlighting their factory-based production.
Working in their small groups, students use Resource Watch to explore map layers showing unimproved or no access to drinking water, access to electricity, and GDP per capita for their assigned country. They capture a screenshot of one selected layer, upload it, and add a title. Then they zoom out to view the United States on each layer and post reflections describing differences they notice between the United States and India, Pakistan, and Bangladesh.
Teacher MovesEnsure students can navigate Resource Watch and, if necessary, demonstrate how to take screenshots on classroom devices. Prompt groups to interpret what the map layers show rather than just describing colors or symbols. In the follow-up discussion, highlight that the United States has higher GDP per capita and better access to electricity and clean water, and ask students to consider how these differences affect daily life and connect to poverty and limited resources in South Asia.
Students read background information about the scale of global child labor, especially in South Asia and in garment and textile industries. They watch Stand with Sanju and read Child Labour in the Fashion Supply Chain to understand a child’s experience of labor and how fashion supply chains rely on child workers. Drawing on what they have learned, students write a letter to a family member explaining the child labor problem and proposing practical steps individuals can take to help children escape child labor.
Teacher MovesPrepare students for potentially upsetting content and help them process emotional reactions while keeping the focus on understanding systems of exploitation. Encourage students to reference specific details from the video and reading in their letters and to suggest realistic actions (such as supporting advocacy organizations or making informed consumer choices). Share one or more strong student letters with the class and facilitate a discussion about collective action, possibly guiding the class to draft a shared letter for a school or community audience.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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