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 create 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, may be made in South Asia and that they will investigate 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 MovesPreview the experience by outlining the sequence of activities and reviewing the lesson objectives. Facilitate a discussion of 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—and a reporter before moving on.
In small groups, students are assigned India, Pakistan, or Bangladesh and use the internet to complete an “economic passport” graphic organizer for their country, recording information such as agricultural products, major industries, labor force size and global ranking, population below the poverty line, and key exports. Groups then review the completed economic passports for the other two countries and collaboratively fill out a table comparing the three nations on labor force size, poverty levels, and exports that at least two countries share.
Teacher MovesProvide or clarify the economic data needed for each country as students complete their organizers. Guide discussion so students recognize that all three countries have very large labor forces, that more than 20% of their populations live below the poverty line (contrasting this with the U.S. rate), and that apparel, garments, and leather—factory-made goods—are common exports. Ensure each group records its comparative observations before transitioning to the next scene.
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. Each group captures a screenshot of one selected layer, uploads it, and adds a title. They then zoom out to include the United States on the map and post responses describing differences they notice between the United States and India, Pakistan, and Bangladesh for each layer.
Teacher MovesSupport students in navigating the mapping tool, including showing and hiding layers, using the information icons, and taking screenshots on classroom devices. Lead a debrief highlighting that the United States has a much higher GDP per capita and better access to electricity and clean water than the three South Asian countries. Prompt students to consider how these differences affect daily life and to connect limited resources with higher levels of poverty. Explain that students will complete the remaining scenes individually.
Students learn that millions of children worldwide, many in South Asia, are engaged in child labor, especially in garment and textile industries common to India, Pakistan, and Bangladesh. They watch Stand with Sanju and read Child Labour in the Fashion Supply Chain to understand a child laborer’s experience and how global supply chains contribute to the problem. Then they 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 MovesAcknowledge the emotional impact of the content and provide space for student reactions. Encourage students to clearly explain the issue and suggest realistic actions in their letters. Share strong or insightful letters (with permission) to spark whole-class discussion, and guide the class in considering a collective action, such as drafting a class letter for a school newsletter, local media outlet, blog, or government officials.
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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