•	Think about the different ways in which children work around the world.
•	Understand the links between some multinational companies and child labour.
•	Show empathy in understanding the role that work may have for some children in poorer countries.
•	Consider the problems involved in campaigning to help working children.

•	Activity Sheet 2.1 A Labour of Necessity article
•	Activity Sheet 2.2 A Labour of Necessity comprehension sheet
•	Activity Sheets 2.3 , 2.4 and 2.5 Benefits and Drawbacks

1. Ask the simple question 'If you were in business, which countries would you consider the best sources of labour / customers, why?' This should draw out the distinction between the North and the countries of the South.

	2. Read through the article A Labour of Necessity on Activity Sheet 2.1 , focusing on extracting the key information. This could be read aloud or turned into more of an activity by using:
	(a) Paired reading
	(b) Summary work, where each pair or small group tries to summarise each paragraph, and then the whole article
	(c) Comprehension work, using Activity Sheet 2.2 . It is important to note that the questions on this comprehension sheet should be the basis of discussion to follow up the points and find out students' reasons for their answers. The last two questions are not the same, as they require students' own opinions and responses to the articles. This should be stressed in the feedback and discussion.

	3. Once the students have taken time to understand the main points of the article, ask them to take on a role from the following list:
	(a) an executive from the producing company
	(b) a child worker
	(c) a campaigner in the producing country who is against the use of child labour
	(d) a child buying the product in the UK.

4. Depending on the time and ability of the students, select additional information from Activity Sheets 2.3 , 2.4 and 2.5 for them to read through. Give students a few minutes to prepare for their role before starting a conversation about what should be done about child labour. Is there any compromise that will suit all interested parties?

•	What differences were there between the roles?
•	Was there any compromise you could find?
•	What were the biggest problems in finding a solution?

Focus the role play on drawing up a charter of good practice. This could then be compared to actual agreements drawn up by real companies.

Use the discussion to lead into campaigning. Look at examples of different but related campaigns (e.g. CAFOD, Slavery International, Oxfam). Students could offer opinions on the campaign materials or support the campaign. It may also be possible to plan a campaign in your own school to raise awareness.

Use the comprehension sheet on Activity Sheet 2.2 to check understanding of the main points.

Focusing on a charter / agreement through the role play might help to give students a very specific framework for their thoughts and contributions. This could be based on the key question 'What should each of the characters do to improve life for the child labourers?'

Write your own agreement / charter which you would be happy for multinational companies to adopt. Justify each point. This could be extended by research into specific companies.

	1(f) National and international voluntary groups
	1(i) Global community
	2(a-c) Enquiry and communication skills