Young Stars India’s Working

Children Speak Out

An Educational Resource for Young People Grades 9-12
This educational resource was produced by World Vision Canada and adapted by World Vision
Resources, World Vision United States, 2008. The original Young Stars: India’s Working Children Speak
Out DVD was produced by Villagers Media and World Vision Canada.

World Vision United States is grateful to Education and Public Engagement of World Vision Canada for
allowing this resource to be adapted for American use.

© 2008 by World Vision Resources, Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716;
wvresources@worldvision.org. All rights reserved. No part of this resource may be reproduced by
any means without the written permission of the publisher (unless otherwise indicated).

Printed in the United States of America

ISBN 978-0-9817927-0-5

The publishing team included Laurie Delgatto, development editor; Brooke Saron, copyeditor;
Creative Solutions, final proofing and preproduction and design coordination.

Acknowledgements
Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. ©1973, 1978, 1984
by International Bible Society. Used by permission of Zondervan. All rights reserved.
During the preparation of this resource, all citations, facts, figures, names, addresses, telephone numbers,
Internet URLs, and other cited information were verified for accuracy. World Vision Resources has made
every attempt to reference current and valid sources, but we cannot guarantee the content of any source
and are not responsible for any changes that may have occurred since our verification. If you find an error
in, or have a question or concern about, any of the information or sources listed within, please contact
World Vision Resources.
3 | Young Stars Leader’s Guide India’s Working Children Speak Out |4

Contents Overview
As young people become more aware of local and global inequalities and injustices, many will
Overview 4 ask what they can do to make the world a better place. Most actions in our world are taken
Objectives 4 by adults, and it is often assumed they have the prerogative to do so, while children and young
people do not.
DVD Synopsis 4
According to the United Nations Convention on the Rights of the Child (UNCRC) adopted in
Suggested Audience 5
1989, young people and children have the right to voice their opinions and take action in their
Leader Preparation 5 communities and the world. Educating young people about their right to have their voices and
Time Required 5 opinions heard, to make decisions that are important to them, and to participate fully in society
is an important part of responsible global citizenship.
Activities Synopsis 5
Activities Objectives
The Rights Balloon 6
Through the DVD and study guide, participants will:
Children’s Rights Hoopla 8
• reflect on the rights, privileges, and responsibilities in their lives
DVD—Young Stars: India’s Working Children Speak Out 10 • understand that young people’s rights are preserved and protected by the UNCRC
Responsible Voice, Responsible Action 13 • learn about young people who have spoken out and taken action in responsible ways
Where Do We Draw the (Action) Line? 16 • assess the impact of various ways in which citizens can voice opinions about, and participate
Youth Action in My Community 19 in, civic and global matters

God Calls Us to Lead 22 • research the contributions young people make to their communities

Notes 25 • learn how God calls young people and other unlikely candidates to lead

Handouts and Resources

DVD Synopsis
Handout 1: My Rights 27
In Bangalore, India, where thousands of children work in unsafe conditions, an inspiring child-
Resource 1: Rights Cards 28 rights movement is growing. This DVD tells the story of Akbar Ameerjhan, a young person who
Handout 2: Types of Rights Chart 31 motivates working children in Bangalore to exercise their rights. Although Akbar’s story begins
not unlike those of many other child workers, he has now found his passion in the leadership of
Handout 3: DVD Activity Sheet 32
Bangalore’s children’s union, Yelenakshatra (Young Stars).
Resource 2: Sample Responses to DVD Activity Sheet 33
Handout 4: Responsible Voice Scenarios 34 Total running time: 23 minutes

Resource 3: Action Statements 36

Notes 38
About World Vision 39
5 | Young Stars Leader’s Guide India’s Working Children Speak Out |6

In this activity, the participants consider things that are important

Suggested Audience
The Rights Balloon in their lives, and whether these are things they are entitled to or
The DVD and study guide are suggested for use with school and ministry classes in grades things they simply want.
9 through 12. The DVD and post-DVD activities raise issues related to child labor, providing
examples of, and initiating discussion about, responsible action.
Materials Needed
Leader Preparation
• copies of Handout 1, “My Rights” (found on page 27),
View the DVD. Choose which activities you will incorporate into a specific session based on time one for each participant
and objectives. Photocopy relevant pages, prepare newsprint and other relevant materials, and set • pens or pencils, one for each participant
up viewing space and equipment.
• a sheet of newsprint
• a marker
Time Required
30–40 minutes per activity Activity Steps

Activities Synopsis Ask the participants to brainstorm things they enjoy doing or having in
• The Rights Balloon
1 their lives. Record their answers on the newsprint.
• Children’s Rights Hoopla
Distribute a copy of Handout 1 and a pen or pencil to each
• DVD—Young Stars: India’s Working Children Speak Out 2 participant. Ask the participants to imagine they are alone in a hot-air
• Responsible Voice, Responsible Action balloon floating high above the ground. Tell them they each have
• Where Do We Draw the (Action) Line? 10 “rights” on board with them and that each right weighs a pound.
• Youth Action in My Community Suddenly the balloon begins to drop. To stop the balloon’s descent,
they must throw a right overboard. Once they have tossed out a right,
• God Calls Us to Lead
the balloon levels out, but soon it begins to descend again. They must
choose another right to throw out. This continues until they have only
one right left in the balloon.
Note that the participants should choose carefully which rights they
are prepared to surrender, and which they want to keep as long as
possible. Instruct them to make their decisions, without discussion, by
looking at the rights listed in the “Me” column on the handout and
writing a 1 beside the first right they would throw overboard, a 2
beside the second, and so on. The last right to remain in the balloon—
and the one most important to them—should be numbered 10. Allow
a few minutes for the group to complete this task.

3 Invite the participants to form pairs or groups of three and share their
responses. They should discuss one another’s decisions and negotiate
a consensus for a new ordering of the rights. They should then record
this new order in the “Us” column on the handout. Allow enough time
for everyone to complete this task.
7 | Young Stars Leader’s Guide India’s Working Children Speak Out |8

The Rights Balloon (cont’d) Children’s In this activity, the participants learn about human rights and what
Rights Hoopla is included in the UNCRC.

Gather the participants back into the large group and pose the following questions for
4 large-group discussion:
Materials Needed
• How did you feel doing this activity? What was easy? What was difficult? Why?
• copies of Resource 1, “Rights Cards” (found on pages 28-30), enough
• Which rights could you most easily surrender?
to make one set of cards for each group of four
• Are there any rights so basic that you would never surrender them?
• copies of Handout 2, “Types of Rights Chart” (found on page 31),
If so, which ones?
enough for each group of four to have one copy of the chart
• How would you define a basic or universal human right?
• six pieces of string (each about 24 inches long) for each group of four
• What is the difference between a right and a privilege or want? What respon-
• six blank index cards for each group of four
sibilities come with each of the rights in the “rights balloon” list? For example,
if I have a right to an education, I have the responsibility to come to school and • pens or pencils, one for each group of four
the responsibility not to disrupt the learning of others.
Activity Steps
This activity is adapted from Graham Pike and David Selby, Global Teacher, Global Learner (London, England:
Hodder and Stoughton, 1988). © 1988 by Hodder and Stoughton. All rights reserved. Used with permission.
1 Provide some background information on the UNCRC using the
following information:
• In the early 1920s, England’s Eglantyne Jebb, founder of
Save the Children, campaigned for the better protection of
the world’s children after the suffering caused by World War I.
In 1923 she drafted the first Children’s Charter, considered to
be the basis of the present UNCRC.
• World War II further highlighted the particular vulnerability of
children and the special consideration they deserve. Growing
recognition of children’s rights led to the adoption by the Gen-
eral Assembly of the United Nations of the Declaration of the
Rights of the Child on November 20, 1959, and then, 30 years
later, to the adoption of the CRC on November 20, 1989.
• According to the CRC, a child is a person under 18 years of
age. The CRC stipulates that the rights it enshrines apply to
all children equally, regardless of race, color, gender, caste,
class, language, religion, place of birth, or any other factor.
195 member states of the U.N. are party to the CRC. India
became party to the CRC in 1992.
This information is adapted from A. Glenn Mowers, The Convention on the Rights of the Child:
International Law Support for Children (Westport, CT: Greenwood Press, 1997). © 1997 by
Greenwood Press. All rights reserved. Used with permission.
9 | Young Stars Leader’s Guide India’s Working Children Speak Out | 10

Children’s Rights Hoopla (cont’d) DVD—Young Stars: In this activity, the participants watch a DVD that tells the story of
India’s Working working children in Bangalore, India, and then discuss which human
Children Speak Out rights are being upheld or denied.
Invite the participants to form small groups of four. Distribute a “rights card” set from
2 Resource 1, a chart from Handout 2, six pieces of string, six blank index cards, and
a pen or pencil to each small group. Note that the cards from Resource 1 describe Materials Needed
many of the rights listed in the CRC. • copies of Handout 3, “DVD Activity Sheet” (found on page 32),
one for each participant
3 Ask the small groups to organize the rights cards according to the categories listed on • pens or pencils, one for each participant
the chart. They should then, for each category, encircle with a piece of string all the
• the DVD Young Stars: India’s Working Children Speak Out
cards belonging to a particular category and write the title of the category on a blank
(World Vision, 2008)
index card. If a rights card appears to fit in more than one category, the groups can
make circles or “hoops” that overlap so that the rights card can appear in two or more • a copy of Resource 2, “Sample Responses to the DVD Activity Sheet”
categories. If a group decides the categories on the chart are not helpful, they can make (found on page 33)
up their own. Allow enough time for the small groups to complete the assigned tasks. • a television and a DVD player

When all the small groups have completed the tasks, invite them to take a few Activity Steps
4 minutes to circulate through the room to review the other groups’ work.
1 Invite the participants to gather around the television. Then share the
following information with the group:
5 Gather the participants into the large group for a discussion about rights cards that
were placed in different categories or within two or more categories. The key point • D
 espite the existence of the United Nations Convention
is that the rights in any one category help to realize rights in the other categories. For on the Rights of the Child, also known as the UNCRC, and
example, the right to meet with other children, principally a participation right, also the fact that most countries have signed and ratified the
fosters children’s development. In this sense, rights are indivisible and interconnected: Convention, the rights of many children around the world
if one is eroded, our ability to enjoy and defend the others is weakened. Consider are not fully upheld.
these questions to facilitate discussion: Children in different countries have
• Did you find this activity difficult or challenging? Why? spoken out and acted to protect their
• What categories did you use? rights and the rights of others. Akbar
is a child in South India who has
• Which rights did you place in each category?
done just that.
• Which rights fit in more than one category?
• T
 he DVD addresses
• How are rights interconnected or linked? For example, if a child does not each of the four
have adequate health care, what other rights are affected? categories of rights
from the CRC:
Sample answer:
survival, develop-
If a child is too ill, he or she might not be able to go to school or play with other ment, protection,
children, so the right to an education and the right to play are also denied. If the and participation.
child’s right to adequate health care is upheld, he or she is more likely to be able
to go to school and play with other children. When a right is upheld, other rights
can be enjoyed also.
This activity is adapted from Graham Pike and David Selby, In the Global Classroom 2 (Ontario, Canada: Pippin Pub-
lishing Corporation, 2000). © 2000 by Pippin Publishing Corporation. All rights reserved. Used with permission.
11 | Young Stars Leader’s Guide India’s Working Children Speak Out | 12

DVD—Young Stars: India’s Working Children Speak Out (cont’d) DVD—Young Stars: India’s Working Children Speak Out (cont’d)

2 Distribute a copy of Handout 3 and a pen or pencil to each participant. Invite the 5 Conclude by making the following points:
participants to complete the activity sheet while, or immediately after, watching the • W
 orld Vision’s experience working in developing countries
DVD. While watching the DVD, the participants should look for an example from among child laborers makes one thing very clear: children
each category of rights, note whether the right is being upheld or denied for children, will continue to work until there are viable and sustainable
and consider how and why the right is being upheld or denied. alternatives that reach the entire family and community.
World Vision advocates a multipronged approach:
3 Play the DVD in its entirety.
° ending the worst forms of child labor quickly
° persuading formal sector employers to improve
4 Allow a few minutes for the participants to complete their work on the activity
conditions and shorten hours
sheet. Then gather everyone for a large-group discussion using the following
questions and information as your guide: ° creating income alternatives for families
• How did you feel while watching the DVD? How do you feel now? ° improving access to good-quality, appropriate
education
Some of the participants may feel overwhelmed by the issue of child labor.
Encourage them to voice these feelings, and be prepared to discuss them openly. ° tackling the structural impediments that create and
compound poverty
• What questions did the DVD raise for you?
• W
 orld Vision’s study on child labor has confirmed that the
• What rights did you observe in the DVD? Which were upheld? Which were underlying causes of child labor are basically structural: wide-
denied? How? Why? spread poverty, gross inequality of income distribution, and
poor or inadequate education.
• What rights does Akbar exercise?
Akbar exercises his right to voice his opinion, to hold meetings with other children,
to act on issues that matter to him and other children, and to have a role in
decision-making and policymaking on issues that affect him.

• What rights does Akbar defend and demand?

Akbar defends and demands children’s rights to work in safe conditions; to obtain
a relevant, quality education; to have adequate health care; to have a continued
voice and role in policymaking; and so on.

• How are the rights linked or interconnected? How does the denial of one
affect others?
If a child’s right to not be exploited by labor is denied, how might this affect other
rights, such as the right to an education or the right to health care or play?
Note: If the group is struggling with these questions, you may wish to refer to
Resource 2 to help them along.
13 | Young Stars Leader’s Guide
In this activity, the participants explore some of the complexities associated with
Responsible Voice,
the issue of child labor and consider some of the consequences—both positive and
Responsible Action
negative—of voicing opinions about and acting on the issue.
Materials Needed
• copies of Handout 4, “Responsible Voice Scenarios” (found on page 34), one for each
group of three or four
• pens or pencils, one for each group of three or four
Activity Steps
1 Ask the participants to form small groups of three or four. Distribute to each group a
copy of Handout 4 and a pen or pencil. Direct the group members to read aloud the
first scenario on the handout and then to discuss the questions that follow. Allow a
few minutes for the groups to read and discuss.
Gather everyone for a large-group discussion on the first scenario. You may wish to
2 use the sample responses and comments noted here as a basis for the conversation:
• Any action has consequences that must be thought through carefully before
the action is taken.
• If Akbar had done nothing at all, it’s likely his situation would not have changed.
• If Akbar had demanded more money, his employer may have beaten him, fired
him, or threatened his family. On the other hand, the employer might have
increased Akbar’s pay, but he would still be working in unhealthy conditions
and not attending school.
• If Akbar had run away, he would have been without work and his employer
may have tracked him down for the money he owed, possibly threatening to
kill him or his family. On the other hand, the employer might have let Akbar
go, leaving him with no money and in need of another job but without fear
of this employer.
• If Akbar lobbied to end all forms of child labor, children may be left without the
legal right to work or the legal protection to work in safe conditions. Some
may be forced to go “underground” and engage in more harmful activities. On
the other hand, if policies ensuring children attend school accompanied the
eradication of all child labor, the boy might obtain an education. But his family
still might not have enough money.
India’s Working Children Speak Out | 14
Responsible Voice, Responsible Action (cont’d)
• Though positive consequences are possible, it is unlikely that
any of these scenarios would have ensured Akbar’s rights to
earn a living, to be protected from exploitation, to obtain an
education, and to have access to adequate health care. And in
some cases, he might have ended up in a worse situation than
before.
• Child labor, like most issues, is extremely complex. Any action
taken in response to any issue can have myriad intended and
unintended consequences, both positive and negative. Those
of us who want to speak out or take action on an issue have
the responsibility to do so thoughtfully, respectfully, and
carefully.
• Akbar’s actions were responsible and effective. He understood
the issue and the interconnected rights of child laborers to
work in safe conditions, to obtain an education, and to have
access to health care. He consulted with other child labor-
ers and invited them to join him, he spoke respectfully and in
an informed way to the government, and he acted with the
children’s best interests at heart.
Invite the participants to return to their small groups to read and
3 discuss the second scenario on the handout. Allow a few minutes
for this.
Now gather everyone for a large-group discussion on the second
4 scenario. You may wish to use the sample responses and comments
noted here as a basis for the conversation:
• Some examples of exploitative child labor exist because of an
unequal and interconnected global economy. As Americans
we are part of this global economy and our actions can make
a difference, in positive or negative ways. To be responsible
global citizens we must learn as much as we can about an
issue and carefully consider what the consequences of our
actions might be before we act. This scenario is intended to
make us think about unforeseen impacts of the actions of
people who know very little about the complexities of an
issue like child labor.
15 | Young Stars Leader’s Guide
Responsible Voice, Responsible Action (cont’d)
• Some potential consequences of Angela’s actions: If the Cool Clothes factories
shut down, children working in them would be out of work. Though this
would end child labor in this industry, the children would have to find other
jobs, some of which might be more harmful.
• Possible alternative actions: Angela could have researched the issue and the
children’s situation thoroughly and consulted child laborers and experts on
child labor to guide her actions. She could have lobbied for Cool Clothes
to improve the children’s working conditions (by decreasing work hours,
by making the work environment safe, by prohibiting violence), to provide
schooling or vocational training at the work site or alter work hours so the
children could attend school, to comply with minimum working age and wage
standards, to hire adults at reasonable wages, and to provide health care for
children and their families.
• With thoughtful, responsible action, positive results are possible!
5 Conclude the activity by asking the participants to respond to the following question:
• What does it mean to speak and act responsibly? You may wish to offer some
examples, such as the ones noted here:
Research issues thoroughly, and from different angles, to understand
them well. Consult people who know about the issues. Consult the
people affected by the issues.
Investigate and consider a variety of possible consequences, both
positive and negative, to different actions. This will help you decide
which actions to take.
Involve the people who will be affected by your actions in deciding
which actions to take and in taking action. Make sure they want
actions taken.
Respect the people who will be affected by your actions and make sure
you are not furthering stereotypes of them, such as the notion that all
child laborers in a country like India are poor, illiterate victims of pov-
erty who need someone to act on their behalf and “save” them. Think
about Akbar. Does this stereotype describe him?
Build regular assessments into your action plan. Once you start taking
action, periodically check with everyone involved about how things are
going. Then plan your next steps accordingly.
India’s Working Children Speak Out | 16
Where Do In this activity, the participants explore and assess different forms
We Draw the
of social action.
(Action) Line?
Materials Needed
• “action statement” cards from Resource 3, “Action Statements”
(found on page 36), one set for every two participants
• glue sticks, one for every two participants
• markers, one for every two participants
• long strips of paper, about 17 inches long and 2 inches wide (masking
tape is a suitable alternative), one for every two participants
• sheets of blank paper, one for each participant (optional)
• pens or pencils, one for each participant (optional)
Activity Steps
1 Divide the large group in half. Ask one of the groups to move to
the left side of the room and the other to the right side of the room.
Then ask the participants on the right side of the room to find a
partner and be seated, staying on the right side of the room. Ask
those on the left side of the room to find a partner and be seated,
staying on the left side of the room.
2 Provide each pair with a set of the action statement cards you have
created and a strip of paper or masking tape. Ask the pairs on the left
side of the room to organize their cards on an acceptable-unacceptable
continuum, positioning each card on the long strip of paper. Note
that the statements do not have to be placed in a straight line or be
equally spaced. Partners should then decide at which point along
their continuum they would draw a line between actions that are
acceptable and unacceptable. If they reach a consensus, they can
draw a double line at that point. If they cannot agree on a specific
point, each can mark her or his own, drawing a line and initialing it.
17 | Young Stars Leader’s Guide India’s Working Children Speak Out | 18

Where Do We Draw the (Action) Line? (cont’d) Where Do We Draw the (Action) Line? (cont’d)

Ask the pairs on the right side of the room to organize their cards on an effective-
ineffective continuum, positioning each card on the long strip of paper and then
drawing a line between actions they deem effective and those they deem ineffective.
If they reach a consensus, they can draw a double line at that point. If they cannot
agree on a specific point, each can mark her or his own, drawing a line and initialing it.
Allow enough time for the pairs to discuss and complete the assigned tasks.
5 following question:
Ask each of the pairs from the “acceptable-unacceptable” group to join with a pair
3 from the “effective-ineffective” group, and in a foursome, discuss, compare, and
contrast their results. Allow ample time for discussion.
• How would you make some of the less effective and less
responsible actions more effective and more responsible?
What would you have done to get your point across?
Conclude the activity by inviting the participants to reflect on the
• What does effective, responsible action mean to me?
Encourage the participants to think back to Akbar and the kinds of
actions he took. If you wish, you may distribute a sheet of paper and
a pen or pencil to each participant for recording reflections.

4 Gather all the participants as a large group and lead a discussion of the activity to
6 Invite participants to share their reflections, if they wish to do so.
help everyone clarify individual attitudes toward different forms of social action and
to alert them to a range of conflicting viewpoints and perspectives. Note for the This activity is adapted from Graham Pike and David Selby, In the Global Classroom 2 (Ontario,
Canada: Pippin Publishing Corporation, 2000). © 2000 by Pippin Publishing Corporation. All
group that the action statements cover a wide spectrum of possibilities—from rights reserved. Used with permission.
direct action involving damaging property, to nonviolent direct action of varying
levels of risk and intensity, to action that employs well-established channels of
persuasion within a democratic society. Use the following questions as a basis for
the conversation:
• Did you find the activity easy or challenging?
• Which actions do you think would be most effective? Why?
• How do you define effective?
• What makes some actions ineffective or less effective?
• Does everyone agree? If not, why not?
• Which actions do you find acceptable? Which do you find unacceptable?
Why?
• To what extent does the choice of action depend on the severity of the
injustice being responded to?
• To what extent is it reasonable to resort to forms of action that might be
considered more extreme?
• Is direct action involving a threat to a person or property ever justifiable? Is it
congruent with the values that motivated the action in the first place?
• How might you assess whether an action is effective? Responsible?
Reasonable? Acceptable?
19 | Young Stars Leader’s Guide
This activity invites the participants to learn about and discover people in their
Youth Action in
community who are responsibly and effectively exercising their participation
My Community
rights and effecting change.
Activity Steps
1 Explain to the participants that the objective of this activity is for them to conduct
research on a young person (or a group of young people) in their community who
has exercised the right to have a voice and participate in society. The participants can
work in small groups of three or four to create a display or report to show the results
of their research. The participants should draw on and demonstrate what they have
learned about rights, responsibilities, and effective action from the previous activities.
2 Review with the participants the characteristics of someone who has a responsible
voice and takes responsible action. Then brainstorm some ideas about where to find
information about youth participation. Here are some suggestions:
• Look in local, regional, and national newspapers and magazines.
• Search the Internet, using search terms like youth action and the name
of your city.
• Ask at your local town or city hall for examples or names of youth who
have participated in and contributed to the community.
• Ask teachers in your school. They may know and be able to put you in touch
with current and previous students who have done things to make a difference.
• Talk to your school student council and see what its members are doing.
• Check out a local Girl Scout or Boy Scout group or other youth group.
• Ask at your local house of worship.
• Find out what youth organizations exist in your community, and talk to
the founders or some of the members.
3 Encourage the participants to think broadly, and remind them that there are many
ways people act and many reasons why they act (environmental, social, religious, etc.).
Also, actions don’t have to be large. Even actions that appear to be small may have
significant impacts.
India’s Working Children Speak Out | 20
Youth Action in My Community (cont’d)
4 Once the participants have identified a person or group they’d like
to research, challenge them to explore as many ways as possible to
gather information. For example, they could:
• conduct an interview in person
• make a phone call
• write e-mails or letters
• talk about the young person’s actions with someone
who knows her or him
• read print or electronic sources
Discuss appropriate and acceptable ways to get in touch with people,
either by phone, via e-mail, or in a letter. Encourage the participants
to use these principles of respectful communication:
• Introduce yourself clearly, stating who you are and where
you are from.
• Explain why you are contacting this person and how you
heard about her or him.
• Explain politely and clearly what you would like to ask
this person and ask if she or he would agree to answer
your questions.
• Ask the person what would be the best way to communi-
cate—by e-mail, by phone, or in person—and when would
be a suitable time for her or him to answer your questions.
• Thank the person for her or his information and time.
5 Brainstorm with the participants some questions they might explore
once they make contact. Some examples include:
• How has the person or group exercised the right to voice
opinions and participate in society?
• What contributions has this person or group made?
• Why? What motivated or inspired this person or group
to do this?
• What challenges or obstacles has this person or group faced?
21 | Young Stars Leader’s Guide India’s Working Children Speak Out | 22

Youth Action in My Community (cont’d) God Calls In this activity, the participants learn how God calls young people,
Us to Lead and other unlikely people, to lead.

• What factors enabled this person or group to move forward with actions?
• What have been the consequences of this person’s or group’s actions? What
Materials Needed
successes has this person or group had? Have the person’s or group’s actions
been effective? • Bibles, one for each participant

• What has this person or group learned from voicing opinions and • blank sheets of paper, one for each participant
taking action? • colored pencils or crayons, several for each participant
• Does this person or group know about the UNCRC?
Activity Steps
• What does it mean to this person or group to have a “responsible voice”
and to take “responsible action”?
• What is your assessment of this person’s or group’s actions?
1 Begin by referring to the previous activities and reminding the partici-
pants of the leadership role Akbar played in his community. Tell the
• Can you see yourself exercising your rights to voice your opinions and take participants that the Bible records a number of examples of God’s
action on an issue that matters to you? Why or why not? If yes, how? making an unlikely choice when calling a person for a special task in
that person’s community (e.g., Sarah was called to bear a child at the
6 Finally, challenge the participants to find a creative way to display and represent the
age of 99; many of Jesus’ disciples were poor and illiterate; Saul, who
results of their research. They could choose to create a poster, a chart with a sum-
® became Paul, was a persecutor of the Church). Tell the participants
mary, an annotated timeline, a written or oral interview, a slide show or PowerPoint
they are going to look at the story of Samuel—another example of
presentation, a written report, a model, a role-play, or another creative product. Be
God’s calling someone who is an unlikely candidate. In this narrative,
sure to designate a time frame for gathering as a larger group for the presentations
Samuel is an unlikely choice because he is so young.
of this information.

2 Distribute a Bible to each participant. As a group, read aloud

1 Samuel 3:1–21 and allow a few moments for silent reflection.
Then offer the following comments:
• God calls Samuel to be a prophet of Israel when Samuel is
only a boy. In the story of Samuel and Eli, it is significant that
God calls the young, inexperienced boy rather than the elderly
priest to a leadership role.
• Samuel has no social or religious authority in his community,
but Eli is a well-respected elder and priest. Because of this,
Samuel is an unlikely choice for the task. Yet God sees poten-
tial in the youth, innocence, and faithfulness of a young boy.
God sees that calling a young person provides an opportunity
for newness and change.
• The call of Samuel marks a new beginning for Israel. It lays the
groundwork for a renewed covenant of faithfulness for the
Israelites. God gives Samuel an important role, and Samuel
obeys God’s call.
23 | Young Stars Leader’s Guide India’s Working Children Speak Out | 24

God Calls Us to Lead (cont’d) God Calls Us to Lead (cont’d)

3 Invite the participants to take part in a large-group discussion using the following 5 Now ask the participants to think about how others responded to
questions and comments as a guide: them in those roles. If their friends, parents, siblings, or teachers were
• Why doesn’t Eli realize (at first) that the Lord is calling Samuel? unsupportive, they should color the traffic light red. If the response
was mixed or lukewarm, they should color the light yellow. If they felt
Verse 1 tells us the word of the Lord was rare in those days; this is the first time
supported and encouraged to take on this responsibility, they should
God has spoken to Samuel. Eli may not have expected God to call to a child.
color the traffic light green. Again, allow enough time for the partici-
• What does Eli tell Samuel to say in response to God? pants to reflect and complete the task.
“Speak, Lord, for your servant is listening” (1 Samuel 3:9).
• When Samuel recounts the Lord’s words to Eli the next morning, how does 6 Finally, ask the participants to add a few images that show how they
Eli respond? can listen for God’s call as they travel along their life highways (e.g.,
symbols of praying, listening, or talking to others).
Eli listens carefully and believes what Samuel tells him; he does not get angry with
Samuel after hearing the words of the Lord.
• Why do you think the Lord speaks to the young boy and not to the elderly
7 When everyone has had time to complete their highways, invite a
few volunteers to share and explain their drawings with the rest of
priest? the group.
God speaks about punishing Eli and his sons. God wants to bring the Israelites
back to a life of faithfulness, and a child embodies the possibility of a fresh start; 8 Conclude the activity by inviting the group
God is preparing Samuel to become a prophet. to prayer. Pray that the participants will
• What does this story teach us about young people doing God’s work? feel supported when they take on
responsibility in their communities. Pray
Young people can participate in doing God’s work on earth. They should listen for
that they will respond positively (be a
God’s call and respond, and adults should support and encourage young people as
“green light”) to other young people
they listen for God’s call.
who strive to do the same. Pray that
they will listen carefully for God’s call
4 Provide each participant with a blank sheet of paper and some colored pencils or
and respond by saying, “Speak, Lord,
crayons. Ask them to draw a long, winding road with three blank signposts and a
for your servant is listening.”
traffic light after each signpost. Tell them this is their “life highway.” Ask them to think
about three times in their lives when they have been a leader or have taken respon-
sibility (e.g., running a lemonade stand, helping a younger sibling learn to read, or
helping to coach a sports team). Tell them to write their ages at the time and a few
words about the experience in each of the signposts. Allow ample time for them to
complete this task.
25 | Young Stars Leader’s Guide

Notes

Handouts
and Resources
Handout 1:
My Rights 27

Resource 1:
Rights Cards 28

Handout 2:
Types of Rights Chart 31

Handout 3:
DVD Activity Sheet 32

Resource 2:
Sample Responses to DVD Activity Sheet 33

Handout 4:
Responsible Voice Scenarios 34

Resource 3:
Action Statements 36
27 | Young Stars Leader’s Guide India’s Working Children Speak Out | 28

Handout 1: My Rights Resource 1: Rights Cards Photocopy and trim to create one 22-card set for each group of four.

Right Me Us

To an education Right #1 Right #2

To adequate health care
The right to express our opinions The right to not be tortured or
about things that affect us personally treated or punished in cruel, unkind,
To an allowance or humiliating ways

To have a job
Right #3 Right #4
To watch television

The right, if we belong to a minority The right to meet with other children
To my own bedroom group, to have our own culture, prac- or teenagers and to join and organize
tice our own religion, and speak our clubs, groups, and associations
To be protected from own language
abuse and exploitation

To celebrate holidays
every year
Right #5 Right #6
To voice my opinions
and have them heard
The right to be protected The right to the best
from abuse of any kind health care available
To play and relax

This activity is adapted from Graham Pike and David Selby, Global Teacher, Global Learner (London,

Right #7 Right #8
England: Hodder and Stoughton, 1988). © 1988 by Hodder and Stoughton. All rights reserved.
Used with permission.

Permission to reproduce is granted. © 2008 by World Vision Resources

The right to benefit from money given The right, if disabled, to special care and
by the government to parents and training that will help us lead dignified,
guardians to help them raise children independent, and active lives
29 | Young Stars Leader’s Guide
Resource 1: Rights Cards (cont’d)
Right #9
The right to an identity,
name, and nationality
Right #11
The right to access information and
ideas from a wide variety of sources but
also to be protected from information
that could harm us
Right #13
The right, if we are refugees or
deprived of our families, to special
assistance and protection
Right #15
The right to living standards and
conditions that enable us to grow and
mature, such as enough food, warm
clothing, and good housing
Right #10
The right to freely communicate our
views to others through various media,
such as letters, posters, petitions, art-
work, and so on
Right #12
The right to not be exploited for
purposes of money-making (such
as doing dangerous work or
working long hours for little pay)
Right #14
The right to an education that con-
siders our real needs and develops
all our talents and abilities
Right #16
The right to be protected from drugs
India’s Working Children Speak Out | 30
Resource 1: Rights Cards (cont’d)
Right #17 Right #18
The right to life The right to have fun, to play, and to
join in leisure and cultural activities
Right #19 Right #20
The right to be protected from bad The right to our own thoughts and
treatment by parents and others beliefs and, if religious, to practice
responsible for us our faith
Right #21 Right #22
The right to an education in which we
The right to live with our parents
learn how to live in a spirit of under-
or, if they are separated, to see both
standing, peace, tolerance, equality,
parents regularly unless it is not in
friendship, and respect for human
our best interest
rights and God’s creation
This resource is adapted from Graham Pike and David Selby, In the Global Classroom 2 (Ontario, Canada: Pippin Publishing
Corporation, 2000). © 2000 by Pippin Publishing Corporation. All rights reserved. Used with permission.
Permission to reproduce is granted. © 2008 by World Vision Resources
31 | Young Stars Leader’s Guide India’s Working Children Speak Out | 32

Handout 2: Photocopy and trim to create one four-box chart for each group of four.
Handout 3:
Types of Rights Chart DVD Activity Sheet

Upheld or
Survival Protection Category Example
denied
How? Why?

Survival
Rights that ensure we survive and grow Rights that protect us from harmful
Rights
treatment and influences

Development Participation
Rights that enable us to develop the varied
aspects of ourselves (thinking abilities, ability Development
Rights that allow us to express what we
to distinguish right from wrong, social abili- Rights
think, to have a say about things that affect
ties, play and leisure activities, cultural and us, and to play an active part in society
religious practices, and so on)

Survival Protection

Rights that ensure we survive and grow Rights that protect us from harmful Protection
treatment and influences Rights

Development Participation
Rights that enable us to develop the varied
aspects of ourselves (thinking abilities, ability Rights that allow us to express what we
to distinguish right from wrong, social abili- think, to have a say about things that affect
ties, play and leisure activities, cultural and us, and to play an active part in society Participation
religious practices, and so on) Rights

This handout is adapted from Graham Pike and David Selby, In the Global Classroom 2 (Ontario, Canada: Pippin Publishing
Corporation, 2000). © 2000 by Pippin Publishing Corporation. All rights reserved. Used with permission.

Permission to reproduce is granted. © 2008 by World Vision Resources

Permission to reproduce is granted. © 2008 by World Vision Resources

33 | Young Stars Leader’s Guide India’s Working Children Speak Out | 34

Resource 2: Handout 4:
Sample Responses to
DVD Activity Sheet
Responsible Voice Scenarios

Upheld or
Category Example How? Why?
denied Scenario 1
Denied The children do not have access to
health care. Think back to the boy in the DVD who is working in the ironsmith industry.
Survival Right to adequate Imagine for now that his family situation is the following:
Working conditions are often
Rights health care unhealthy, making the children The boy’s father recently died of tuberculosis and his mother, who is
sick and, in the long term, lessening paralyzed from the waist down and cannot work, has been left with
their life span. four young children to raise. This boy, who is 8 years old, is the old-
est. Before his death, the father worked at this ironsmith company and
Denied Children are working and education had taken a loan from the owner to pay for a small two-room cement
is not factored into the workday. house, food, and clothing. After the father’s death, the boy’s mother
Upheld Children can get an education had no choice but to send the boy to the same company to work—for

E
Development when employers make the provision lower pay than his father had received—until the debt could be repaid.
Right to education
Rights for working children to be able to None of the children go to school. The boy works long hours, six days
PL
attend school and work, or when a week. He inhales toxic powders and has developed a bad cough and
an alternative form of education is pain in his lungs.
provided at the work site.
What might have happened if Akbar had used his voice and acted differently
Denied Many children are working in from the ways he did in the DVD? Discuss in your group what might have
M

exploitative conditions, for little happened to the boy’s survival, development, protection, and participation
pay and long hours, without time rights in each of the following situations:
Right to protection to attend school, and in unsafe or
Protection • What if Akbar had done nothing at all?
SA

from abuse and unhealthy conditions.

Rights
exploitation Upheld Some children work in a safe, healthy • What if Akbar had convinced the boy to go to his boss and
environment, attend school, and earn demand higher pay?
enough money to help support their
• What if Akbar had convinced the boy to break free from his
families.
bondage and run away from his employer? (Remember that the
boy is working to pay off the debt his family owes the owner.)
Upheld Akbar exercises his right to voice • What if Akbar had lobbied the government to end all child labor
opinions about exploitative child completely?
Right to voice labor and to be involved in policy-
Participation
opinions and have making. The Indian government • What did Akbar do? Why were his actions responsible and effective?
Rights
them heard listens and promises to work
• What does it mean to have a responsible voice and to take
toward pro-child labor reform
responsible action?
in India.
35 | Young Stars Leader’s Guide India’s Working Children Speak Out | 36

Handout 4: Responsible Voice Scenarios (cont’d) Resource 3: Photocopy and trim to create one 12-card set for each team of two.
Action Statements (See page 37 for balance of cards.)

Scenario 2 Sit-down protest Lobby

A few months ago, Angela returned to Atlanta from Thailand, where
she had spent a couple months traveling around the country. Though
she loved Thailand, she was deeply shocked and disturbed to discover Opponents of nuclear power mount a A group representing organizations
children in Bangkok working in a clothing factory owned by a multi- peaceful sit-down protest, blocking the concerned about the decline in aid
national company called Cool Clothes, which sells clothing in U.S. entrance of a nuclear power station. to developing countries meets with
department stores. The children worked long hours in dimly lit rooms, federal politicians to present its case.
basically making clothing for American children! They weren’t allowed
to talk because that might distract them and cause them to make a
mistake. They were beaten if they misbehaved, and they were paid low
wages. The children didn’t go to school, and Angela was sure they didn’t
Letters Break-in
have time to play like American children do. Angela was outraged, and
she vowed to end this exploitative situation completely. After she re-
Upon learning that a circus is coming
turned to Atlanta, she brought together a group of concerned citizens,
to town, a network of people opposed Opponents of animal research break
and, with their support and help, successfully lobbied for the boycott of
to entertainment that involves perform- into a laboratory and release dogs
all Cool Clothes products in the United States. Cool Clothes sales are
ing animals writes letters of protest to intended for use in experiments.
suffering as a result.
members of local government and to
local radio and newspapers.
As a group, discuss the following questions:
• What are some of the potential consequences of Angela’s actions? Stunt Personal change
• What could Angela have done differently to ensure these children’s
survival, development, protection, and participation rights were
met and upheld?
To draw attention to a factory that is An individual contributes to
• What does it mean to have a responsible voice and to take polluting a local lake, protestors under- environmental protection by
responsible action? take a hazardous climb up the factory’s making environmentally friendly
tallest smokestack to hang a banner. lifestyle and purchasing decisions.
Permission to reproduce is granted. © 2008 by World Vision Resources
37 | Young Stars Leader’s Guide
Resource 3: Action Statements (cont’d)
Slogans
Opponents of the international arms
trade paint slogans on an armaments
factory and put glue in the locks.
Education and
awareness raising
A group of students from Kenya orga-
nizes and holds a Kenyan film festival
to raise awareness about cultural and
political issues in Kenya. The money
raised from the festival will be donated
to a health clinic in a Kenyan village.
Picketing
Opponents of an oppressive regime in a
foreign country mount a regular picket outside
a store that sells goods from that country,
distributing leaflets to people who enter the
shop, engaging them in discussion about
human rights denial, and requesting that they
not enter the store.
This resource is adapted from Graham Pike and David Selby, In the Global Classroom 2 (Ontario, Canada: Pippin Publishing
Corporation, 2000). © 2000 by Pippin Publishing Corporation. All rights reserved. Used with permission.
Permission to reproduce is granted. Copyright © 2008 by World Vision Resources
India’s Working Children Speak Out | 38
Notes
Petition drive
Members of anti-immigration groups
combine to obtain signatures on a
petition calling on the federal gov-
ernment to place severe restrictions
on immigration.
March
High school students opposed to
weapons production and war join a
peace march with over a thousand
other peace activists in their city.
Demonstration
Opponents of welfare cuts stage a
demonstration outside the legislature,
break through the police cordon, and
temporarily occupy part of the building.
39 | Young Stars Leader’s Guide

About World Vision

World Vision is a Christian humanitarian organization dedicated to working with children, families,
and their communities worldwide to reach their full potential by tackling the causes of poverty
and injustice. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and
oppressed as a demonstration of God’s unconditional love for all people.
We envision a world where each child experiences “fullness of life” as described in John 10:10. We
know this can be achieved only by addressing the problems of poverty and injustice in a holistic
way. World Vision is unique in bringing nearly 60 years of experience in three key areas to help
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skills across many areas of expertise to each community where we work, enabling us to support
children’s physical, social, emotional, and spiritual well-being.
World Vision Resources educates Christians about global poverty, inspires them to social justice,
and equips them with innovative resources to make a difference in the world. By developing
biblically based materials for educators and ministry leaders on the causes and consequences of
global poverty, World Vision Resources supports the organizational mandate to move the church
in the United States to more fully embrace its biblical responsibility to serve the poor.

For more information about our resources, contact:

World Vision Resources
Mail Stop 321
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Federal Way, WA 98063-9716
Fax: 253.815.3340
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Web: www.worldvisionresources.com
As young people become more aware of local and global inequalities and injustices, many will ask what they can do
to make the world a better place. Most actions in our world are taken by adults, and it is often assumed they have
the prerogative to do so, while children and young people do not. Educating young people about their right to have
their voices and opinions heard, to make decisions that are important to them, and to participate fully in society is an
important part of responsible global citizenship.

The Young Stars: India’s Working Children Speak Out DVD tells the story of Akbar Ameerjhan, a young person
who motivates working children in Bangalore to exercise their rights. Although Akbar’s story begins not unlike
those of many other child workers, he has now found his passion in the leadership of Bangalore’s children’s union,
Yelenakshatra.

The Young Stars Leader’s Guide provides lessons and activities for older adolescents to explore rights and responsi-
bilities related to child labor and to engage in discussion about actions that demonstrate responsible citizenship.

34834 Weyerhaeuser Way S.

P.O. Box 9716
Federal Way, WA 98063-9716
www.worldvision.org
1.888.511.6548

World Vision is a Christian humanitarian organization

dedicated to working with children, families, and their
communities worldwide to reach their full potential by
tackling the causes of poverty and injustice. Motivated
© 2008 World Vision, Inc.

by our faith in Jesus Christ, we serve alongside the poor

and oppressed as a demonstration of God's unconditional
love for all people. World Vision serves all people,
regardless of religion, race, ethnicity, or gender.
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