A Path Appears: Sex Trafficking in the USA (Part I) Review

Photo: http://apathappears.org/film/

Photo: Shana a.k.a Shelley Money (http://apathappears.org/film/)

The NGC staff started the Documentary/Book Club to review resources we utilize in our programs and to find new ways to learn more about global issues. Feel free to email the reviewer (contact info below) if you have any follow-up questions!

“If that (prostitution) is your choice, then what are your options?”

Who should watch: High school students (with parental consent) and adults

Why it’s important: The first installment of the A Path Appears series explains the landscape of sex trafficking in the United States by sharing stories of survivors, government officials, and nonprofit organizations.

What Maggie thought: A Path Appears: Sex Trafficking in the USA is a must-see and worthy follow-up to WuDunn and Kristof’s Half the Sky (documentary and film). As in the previous documentary, A Path Appears highlights gender equality issues around the world, but in this episode, Kristof and WuDunn shed light on a prevalent problem in many viewers’ backyards: sex trafficking in the United States.

As discussed in the film, Westerners often assume that this crime is not committed in their own country. Nevertheless, Sex Trafficking in the USA shares facts that directly disprove that belief. For example, it is stated that an estimated 300,000 individuals are trafficked within the United States every year. An interviewee and survivor, Shana (formerly “Shelley Money”), is the ideal person to teach viewers. She succinctly explains the complexity of the problem by describing how her experience was connected to child abuse, addiction, and poverty. Through these personal accounts, it is easier to identify with the survivors rather than view them as part of a large problem that cannot and/or should not be solved.

The facts and stories shared in this film can be overwhelming, but watching Sex Trafficking in the USA is the first step in understanding the issue and identifying how each person can support its eradication.

Did you get the chance to see this episode? If so, what did you think?

Maggie Broderick, NGC Development & Operations Manager, reviewed A Path Appears to learn more about her click here.

Kamrie’s NGC Journey

When I first entered high school, my idea of community service involved volunteering at the library and collecting cans for a food drive. Although these are undeniably good deeds, they are restrained to a local scale; I had no idea what was going on globally. Why would I? It was not like a mere 9th-grader could have made a change big enough in the world anyway. Global issues were for the big characters in the world to deal with.

Each of the years I have been in NGC has taught me how very wrong I was. NGC has truly made me a global citizen, one who is not only aware of the global issues, but also that strong individuals all around the world are making improvements, and that I too, can be one of these individuals. I learned the power of awareness, and how it can spark more individuals to make a change. I learned the importance of sustainability, without which, change would be temporary. From the advocacy and community education projects for NGC, I have developed strong leadership and public speaking skills. Such skills have proven to be extremely helpful beyond high school.

New Global Citizens is not an ordinary school club. We are youth teams spread nationally, reaching internationally, promoting a positive outlook on global change.

Kamrie and her NGC Team!

Kamrie and her fellow NGC Team!

This post was written by NGC Team Mentor Kamrie Yeung.

Weddington Middle School, North Carolina

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Weddington Middle School’s NGC Team consists of students in grades 6 to 8. The students worked collectively to educate their school community and raise $684 this past year: $300 for the Mobile Toy Library in India and $384 for House of Hope in Uganda.
Working together to educate about 1000 students and staff members, the team hosted a Jean Day where students and staff paid $1 to $5 to wear jeans on a specified day, created informational posters to hang across campus, brainstormed about global issues and used the school’s broadcast to teach students and staff.
As a form of advocacy, the students created Thank You notes for staff members who donated during Jean Day.
On an International Day, the team hosted a booth inviting classes to stop by, to participate and to learn about global issues, NGC and the team.

Teacher to Teacher: Global Competency

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Taken by Team Mentor Noemi Gonzalez

Written by Lisa Glenn, NGC’s Education Coordinator, for ANEE 

Globalization. From turning off the alarm clock made in a distant land to
communicating effectively with the person in the next office, we all interact with
the rest of the world on a daily, if not hourly basis. Unfortunately, it seems that the
US education system has not yet caught up to the needs of students in this global
context. The even more unfortunate truth is that students who do not develop global
competency are destined to lag behind their foreign counterparts in the workforce
and in academia until we take the time to evaluate our education system and include
global competency training in our curriculum.

So, what does global competency look like? Students who are globally competent
can investigate the world around them, recognize and value diverse perspectives,
communicate ideas about global issues, and take action as it is needed. Basically,
global competency is simply an extension of the already great teaching that most
educators do on a daily basis.

Teaching global competency falls in line quite seamlessly with the Common Core
State Standards (CCSS). Here in Arizona, as we begin to implement the CCSS, we
would be well served to also consider how we are teaching students to become
Global Citizens. College and career readiness certainly includes the ability to write
and read, to investigate mathematical theorems, and to apply the Scientific Method.
But our students are living in a world where they must also be able to interact
with and understand people from diverse backgrounds and countries. At ASU,
NAU, Grand Canyon, UA, and other institutions, our students will collaborate with
researchers from around the world. As professionals, our students will create
partnerships with global organizations. And, if we are so fortunate, our students will
become leaders who will interact with others on a global scale. If we do not provide
our students with the tools and skills needed to succeed in these arenas, then we
have truly failed.

We must use this critical time in the education field to seize upon the strength at the
base of the Common Core standards—that is, the Habits of Mind. The great benefit
of these standards is that they do not, in many cases, prescribe to the teacher exact
content to be taught. As a result, we as teachers can choose to teach the Habits of
Mind through the lens of global issues. We can choose to implement projects on how
to use public health information to make responsible decisions instead of simply
researching disease transmission. We can examine a systems-based approach to
armed conflict in addition to teaching Civil War history.

By embracing global competency, we open our students up to a whole new world of
engaging content. According to CommLaw Conspectus, 43% of US students say that
they think their homework is never or only sometimes meaningful. As educators, we
can link the concepts that students must grasp to developed and engaging content
that students are excited about and in so doing, support them in becoming Global
Citizens to ensure their successful tomorrow.

Reach Lisa Glenn at lisa@newglobalcitizens.org