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UNIVERSITY OF CONNECTICUT,Summer Session 1: May 29-June 29, 2018

HISTORY 3098 HRTS 3298 AFRA 3295Child Labor and Human Rights in AfricaInstructor: Dr. Vernal, History Department

Phone: 203-687-3479 (please text for an immediate response)Email: [email protected] ( this is the best way to reach me)

Issouf Sawadogo Harvests A Cocoa Pod Cocoa pod showing pulp

Romano Collection, Thomas J. Dodd Research Center, University of Connecticut

1.1Getting Started: Go to Course Orientation on HUSKYCT See “Getting Started” Video Clip for course components and toura. For more information about me, see my webpage at

http://www.history.uconn.edu/people/vernal.php1.2a Purpose This course explores child labor and human rights in Africa from a variety of disciplinary perspectives. The course draws on the Romano collection at the Thomas J. Dodd Center which features photographs, interviews, oral histories, and materials relating to child labor across the globe. While we will survey child labor generally, the cocoa industry in Ivory Coast/Cote d’ Ivoire will be explored as a special case study. The course also introduces learners to primary sources whose origins as part of a collection deliberately aimed at human rights advocacy permit a discussion of bias, context, and audience that are important for understanding the validity of a source. The course materials will immerse learners in this collection and permit them to craft an original interpretation of the past, and explore contemporary reverberations in the context of child labor practices and human rights in Africa. Learners will have the opportunity to share their work with each other in a public forum. These fora may include blogs, photo essays, and advocacy, awareness, or outreach campaigns.

1.2b StructureEach module has a written and video OVERVIEW of the theme, a list of the READINGS, and your ASSIGNMENT which details the discussion questions you need to understand to participate in discussion. All discussions take place on the discussion board on HUSKYCT. Guidelines for responding to your classmates’ prompts are also explained. The discussion board is also a forum for us to clarify terminology, chronology, and any areas that may prove challenging—as it should be—for those coming to the theme of child labor for the first time. Ask questions; ask lots of them; no pre-existing knowledge is assumed.

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Children Play On Tree At Plantation Romano Collection, Thomas J. Dodd Research Center, University of Connecticut

1.3-1.4 Course Etiquette/Behavior a. Plagiarism /Academic IntegrityAccording to the University of Connecticut’s standards, “Academic misconduct is dishonest or unethical academic behavior that includes, but is not limited, to misrepresenting mastery in an academic area (e.g., cheating), intentionally or knowingly failing to properly credit information, research or ideas to their rightful originators or representing such information, research or ideas as your own (e.g., plagiarism).” Do not present others’ work and wording as your own, in the same way that I did not paste the UCONN website’s wording as my own, but rather enclosed it in quotation marks. Do not import information from published or unpublished, print or electronic, visual and graphic sources without the appropriate citation or credit. Please keep in mind that as in the case of the law, “ignorance” is not a defense. The short rule is: if it’s not your work, cite it. Plagiarism cases will be subjected to review and may result in a failing grade for the course.

For further information about the code of conduct, hearings, appeals, see the University of Connecticut’s community standards website http://www.community.uconn.edu/student_code_appendixa.html

b. Electronic Communication i. Electronic communication is defined here as all communication with students, faculty, and

moderators for this course including discussion boards and emailii. All communication will take place in standard English; (No LOL or TTYL, and the host of other

abbreviations used in texting, will be allowed)iii. Communication with the faculty will take place via the professor’s email address and phone

number listed on the syllabus.iv. Communication to the students’ email accounts will only use the default uconn.edu address

which is associated with your information in the peoplesoft administrative system. (Non-Uconn students will be contacted by the address used to access register for the course). Please do not expect routine announcements and updates about class to go to your personal email simply because you may have sent a message from your account to my inbox. I often send emails to the class via the administrative system

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v. Course alerts and updates will be posted via the peoplesoft administrative system and as a text and pop-up announcement in HUSKYCT

b. Titles and Namesvi. Faculty should be addressed in all communications as “Dr.” or “Professor;” Students will be

addressed by their names used on their written assignments

c. Student Conduct in Online Discussionvii. Respect the privacy of classmates and instructorsviii. Reply to online discussions in a courteous manner and in regular font while keeping in mind that

electronic communication consisting of all caps, large font, or bold print may be considered unprofessional, belligerent, disruptive, inappropriate, and as form of verbal abuse.

ix. Restrict discussion to the relevant course themes and topics without digressing to personal details and without references to the presumed or confirmed racial, sexual gender, orientation, and religious background of course and discussion participants

x. If the code of conduct is violated, the student will be issued a written warning via email detailing an explanation of what segment of the code was violated and the penalty; a second incident will result in being expelled/locked out of the discussion board and a forfeiture of that segment of the grading for the remainder of the course

xi. The code of conduct cannot be used as an excuse to not participate in discussionxii. Mechanical problems such as missing page numbers, broken, or expired web links etc., may be

posted publicly; however, the discussion board should not be used to vent about how long a particular reading is and how long it took you to do it

xiii. Course feedback, problems downloading, uploading, and other mechanical problems should be addressed via the threaded discussion under the FAQ/TROUBLESHOOTING section on HUSKYCT; please post private questions and time-sensitive issues to the professor directlyxiv. Scheduled absences, those that you already know about at the time of registration for this class

(i.e. your wedding, or your siblings’ Bar Mitzvah should be submitted to the professor via email ahead of time with supporting documentation; and work needs to be submitted before your absence or will not be accepted; emergency-related absences should be noted to the professor via email with supporting documentation scanned or emailed

xv. Students must complete all modules to receive a passing grade for the class; although you may be averaging a C range passing grade before you get to the final modules, you must complete all modules or an incomplete grade will be issued; incompletes automatically turn to an “F” grade by the next semester

xvi. Written assignments will be locked after submission and cannot be edited thereafterxvii.You may submit one late assignment with no penalty. Thereafter, late assignments unrelated to

emergencies will be accepted within 24 hours of due date for a maximum of 70% of the value of that assignment and after 48 hours for a maximum of 50%of the value.

xviii. No assignments will be accepted beyond 48 hours after its initial due date has passedxix. Mechanical problems that can definitively be traced to broken website links or library links etc., will incur no penalties; incompetence in using library full text databases or other UCONN library related skill such as downloading streaming videos is not considered a mechanical problemxx.Orient yourself to UCONN’s library page by following the links to the basic library orientation, finding books, and finding articles below. See the Trouble shooting and FAQ links (which will be updated as questions arise. Here are some links to help you; click and follow the links as needed

Basic library orientation:http://classguides.lib.uconn.edu/content.php?pid=58221&sid=426366How to find books:http://classguides.lib.uconn.edu/content.php?pid=58221&sid=426424

How to find articles: http://classguides.lib.uconn.edu/content.php?pid=58221&sid=438444

1.5 No prerequisite knowledge is required

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1.6. Minimum technical skills a. A computer and reliable internet access is a required b. Familiarity with blackboard/ HUSKYCT, Adobe Reader, Powerpoint, Google Scholar and uploading attachments to email are considered basic skills c. The ability to search, retrieve, and download full text articles from a variety of university databases and online sites are also basic skills required. See the library orientation and additional guides above.

1.7 (Faculty) Introduction: see video on HuskyCT to find out more about me and the course1.8 (Student) Introductions: Go to HuskyCT and tell me more about yourself and why you are taking this course

Learning Objectives and Competencies 2.1 Learning Objectives are paired with reading and writing assignments with discrete grading criteriaCourse Objectives are to:

Explain how the cocoa supply chain became a subject of controversy Identify sociological, historical, and legal terminology relevant to understanding child labor in the cocoa industryClassify organizations working on the issue of child labor and human rightsCompare how ideas about childhood and adolescence in Africa fits with similar ideas in the Europe and North America in different time periodsAssess how international standards can protect the rights of child laborers in modern AfricaEvaluate the differences between cocoa growing and chocolate manufacturingCreate an awareness campaign around child labor challenges that can be scalable for a high school and college advocacy groupCompare the use of child labor in West Africa’s cocoa zone: Ghana, Ivory CoastExplain where West Africa fits into the rise of the modern cocoa industryExplain how the Ivory Coast became the focus of contemporary child labor discourses Explore which US legislators have an interest on the issue of child labor and human rights

2.2 Readings are paired to objectives; see individual modules2.3 Each module is paired to particular objectives and are paired with individual reading and writing assignments with clear rubrics and guidelines. They are written from the perspective of a student who is assimilating information for the first time. No previous knowledge, besides mastery of the previous modules, is required.2.4 See “Tips for Studying” below; Individual objectives are paired with each module and each video lecture has clearly delineated reading and writing strategies at the end of each powerpoint.2.5. This is an upper level course primarily for junior and seniors

Assessment and Measurement

3.1 Assessment criteria: All Assignments have a grading rubrics; see individual rubrics in HUSKYCTDiscussion Boards

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a. Your participation will be graded based on discussion or reading responses. Visual material that permit a host of viewpoints will be assessed through a discussion board where you are expected to speak with your classmates in a sustained manner about a particular message about the film or image. The expectation is that the film or image is promoting a particular viewpoint and is aimed at persuading the audience in distinct ways. The reading responses evaluate your comprehension and ability to synthesize a particular historical argument as well as the evidence used to support the argument. Although academic articles also have distinct audiences and distinct viewpoints they are meant to be far more objective in their approach and their methodology is less fraught with propaganda. Proper sentences are required, rather than “yes” or “no” or shallow, one-word answers. Your initial post should be thorough, meaningful, and engaging and be a minimum 250 words. You should respond to at least 2 other posts and those individual responses should be 200 words minimum

3.2 Grading: all assignments must be completed to receive a grade for the course; you can opt out of the final exam if you are receiving an A average for all the other component of the grade.Total Points

A 500-473 A- 472-448 B+ 447-423 B- 422-394 C+ 395-373 C-372-348 D+347-323 D-322-298

240 points Discussion Board Participation: 8 assignments@ 30 points each The strength and quality of class discussion depend on your engagement with the assigned readings and

prompts. Please come to class prepared because you will have to engage your classmates

60 points (Rubric and Guidelines in HUSKYCT)100 points Final Outreach Plan: Human Rights Organization or Political Action Plan

(Rubric and Guidelines in HUSKYCT)

3.3 Course grading policy is clearly delineated3.4 Students engage with the material through reading, writing and discussion; rubrics and guidelines are provided on HUSKYCT3.5 Student can assess/track their own progress through timely feedback and the grade book

Instructional Materials

4.1 Readings include a primary sources from the Romano Collection, academic articles and NGO reports. The readings provide multiple points of view on a similar theme. The readings complement the overall course and individual objectives

Required Readings: All readings are available via course links and uconn libraries

All other readings are on HUSKYCT. It may be useful to try to download and print off the readings ahead of time so you don’t have to do it at the last minute, or just in case the system goes down.

4.2 Students read from a variety of primary sources that provide firsthand knowledge from a variety of perspectives; and they read secondary sources that show some of the ways in which scholars have tried to explain major developments in the emergence of the chocolate industry, the role of particular companies in the evolution of this industry, the shifting geography of growing cocoa and manufacturing chocolate, the rise of advocacy campaign centered on Cote d’ Ivoire4.3 (See bibliography of reading materials)4.4 (The collection of primary sources in the textbook remain the best one volume, accessible collection of primary source materials on South African history are 4.5 Required and Optional materials are labeled; all video lectures, writing and online discussion assignments are required. The mapping exercise is optional

Film Resources

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Cadbury silent film on cocoa production: https://www.youtube.com/watch?v=WYBR5-rKswg ;Analysis at http://www.colonialfilm.org.uk/node/790 http://www.colonialfilm.org.uk/node/790Newsreel The Gold Coast, 1950's - Film 40153https://www.youtube.com/watch?v=-H8a7EdSUh8

The Dark Side of Chocolate: Full Documentary: 46 minshttps://www.youtube.com/watch?v=BeJy3dA4Ahk

CNN Cocoanomicshttp://www.cnn.com/videos/international/2014/03/02/cfp-cocoa-nomics-full.cnnR. Quest/ Kevin Bales CNN segment   https://www.youtube.com/watch?v=mh_Ib7E6_ug Video 4 of 4 Chocolate and Child Slave Labor—Stop the Traffik   

4.6a. Required materials (accessed via the library resources tab on the left column on HUSKYCT)

Learner Interaction and Engagement5.1 The videos and assignments all promote familiarity with the history of child labor and the cocoa industry’s historical trajectory by using particular themes and stories to illustrate the major trends for a particular epoch5.2 Students have ample opportunities to interact with the faculty and peers5.3 Each module has a 3, or 4-day time stamp and guidelines for when each writing assignment and online discussion is due. Each module ends at 7 pm on the given due date5.4 The requirements for student interaction are clearly outlined for each module

Course Technology6.1 Tools and media support the learning objectives with discussion threads/forum, FAQ and troubleshooting warning6.2 Tools and media require the student to be an active learning through discussion boards, peer-to-peer and student-faculty interactions6.3 Navigation is chronological by module and consistent across each assignment6.4 Technologies are accessible6.5 Course employs most updated version of Blackboard being used by the University of Connecticut

Learner Support7.1 HuskyCT provides clear description of tech support as well as support from the faculty7.2 Accessibility policies and services are outline and links provided7.3 The main academic support is via the library and writing center which are clearly provided; students also have opportunities for faculty to provide individual support 7.4 Resources for Student Support Services are clearly pinpointed

8.1 Course provides accessible technologies and guidance on how to obtain accommodations. The Center for Student with disabilities provides accommodation services to students with documented injuries and conditions. Please see their policies:

http://www.csd.uconn.edu/ Email: [email protected] Wilbur Cross Building, Room 204,

233 Glenbrook Road, Unit 4174, Storrs, CT 06269-4174Voice: 860-486-2020 TDD: 860-486-2077 Fax: 860-486-4412

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8.2 The course provides alternatives to auditory materials8.3 The course design facilitates readability and provides a predictable rhythm module8.4 The course design accommodates assistive technologies

Tips for the A student

These tips have come from 10 years of teaching and reviewing student feedback. Here are some strategies to stay organized and prepared

a. Own the syllabus: Your syllabus is a google document which lives online and is easily updated. Be sure to check the syllabus before emailing the professor.

b. Consider taking notes on a computer: It may be advisable to have your computer around as you read for the assignments. The better notes you take, the less you will have to rifle through the articles for any assignments. The set of readings, even when well-written and organized, will feature personalities and timelines unfamiliar to you. Word processed notes are also much easier to organize

c. Reading: Before reading, look at the objectives for that module and review the questions you are asked to engage and the type and amount of reading you are asked to complete

d. Organizing your time: Set aside a specific time period to study; pace yourself. Do not underestimate how much time it might take to read a 2-3 page primary source, a 30-page article or other type of material

e. Pay attention to the requirements of each module: Read each module before you do that segment of the course; although the modules follow a pattern there may be adjustments and links for videos or online sources. Remember each module has a START section, a list of the READINGS (and film where relevant), an OVERVIEW of the purpose of the readings, and your ASSIGNMENT with details about the specific PROMPT you need to discuss on the online discussion board

f. Reading strategies: Cut and paste the questions from the syllabus into a word document directly from the syllabus on HUSKYCT, or from your own files; answer the questions individually. The questions are interrelated so it should be fairly easy to do this and it will leave you with a good set of notes. The criteria for these guide questions are: help you have engaged with the discussion questions in a meaningful way. And to produce a good set of notes to use for exams and discussion

g. Document everything: Should an issue arise, documentation and proof are key parts of adjudicating any misunderstandings or disputes. Emails with receipt requests are the best strategies for facilitating this.

h. Ask for help: Especially in an online setting, it is important to ask questions as a way of communicating. Ask for help if you need it.

Map Resources

Google Maps: use to explore West Africa, including Sao Tome and Principe, Ghana, Ivory Coast, Togo and Malihttps://www.google.com/search?q=google+maps&oq=google+maps&aqs=chrome..69i57j0l5.1288j0j4&sourceid=chrome&ie=UTF-8#q=google+map+of+africa&*

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Module 1 May 29-June 1:Introducing the Cocoa Controversy

Objective: Explain how the cocoa supply chain became a subject of controversyOverview: The Portuguese islands of São Tomé and Príncipé and the chocolate company Cadbury featured prominently in controversies about forced labor in the cocoa supply chain in Africa. The cocoa supply chain eventually shifted to mainland West Africa—to Ghana, then called the Gold Coast and to the Cote d’Ivoire/ Ivory Coast. The purpose of this module is to explain this transition and explore its implications. May 30: Orient yourself to the syllabus and course requirements; take the syllabus quiz and begin working on the video assignments.May 31: Begin working on assignments by viewing reviewing your notes from the video write your first post on the discussion board by midnight and respond to 2 of your classmates by June 1. See guidelines on the discussion board. You will not be able to see anyone’s post until you do yours and you cannot do all of your posts at the same time as this is meant to be an iterative discussionJune 1: Finish all responses by 7pm when the module will close.

Newsreel #1 Cadbury silent film on cocoa production: https://www.youtube.com/watch?v=WYBR5-rKswg; see analysis and background at http://www.colonialfilm.org.uk/node/790

Newsreel #2 The Gold Coast, 1950's - Film 40153https://www.youtube.com/watch?v=-H8a7EdSUh8

, Henry W. Nevison, “The Slave Trade of Today.” Harper’s Monthly Magazine February 1906, pages 327-337Angela V. John “A new slavery?” History Today, June, 2002, vol.52 (6), pages 34-35

Discussion prompt on HUSKYCT: Contrast the image of African cocoa production that emerges from Nevison's expose, John’s overview of the Nevison’s work and the two news reels. Provide evidence from each source to support your points. Your first post should be 250 words; Respond to two of your classmates on this forum no later than 7 p.m. on June 1. Responses to two classmates of 100-200 words minimum and must and engage with the specific details discussed in the post.

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Takeaways: Be sure to post your takeaways—three bulleted points to help you reflect on how your knowledge base is changing: (a) What did you know before? What is the main lesson you learned from the readings (c) What is a main lesson you learned the discussions? (d) What do you want to know more about?

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Module 2: June 2, 3, 4Cocoa Production: Regional Views

Objective: Explain where West Africa fits into the rise of the modern cocoa industryCompare the use of child labor in West Africa’s cocoa zone: Ghana, Ivory Coast

Overview: This module places West Africa in the broader historical context of commodity production and situates cocoa’s emergence as well as its labor models in the local economies and societies of West Africa. The key question is to understand what shifted, if anything shifted when produced moved from São Tomé and Príncipé to the west African mainland.

Lecture: Cocoa production: West African models

Hecht , “Transformation of Lineage Production” (15 pages) and Woods, “Predatory Elites, Rents and Cocoa,” (17 pages) both pdf via (HUSKYCT)

Reading Response Hecht argues that significant changes took place in lineage production between 1920 and 1980.  What kind of surpluses did the lineages experience in the earlier period and why? What kinds of changes occurred in production after WWII and what did this mean for lineages and cocoa production? Woods explores the role of what he calls predatory elites. Who are these elites and what is the nature of the predation? What kind of class, ethnic and regional conflict emerged in the bust cycle of cocoa? What are the trends for ordinary people compared to the elites? Submit these reading response questions. You will need to digest this well to make sense of the next module.

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Takeaways: Be sure to post your takeaways—three bulleted points to help you reflect on how your knowledge base is changing: (a) What did you know before? What is the main lesson you learned from the readings (c) What is a main lesson you learned the discussions? (d) What do you want to know more about?

Module 3: June 5, 6, 7The Emergence of Contemporary Child Labor Discourses:

Why Cote d’ Ivoire?

Objective:  Explain how the Ivory Coast became the focus of contemporary child labor discourses  Overview: West Africa’s cocoa infrastructure used child labor from the outset. Why did a new discourse around child labor emerge only in the last two decades? We will view four specific examples that have been influential in shaping contemporary child labor discourse. Because the purpose of this module is to focus on a specific kind of story-telling and narrative that emerged in the contemporary period, we will NOT have any readings. We are viewing the documentaries and clip not just as informational but as a distinct way of telling a story.

There are four treatments of child labor: one from famed photojournalist and activist U. Roberto Romano and one most recently from CNN’s Freedom Project with journalist Richard Quest. Quest and Romano’s longer documentaries provide bookends of the kind of human rights regime that has emerged around cocoa in the Ivory coast—one produced in 2010, the other in 2014. The other shorter clips, 5 and 7 minutes each, and represent a shorter awareness campaign and Quest’s additional segment on media coverage. The shorter clips represent Quest’s follow-up to his documentary with a frontline organization, freetheslaves, (http://www.freetheslaves.net) director Kevin Bales and an activist video which draws from a wide network of organizations. Together these represent four nodes in the media discourse on child labor. I would like you to review the videos described below and do an initial post of 250 words and respond to two of your classmates posts. See the prompt below.

Video 1 of 4 The Dark Side of Chocolate: Full Documentary: 46 mins

https://www.youtube.com/watch?v=BeJy3dA4Ahk

Video 2 of 4 CNN Freedom Projecthttp://www.cnn.com/videos/international/2014/03/02/cfp-cocoa-nomics-full.cnn

Video 3 of 4  R. Quest/ Kevin Bales CNN segment

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  https://www.youtube.com/watch?v=mh_Ib7E6_ug

Video 4 of 4 Chocolate and Child Slave Labor—Stop the Traffik   https://www.youtube.com/watch?v=AT-4QqxyFTg

How do the Romano and Quest’s videos compare given their common agenda but different approaches? What do you make of Bales’ point of view compared to that presented in the Stop the Traffik video? Please comment on the music in this last video as well. Do an initial post of 250 words and respond to two of your classmates posts.

Takeaways: Be sure to post your takeaways—three bulleted points to help you reflect on how your knowledge base is changing: (a) What did you know before? What is the main lesson you learned from the readings (c) What is a main lesson you learned the discussions? (d) What do you want to know more about?

Module 4: June 8, 9, 10The CRC: Convention on the Rights of the Child

Overview: In this module we examine child labor from two vantage points that will permit us to look back to the early attempts to assess this issue in West Africa in the early 2000s and in 2009 as scholars assess the Convention on the Rights of the Child (CRC)—see lecture.

Your readings require some contextualization. The first articles are drawn from a special edition of the academic journal of The Annals of the American Academy of Political and Social Science. The special issue emerged from a meeting convened to consider the relationship between the emerging definitions of childhood and citizenship. These two articles will provide you with comparisons—particularly from Latin America—from across the spectrum of other child labor issues such as juvenile justice reform.  Earls provide an overview of how this meeting was convened and offers some musing on the CRC, the US, global citizenship, and thoughts about citizenship and children’s rights in the context of democratization. Maurás examines a more specific relationship between public policies and children’s rights.

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Dr. Vernal’s lecture: The CRC

Felton Earls, “Introduction: From Rights to Citizenship,” The Annals of the American Academy of Political and Social Science, Jan, 2011, Vol.633, p.6-16b. Marta Mauras, “Public Policies and Child Rights: Entering the Third Decade of the Convention on the Rights of the Child,” The Annals of the American Academy of Political and Social Science, Jan, 2011, vol.633, pages 52-66

Reading Response 1.In my lecture I said that the early generation of children’s rights declarations/ protocols/ conventions (words used interchangeably) emerged in a situation where rights were thought about in terms of national borders. Scholars identified this as a limitation and hail the CRC’s 194 signatories as sign of broad international consensus around children’s rights. If implementation still has to take place within national borders, is the optimism about the international consensus on what constitutes children’s rights justified? What are the limits and benefits of the international framing of children’s rights if implementation is within national boundaries?  See section on the law in the Maurás article especially to help you answer this. 2. Maurás talks about a human development paradigm and a human rights paradigm. What does she mean by this, what are the special challenges, what kinds of relationship does she want to see between these two frameworks or paradigms and what are special challenges for Africa based on the specific findings in the report from the cocoa sector? See pp 55-59 of Mauras and the West Africa report. 3. According to Maurás, what are the new challenges for the application of the CRC, Maurás, pp 60-63), and what does this mean specifically for public policy?4. So many of the recommendations Maurás and Earls make involve making democratization a norm. If the countries do not fit the democratic ideals embedded in Western democracies, is it possible for them to

adopt and implement the CRC and its public policy requirements?

Takeaways: Be sure to post your takeaways—three short, bulleted points to help you reflect on how your knowledge base is changing: What did you know before? What is the main lesson you learned? What do you want to know more about?

Module 5: Trafficking Discourses June 11, 12, 13

Anita Sheth, “Such a long Journey: Barriers to Eliminating Child Trafficking for Labor Purposes in the West African Cocoa Value Chain,” The Protection Project: Journal of Human Rights and Civil Society, pages 53-101.

Dear Students

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This is by far the most comprehensive document used to frame the issue of child labor in West Africa. Please use this document to help think through how we would present this information to the public in the form of an exhibit, and of course, consider how this helps you to frame your arguments. The author worked for Save the Children which has a very clear mission and agenda about whose role we need to understand in the universe of presenting children as poor, starving, abused, trafficked, and in presenting the organization as saviors of those children.   Also, as you consider potential blog topics, is there anything specific that strikes you as a distinct area about which you could make a stellar contribution? Something very compelling?

READING RESPONSE QUESTIONS

1.  Sheth discusses how Ivory Coast came into focus. As we consider how to explain why the Ivory Coast features so prominently, how would you explain it on an exhibit panels that asks: why did the Ivory Coast become the center of the debates and campaigns to end child labor in the cocoa industry?

2. In a similar vein, how would we answer the question for an audience: what does cocoa production entail?  What will we need to explain to an audience to get them to think about cocoa from different vantage points?

3. What is the relationship between ILO 182’s exemptions for family farms and the notion that 90% of Ivory Coast’s coast cocoa is grown on family farms according to Sheth

4. What are the implementation setbacks and pitfalls of the Harkin-Engel protocols and what remedy does she possess?

5. What does she mean by a regionally based approach to trafficking and is this a corrective to the problem she is identifying?

6.  What are some of the ways we can deal with the issues of (a) culture—what is a cultural norm in Ivory Coast around the issue of child labor and which that country adapted to the language of the ILO?

7.  Are Malik and Lela’s stories useful model for our purposes in trying to highlight the very

child-centered approach Sheth calls for? In what ways?

Takeaways: Be sure to post your takeaways—three short, bulleted points to help you reflect on how your knowledge base is changing: What did you know before? What is the main lesson you learned? What do you want to know more about?

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Module 6: June 14, 15, 16The Past as Prologue?:

Guilt, Shame, new media and the human rights regime around child labor

a.Athreya, Bama, “White Man’s “Burden” and the New Colonialism in West African Cocoa, Production,” Race/Ethnicity: Multidisciplinary Global Contexts, 2011, Vol.5(1), pp.51-59 Kristy Leissle, “Invisible West Africa: The Politics of Single Origin Chocolate,” Gastronomica (Fall 2013) vol. 13 (3): 22-31

Reading Response1.  What factors encouraged the emphasis on the flavors and manufacturers rather than the lineage/origin of the chocolate and beans--meaning how did Africa become invisible?2. What are some of the logistical problems identified and how much does this contribute to the de-emphasis on African origins?3. When Africa--is emphasized, how are stereotypes of Africa deployed?4. Why isn't social justice advertising an effective strategy for West Africa?5. Bama has a searing critique of the new abolitionist NGOs. What is that critique? Make a case supporting her view points and then make a case critiquing her viewpoints. 

Takeaways: Be sure to post your takeaways—three short, bulleted points to help you reflect on how your knowledge base is changing: What did you know before? What is the main lesson you learned? What do you want to know more about

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Module 6: June 17, 18, 19 The Human Rights Blog: Making a Contribution

Brooke Foti: How to analyze an image

Blog 1 Guidelines:The first blog focuses on highlighting one of the images from the Romano website which is available online, using the guidelines from your video by Brooke Foti who works on the Romano Collection Your audience for the blog is the general public who, like you at the beginning of the class, did not know that much about child labor. The purpose of the blog is to educate, inform, inspire someone to act or to help orient them to the issue of child labor in West Africa. The point of this assignment is to provide some content to those who are coming to use the Romano collection and do not have a lot of information about child labor in West Africa and who are starting with the photographic collection.

What can you write about?First, there has to be an image selected from the Romano collection online that accompanies what you write. The focus of your blog is what this image can help to elucidate about the themes you have learned about child labor. Here are some of the topics we discussed in class and others you can pursue; try for a spiffy title. I have provided 26 potential blog titles

a. The complicity of the consumerb. Ethical consumptionc. Artisanal chocolate and African

sourcingd. CRCe. Why agricultural labor is the

bastion of child laborf. Blaming the victimg. Before you eat that chocolate barh. A profile of a cocoa farmer or a

child laboreri. Fair Trade—what that really

means for Africaj. Certification and its limitsk. Blind spots in child labor

discoursesl. Why Ghana’s cocoa market is still

importantm. The invisible child in child labor

discoursesn. The cocoa chain

o. Understanding farm gate pricesp. The limits of the world cocoa

foundationq. Revisiting Sao Tome and Principer. Cadbury—then and nows. New media and child labort. How has the definition of child

shifted?u. African culture as a smokescreen

in child labor discoursesv. Can trafficking discourses help

address child labor?w. Harkin-Engel protocol and its

limitsx. Who are the major actors in the

chocolate industry?y. Who are the major actors in the

human rights campaigns against child labor?

z. Limits of the abolitionist movement

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Models I can use for a blog? The Dodd has given us these two links as a model and I have also provided some other human rights blog posts as a guide. At all times you need to mention something about the Thomas J. Dodd Center and the Romano Collection. Please paste each URL into a separate site if clicking on it doesn’t work immediately. I quite like the last example.  http:// blog s.lib.uconn.edu/humanrights/2015/02/11/human-rights-in-northern- burma/   http:// blog s.lib.uconn.edu/humanrights/2014/05/08/human-rights-internet-and- the-case-of-nicaragua/#more-619http://africasacountry.com/2017/03/how-do-germans-continue-to-ignore-the-namibian-genocide/How long is it: Aim for 500-750 wordsPermission to Publish?Indicate whether the Dodd has permission to publishHow do I hand it in and how much is it worth? The blogs are worth 25 points each. The blogs are worth so much because they represent a potential synthesis of everything you have learned up to this point in the course. You are supposed to integrate the knowledge you have gained into a clear, succinct and compelling piece of writing. Click on the “blog” tab item found right under the “discussion board tab” and there you will find the links for uploading the blogs.

How do you access the Romano site?Romano Websitehttp://archives.lib.uconn.edu/islandora/object/20002%3A20110094

Module 7: June 20, 21, 22 Outreach: Outreach to an organization

http://www.pjcvt.org/what-we-do/cocoacampaign/sources/Examine this website which has hyperlinks to various

organizations, link to key documents in the campaign and samples of letters and other materials that can be sent.

International Labor Rights Forum has printable Halloween cards.

Make a new design for a card based on the Romano Collection—images and contents

http://www.laborrights.org/publications/printable-halloween-cocoa-cards-2016

Module 8: June, 23, 24,

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Continue :Outreach to an organization Module 9: 25, 26, 27

Design your own campaign

Module 10: Peer Review/ReflectionJune 28, 29

Bibliography

ArticlesBama, Athreya. “White Man’s “Burden” and the New Colonialism in West African Cocoa, Production.” Race/Ethnicity: Multidisciplinary Global Contexts, 2011, vol.5 (1): 51-59

Earls, Earls. “Introduction: From Rights to Citizenship.” The Annals of the American Academy of Political and Social Science, Jan, 2011, vol.633: .6-16

Leissle, Kristy. “Invisible West Africa: The Politics of Single Origin Chocolate.” Gastronomica (Fall 2013) vol. 13 (3): 22-31

Mauras, Marta. “Public Policies and Child Rights: Entering the Third Decade of the Convention on the Rights of the Child.” The Annals of the American Academy of Political and Social Science, Jan, 2011, vol.633: 52-66

1. WeblinksCadbury silent film on cocoa production: https://www.youtube.com/watch?v=WYBR5-rKswg ;Analysis at http://www.colonialfilm.org.uk/node/790 Harper’s Monthly Magazine, Henry W. Nevison, The Slave Trade of Today, February 1906, pages 327-337https://books.google.com/books?id=DPk3AQAAMAAJ&pg=PA327&dq=islands+of+doom+slave+trade+today&hl=en&sa=X&ved=0ahUKEwjnrqzC6MXRAhVF4iYKHX-8C74Q6AEILDAD#v=onepage&q=islands%20of%20doom%20slave%20trade%20today&f=falseJohn, Angela V, A new slavery? History Today, June, 2002, Vol.52(6), p.34(2)http://eds.a.ebscohost.com.ezproxy.lib.uconn.edu/ehost/pdfviewer/pdfviewer?sid=02cc4156-a7f0-4617-9a98-b3f57188f529%40sessionmgr4006&vid=1&hid=4202http://www.colonialfilm.org.uk/node/790Newsreel The Gold Coast, 1950's - Film 40153https://www.youtube.com/watch?v=-H8a7EdSUh8This is our link the Romano Collectionhttp://archives.lib.uconn.edu/islandora/object/20002%3A20110094Focus on West Africa links which are being set aside for our classThe Dark Side of Chocolate: Full Documentary: 46 mins

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https://www.youtube.com/watch?v=BeJy3dA4AhkCNN Cocoanomicshttp://www.cnn.com/videos/international/2014/03/02/cfp-cocoa-nomics-full.cnnR. Quest/ Kevin Bales CNN segment   https://www.youtube.com/watch?v=mh_Ib7E6_ug Video 4 of 4 Chocolate and Child Slave Labor—Stop the Traffik   https://www.youtube.com/watch?v=AT-4QqxyFTgTimeline of Children’s Rightsjournals.sagepub.com/doi/pdf/10.1177/0002716210386336Eric Comoe, from UConn’s Romano Collection (on certification)http://archives.lib.uconn.edu/islandora/object/20002%3A860142020Take Action Campaign sitehttp://vision.ucsd.edu/~kbranson/stopchocolateslavery/takeaction.html