8-10 yrs old
11-13 yrs old
Government and Politics
Service Learning & Social Good
Students explore the operation of animal trafficking at a working port. They investigate a crime by interacting with staff on-site to stop trafficking
April 22, 2018
Minecraft world file to support this lesson.
Environment Investigation Agency “Illegal Trade Seizures: Pangolins” map
View and study “Illegal Trade Seizures: Pangolins” map
Prince Williams Speech
Hear Prince Williams Speech
WWF Stop one, stop them all posters
Campaigns by Leo Burnette
Environment Investigation Agency Trafficking Map
Ivory Trafficking Routes 2000-2016.
• What are pangolins? • Where in the world do they live? • They don’t have tusks or horns. What features do you think make them ‘desirable’ to consumers in other countries? • After poachers trap wildlife how do they get them or their parts into other countries to be traded? • What can be done to reduce illegal wildlife trade? • What makes the site in Minecraft World Four, a port, a place where animal trafficking is likely to occur? • Who traffics the animals?
1. Introduce the students to the lesson by sharing with them that each group will form an Anti-Trafficking task force. It will be their job to explore Minecraft World Four and prevent pangolins from being smuggled out of the country via the port.
2. Equip each group with notebooks and pencils for note taking and suggest that they first interact with the Port Security guard to start investigations into how trafficking happens.
3. Their investigation should involve talking with various staff to paint a picture of how trafficking happens and follow the trails to solve an ongoing crime: a. Speak with the Port Security to – find out about security measures at the port b. Speak with the Office Manager – to gain an insight into operations c. Talk to the Customs Official – to understand where/how trafficking might take place d. Speak to port workers – to find out why people might get involved in trafficking e. Check records and files – to find out if there are any suspicious shipping manifests f. Check shipping containers – to check the contents match the records g. Work with a dog unit – to search for illegal goods
4. The aim of these activities is to: a. Locate some illegal animal goods/products b. Seizing a container and preventing shipping. c. Rescue pangolins being trafficked d. Develop an understanding of some of the social/economic drivers that may cause local people to become involved in the illegal wildlife trade.
5. Provide students with a copy of the Environment Investigation Agency’s Trafficking Infographic (see External references), which maps out the journey of illegal wildlife products from source to consumer. Where do they think the most sensible place to ‘break the chain’ is? Where would they deploy their resources: a. At the source, i.e. stop poachers b. At the end, i.e. stop demand c. Somewhere in between, working with local people to help them protect animals rather than exploit them or working along transport routes to stop them being transported
6. One solution is to target consumers in receiving countries to reduce demand. Ask the students to discuss how they think targeting consumers can help reduce wildlife trafficking.
7. Show the students the short film clip of Prince William’s speech targeting consumers in China (link in External resources), asking them to consider medical science and modern evidence before buying wildlife products. a. How can promotional posters, adverts and speeches by influential people help? Refer to WWF “Stop one, stop them all” posters in External references.
Challenge the students to consider how they would target consumers to try to reduce demand. Ask them to create a short campaign (this can be a leaflet, billboard poster, a TV advert, an advert for cereal boxes etc). They should create their advert and present it along with their campaign strategy to the class, explaining: a. Who their target audience is (children, students, young professionals, families etc) b. Why they have chosen this medium to target this audience (Cereal box ad, short and visual for young children) c. How that audience will have an influence in reducing demand
In this lesson, we would expect students to: • Demonstrate an appetite for exploration • Have attention to detail when exploring narrative, conversation and written information • Interact with Non-Player Characters (Rangers) as an initial point of contact • Be prepared to explore the map environment to gather more detailed information • Show empathy for pangolin being trafficked • Reflect a sense of justice in rescuing the pangolin • Develop solutions that contribute to the issue at hand