Human trafficking is an international problem that penetrates every society on the globe. Trafficking in children for the purposes of commercial sexual exploitation, forced labor, and domestic servitude occurs in every state of the United States. Education is key in preventing human trafficking and American students lack proper knowledge of the issue. This study seeks to bridge this shortcoming through the creation and implementation of a holistic anti-trafficking advocacy curriculum that not only informs and motivates students and educators toward advocacy, but also meets Colorado state academic standards. Case studies using sixth grade students in Denver show the impact that such a curriculum has, not only on knowledge gained, but student empowerment and civic responsibility through advocacy.
The author analyzes the impact of the Aware Curriculum through formative and summative assessments, classroom observation, and diagnostic written assessments to gauge knowledge, comprehension of key concepts, and student thought processes about anti-trafficking advocacy.
","abstract_html":"<p>Human trafficking is an international problem that penetrates every society on the globe. Trafficking in children for the purposes of commercial sexual exploitation, forced labor, and domestic servitude occurs in every state of the United States. Education is key in preventing human trafficking and American students lack proper knowledge of the issue. This study seeks to bridge this shortcoming through the creation and implementation of a holistic anti-trafficking advocacy curriculum that not only informs and motivates students and educators toward advocacy, but also meets Colorado state academic standards. Case studies using sixth grade students in Denver show the impact that such a curriculum has, not only on knowledge gained, but student empowerment and civic responsibility through advocacy.</p> <p>The author analyzes the impact of the Aware Curriculum through formative and summative assessments, classroom observation, and diagnostic written assessments to gauge knowledge, comprehension of key concepts, and student thought processes about anti-trafficking advocacy.</p>","abstract_has_math":false,"creators":["Monroe, Alex Kornelius"],"institution":null,"degree_name":"M.A.","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Peter W. Van Arsdale, Ph.D.","Claude d'Estree","Lyndsay Agans"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:03:03Z","subjects":["Anti-trafficking advocacy","Anti-trafficking curriculum","Awareness","Education","Human trafficking","Social justice curricula","Curriculum and Social Inquiry","International Relations"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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The author analyzes the impact of the Aware Curriculum through formative and summative assessments, classroom observation, and diagnostic written assessments to gauge knowledge, comprehension of key concepts, and student thought processes about anti-trafficking advocacy.
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The author analyzes the impact of the Aware Curriculum through formative and summative assessments, classroom observation, and diagnostic written assessments to gauge knowledge, comprehension of key concepts, and student thought processes about anti-trafficking advocacy.
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"],"dc:subject":["Anti-trafficking advocacy","Anti-trafficking curriculum","Awareness","Education","Human trafficking","Social justice curricula","Curriculum and Social Inquiry","International Relations"],"dc:title":["AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T02:03:03Z"}