How Much Do You Know About Stuff?
Task 1 - Using the worksheet, you have 5 minutes to annotate onto the map all the places you are connected to. To get you started, thing about: Where have you been? Where do your family or friends live? Where was your favourite possession made? Where is your favourite food grown or produced? Where is your favourite film set? Where is your favourite team or player from?
|
Task 2 - How Globalized am I? You are going to be completing a self study during the lesson today. You will need to have all of your possessions on the desk in front of you. Complete the worksheet by clicking on the blue tab to the right. Add a 'Made In ....' tag to each item on your sheet. Here is an example list of what you may have with you today in school.
Your teacher will be taking a photo of you with all of your possessions for you to use in task 3. |
Does this remind you of anything?
Task 3 - Mapping out my globalized life.
Now you have completed your A3 worksheet above, tally up all the countries that have been named and put them into rank order. Share them with the class. Now, click on the blue tab underneath to map out your possessions globally. You will need to come up with a choropleth shading key (darker = more things from that country, lighter = less items from that country). |
Globalization & My Stuff
|
Starter - So, you have probably found out that you are already very globalized. Not everybody is the same as you. Watch the first three minutes of the documentary to the right. Discuss what you have just seen.
Task 1 - Watch the video to the right about the uncontacted tribes of Brazil. Now imagine that you were parachuted in to the jungle. How do you explain the following three globalized products? Click on this link to access your tricky worksheet! Task 2 - Using this worksheet create a collage / hand drawn design to show the key factors that have aided the spread of globalization. There should be no words! Optional Task - Do I have Slaves? -Take this interactive test to find out if you do have slaves working for you today. What did you find out? Write down your thoughts on the results.
|
|
Who Makes My Clothes & Where?
Ready to Play? You have 15 minutes to see if you could last a day in a sweatshop. Click the tab above to access the game. Which of you will last the longest?
How did your day go? With your teacher, record on the IWB all the things that stopped you from working as fast as you wanted to and other things that made your life difficult. Make a note of these for later.
How did your day go? With your teacher, record on the IWB all the things that stopped you from working as fast as you wanted to and other things that made your life difficult. Make a note of these for later.
|
Objective: To find out why global fashion companies make their clothes in far away places.
Starter: Click here* to access some statements about global clothing. Draw a feelings line and place each statement on that line (strongly disagree to strongly agree)* Thanks to Blue Square Thing Task 1 - Click on the tab below to access the worksheet 'Perfect Sweatshop Worker'* - Complete the activities set out. *Thanks to Victoria Ellis. You should now know where the majority of your clothes come from and how they get to you. But is it just as simple as where your clothes are made? There is more to this than meets the eye!
Task 2 - Watch the trailer to the film above. Write a 200 word diary entry for a 12 year old who has just started work in the factory Think about the good and bad things about moving away from his/her home in the countryside to the factory in the city to start this new job. Task 3 - Study the image to the right carefully. This is why made in China is not all it seems. Use a copy of the map below and the cut out labels on the worksheet to create a Global Jeans display. |
Source: http://tradediversion.files.wordpress.com/2012/07/made-everywhere.jpeg
|
Is it all SAB Bhalo in the Sweatshop?
|
Objective: To find out about life working in a sweatshop and illegal child labour.
Starter: Watch the first video to the right hand side. What is this all about? Child labour & Sweatshops - In some factories, children are employed to work making clothes. This may well be what they do for the rest of their lives.
Meeting Meem. Now watch the second video to the right. This is the introduction to our task today. Task 1 - Literacy Focus - In 2013, a reporter spent a number of days working undercover in a sweatshop in Bangladesh. Click the tab below to read all about it. |
|
i. Read the introduction and fill in the fact box section of the profile of Meem by clicking on the blue tab below. (enlarge to A3)
ii. Read the section entitled 'Getting the Job'. Once you have read it, spend 20 minutes making a sketch of what you think the sweatshop & Hamid's office would look like. Annotate (label) the things you have included.
iii. Read the section entitled 'School's Out'. Fill in the relevant section of the Meem's Diary worksheet. Think carefully about why you go to school and what you hope to do later in your life.
iv. Read the section entitled 'The Kids Don't Know Better'. Complete the activities on the worksheet.
a. Why do factory workers prefer children workers?
b. How has the increase in sweatshops been a positive effect on many women in Bangladesh?
v. Imagine you are Meem. Write a diary extract of about 400 words on the worksheet that explains how her day went and what happened to make it difficult. How much did you earn in the end and was your boss happy?
iii. Read the section entitled 'School's Out'. Fill in the relevant section of the Meem's Diary worksheet. Think carefully about why you go to school and what you hope to do later in your life.
iv. Read the section entitled 'The Kids Don't Know Better'. Complete the activities on the worksheet.
a. Why do factory workers prefer children workers?
b. How has the increase in sweatshops been a positive effect on many women in Bangladesh?
v. Imagine you are Meem. Write a diary extract of about 400 words on the worksheet that explains how her day went and what happened to make it difficult. How much did you earn in the end and was your boss happy?
Extra Task - You will hear a lot about the negative sides of sweatshops and about children working in factories that make our clothes. However, we often don't hear any other view point on the issue.
The 22 minute BBC Inquiry Podcast below is titled 'Should We Rethink the Ban on Child Labour?' This would seem to be a very controversial title given that most people think that child labour of any type is only bad.
Here is an overview of the Podcast. Read it carefully:
Most countries in the world have signed up to the idea that no child should work at all under a certain age – but is this the best approach? This week Nicolle, a 17 year old from Peru, has been part of a delegation of child labourers visiting the UN to ask them to rethink their ban on child labour.
She’s been working since she was 8 years old, and says not only did her family need the money she earned, but working brought her status and respect. Some charities and experts working with child labourers agree that there are safe forms of child work.
They say non-hazardous work can allow children to help their families, gain life skills, and even pay for the school uniforms and equipment they need to stay in education. But the UN and other former child labourers disagree, saying an outright ban is the only way to protect children from exploitation. We ask whether it’s time to rethink the ban on child labour.
Listen to the podcast by clicking on the button below. Use the worksheet to record the positive and negative factors surrounding child labour.
The 22 minute BBC Inquiry Podcast below is titled 'Should We Rethink the Ban on Child Labour?' This would seem to be a very controversial title given that most people think that child labour of any type is only bad.
Here is an overview of the Podcast. Read it carefully:
Most countries in the world have signed up to the idea that no child should work at all under a certain age – but is this the best approach? This week Nicolle, a 17 year old from Peru, has been part of a delegation of child labourers visiting the UN to ask them to rethink their ban on child labour.
She’s been working since she was 8 years old, and says not only did her family need the money she earned, but working brought her status and respect. Some charities and experts working with child labourers agree that there are safe forms of child work.
They say non-hazardous work can allow children to help their families, gain life skills, and even pay for the school uniforms and equipment they need to stay in education. But the UN and other former child labourers disagree, saying an outright ban is the only way to protect children from exploitation. We ask whether it’s time to rethink the ban on child labour.
Listen to the podcast by clicking on the button below. Use the worksheet to record the positive and negative factors surrounding child labour.
How Does My Stuff Get To Me?
|
Objective: To discover how the global supply chain works in the production of the T-Shirt to the right.
You are going to be completing an interactive video study finding out how clothes that we wear get to us. This is called the 'Global Supply Chain' and includes many different people and places around the world ... all for one single T-Shirt! Use the note taking frame below right. Task 1 - You will be creating a display to show the Global Supply Chain of the T-Shirt to the right. The centre piece of your display should be an annotated map of the world to show the countries involved, the people in the supply chain (& photos) and how those clothes reach us, the customers. You should also have a person profile (images of people here) for each of the people & processes in the films and this should be stuck on your display.
|
|
Click above to access the interactive study. You will need headphones and rough paper to record your notes on.
Don't forget, under each video, you can scroll down to read more about what you have just seen You can use some of this information on your display piece, including some of the data.
Don't forget, under each video, you can scroll down to read more about what you have just seen You can use some of this information on your display piece, including some of the data.
Where Do We Go To Buy Our Stuff?
|
Objective: To find out more about one of the biggest clothes retailers of today, Primark.
Can we buy clothes this cheaply without cheating the people who make them? Primark opened in Toulouse - Read all about it here ....! (In French)
Task 1. Create a fact sheet all about Primark. Use the videos in this section as well as your own internet research. Include the following: 1. Brief history of Primark. 2. How many stores today 3. Low priced clothing - examples and costs. 4. Criticisms & Controversy (see link) 5. Why Primark works so well in a global recession. Task 2. Click here to find out a bit more about how many countries are involved in making Primark clothes (not selling!). 1. How many countries in total are involved in the production process? 2. How many factories are there in South East Asia in total? Task 3 - Watch the last video below (Take a 360 virtual tour of a factory in Bangladesh) and complete the activities set out on the worksheet beneath. |
|
Why does Primark locate in the city centre?
Task 1 - Check out the four embedded Google Street View's below. The first is in Madrid, the second in London, the third is the biggest Primark in the world in Manchester and the fourth is in Barcelona. Click the 'View on Google Maps' icon and check out the surrounding area by having a good look up, down, left & right!
|
Task 2 - Click here to be taken to the Google Streetview of the location for the new Primark store in Toulouse. In the image, the shop it under construction but it has now opened. Have you been here before? Have you been in to the store since it opened? Task 3 - Read the quotes to the right carefully about the Central Business District or CBD for short. You have been to many different CBD's in your lifetime and so this is Geography that you have probably already noticed. i. Take a screen shot of one of the two Primark locations above from Google Streetview (or the Toulouse location). ii. Copy the screen shot onto a blank Word document with the title 'Why Primark Locates in the CBD' iii. Annotate around the screen shot as many of the features as you can see as mentioned in the quotes to the right e.g. tall buildings to save on ground space and high rent. |
Characteristics Land Values |
Rana Paza Sweatshop Disaster 2013
|
Objective: To find out what happens when garment factories are not built properly.
Task 1 - Use the resource below to get a visual overview of what happened. Resource 1 - BBC News Report on Bangladesh factory disaster 2013 Task 2 - Now listen to the first 11:25 of the Podcast below right. You are going to make a fact sheet about the terrible Sweatshop disaster that happened in Bangladesh in 2013. For tasks like this in Geography, we can use the 5W's approach. They stand for *What? *Where? *When? *Who? *Why? Use the work sheet below to help you. |
|
Task 3 - So, have lessons been learned from the 2013 disaster?
You are now going to listen to the second half of the podcast and fill in the worksheet below with your responses.
Extension Task - Do you want to find out more? (non compulsory)
Watch the mini documentary below to improve your understanding of this event.
Making My Stuff in Better Places
|
Objective: To understand ways in which the world’s sweatshops can be improved.
You will be completing a decision making exercise where you can make a plan to improve life in a sweatshop that manufactures Primark clothing. Your resources are listed below. Resource 1 - PowerPoint Resource 2 - Task Booklet Resource 3 - Costing Sheet Resource 4 - Costing Help Sheet You will be coming up with your own plan and then working with a partner (using Teams) to share your ideas and your priorities. Once this has been completed, you should each fill and and then share the following resource: Resource 5 - Peer Marking Sheet. **This work produced by thomasjimmyg - Trainee teacher studying at Hull University and on placement in an East Riding of Yorkshire School. |
|
Sweatshop To 'No-Sweat' - Doing Things Better
Objective: To find out about the issues with the Nike chain of production and to write a letter convincing Nike's owner to change his company's ways.
Task 1a - Complete the first page of the worksheet above identifying any Nike clothing that you own.
Task 1b - Watch the documentary - Nike behind the swoosh - taking notes on what you see and the problems that the reporting team experience.
Task 1a - Complete the first page of the worksheet above identifying any Nike clothing that you own.
Task 1b - Watch the documentary - Nike behind the swoosh - taking notes on what you see and the problems that the reporting team experience.
|
You now know the issues surrounding the production of clothes in sweatshops. You can use your knowledge from earlier lessons and the video to complete the following task. Task 2 - Using your vast knowledge on the fashion industry and sweat shops, write a letter to Mr Phil Knight about what he and his company could do better with. As you have seen, he is quite a difficult person to reason with and is very powerful. You will have to be at your best for this task! Use the letter template above. Your letter should include mention as many of the following 10 points as possible and how you would solve each. 1. Who do you/should you employ? 2. Are there any age restrictions? 3. What is a fair wage? 4. What about Health & Safety? 5. What about working hours? 6. Should workers be part of a Union? 7. Can workers ever advance in the company (promotion)? 8. Can you promote better education? 9. How do you tackle gender inequalities? 10. How can your company be open and transparent about their operations? |
|
Globalization & Me - End of Unit Essay
Use the framework sheet above to plan out the content of your essay.
Please do not submit the template above. Once you have finished planning, you should start to organise your photos, maps etc. and then write up the final version on Word. Your teacher will share the deadline with you.
Please do not submit the template above. Once you have finished planning, you should start to organise your photos, maps etc. and then write up the final version on Word. Your teacher will share the deadline with you.
