Please consider printing on paper that has already been used on one side or, at the very least, on 100% post-consumer recycled paper.
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A jar of instant coffee
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This activity illustrates the many steps in the coffee chain and the unequal distribution of profits that has resulted in coffee farmers being treated so unfairly. Using a game format students are assigned to teams. Each team takes on the role of one the groups involved in bringing a jar of instant coffee from the bush to the breakfast table. Role cards provide players with a description of the work done by the group that his/her team is representing. Groups include coffee farmers, exporters, shipping companies, roasters and retailers . Using this information each team must determine what their fair share of the price of the instant coffee jar should be. As all of the groups attempt to reach consensus on a fair division of proceeds from the sale of the coffee, students are able to explore a current and complex global issue from many different viewpoints.
In addition to the game cards, the resource also includes a coffee quiz, coffee chain puzzle and two case studies to provide further background and to help promote discussion of the economic, social and ethical dimensions surrounding this issue. Some suggestions on ways that students can take action to promote fair trade practices are provided.
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The following changes are necessary:
•Incorporate the environmental dimension of this issue into the resource. For example a discussion of the influences of various growing techniques (shade-grown vs. sun-grown coffee production) and the resulting implications of each for the environment could be included. The resource "Coffee Comes Alive" does deal with the environmental dimension of coffee production and would serve as an excellent companion to this discussion.
The following changes are recommended:
•More details and direction to support the action experience suggestions are needed to address the resource’s weakness in the areas of problem-solving, student engagement and positive view of the future.
•Specific instructions for students working in groups should be provided to ensure the elements of sound cooperative learning methodology are realized. Groups and group members should be given responsibilities including the recording of their findings in writing (which could be used to address the evaluation criterion) and the students should be guided through the steps of making a presentation as opposed to being instructed to merely ‘tell the class”.
•An adjudication process should be included in the game design in case the students are unable to reach an agreement as to each group’s fair share. This could involve an additional group of students or single representatives from each group who must make a final decision.
•More information than what is provided on the role play cards is required to truly represent the complexity of the issue. The role cards could serve as a first step in the groups understanding of its circumstance. Additional research into the challenges faced at each link in the chain should precede the presentation positions. This would allow the incorporation of the case studies into the main activity, truly address the multi-dimensional nature of the problem and permit the incorporation of environmental concerns.
Guidelines and/or suggestions for student assessment should be included.
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