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This resource explores the principles of fair trade. Activities will help students to become more responsible consumers by learning that the things they buy have a significant effect on the quality of life for individuals in developing countries. Students will:
As a culminating activity, initiate a fair trade enterprise in their own community and/or launch a campaign that draws attention to local business that sell fair trade products.
This resource gives an up-to-date view of fair trade around the world. The suggested websites are very interesting and informative for students and the teacher. The document contains everything necessary to complete the explicit activity.
In order for this activity to be the most effective, the extension activity should be considered a core component of the resource. Also, there should be more information present in the document concerning the creation of a company, both for students and the teacher.
This resource would be appropriate in any humanities class for grades 9-12.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
With the help of the interactive map, students are exposed to the economic situation of people from around the world and not only the richest or the poorest.
Students also have the occasion to see the advantages and disadvantages of a multinational company and of a producer who is part of a fair trade initiative.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The economic and social dimensions are present, but the environmental aspect will need to be enhanced by the teacher.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
By doing the reflection work that is present in the document, students understand why it is sometimes difficult to accomplish fair trade, often because of money issues. By doing the research, students clearly see the moral side of the situation, but also the financial side.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The explicit activity does not permit it, but the extenstion activity can be easily implemented as an action experience. After finishing the discussion and the research students will get the opportunity to create their own fair trade company.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
After having done the research, students have the opportunity to express their opinion in the reflection work. They therefore have more information in order to formulate their ideas and opinions.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The heart of this project is for students to become aware of working conditions of people around the world. By becoming informed consumers students become more aware of circumstances faced by the people who create the goods that they are purchasing.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
The teacher will need to draw student attention to the environmental aspects of fair trade vs. multinational.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
In the very beginning, students are asked to think of products that they like to purchase. This makes the resource more relevant and personnal. Also, if the extension activity is completed, students connect with local companies who are part of a fair trade initiative.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Only the present is addressed.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
If the enrichment activity is done, the students get to choose their solution. Students also learn about the advantages and disadvantages of multinationals and fair trade initiatives.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resources touches on subjects relating to geography and social studies, and students will also use their language arts skills.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
During the research activity, the students get to discover the financial situation of people from around the world. This part of the activity also permits students to discover the advantages and disadvantages of multinational companies versus those of fair trade companies.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Visual students will like the interactive map, while linguistic students will enjoy the research work. Those who have a strong interpersonal intelligence will strive during the group discussion, and those who are more on the intrapersonal side will like the reflection work.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
If the enrichment activity is done, the students will get the chance to live the experience of creating a company that is part of a fair trade initiative.
|Experiential Learning: |
Authentic learning experiences are provided
Cooperative learning is not necessarily mentioned, but could very well be done during the explicit activities. Again, if the enrichment activity is done, students will get to work together to create their company, or create a publicity for a local fair trade company.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
There is a rubric attached to the document that permits the teacher to evaluate the students' reflection work.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
Once again, if the enrichment activity is done, the students will get to pick the kind of fair trade company they would like to create along with the fair trade products they would like to sell.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|