4 - A Fairtrade Guide to Life
In this lessson the class designs a 'Fairtrade Guide to Life' based on the principles governing Fairtrade.
This lesson plan links to Curriculum aims and/or programmes of study in PSHE and Citizenship.
To understand the principles governing Fairtrade and to use them in our ordinary lives.
To understand that people have multiple roles and responsibilities in society and that contributing to local and global communities is important.
Paper, art materials.
Download documents in Welsh:
Ask students to draw a quick picture of what they think Fairtrade is e.g. a chocolate bar, a smiley face, the Fairtrade mark etc. They explain their picture to a partner. Do the pictures have anything in common?
Debate with the class what a 'principle' is and think of some examples (e.g. being honest with people, being fair, treating everyone the same). Do they have principles? In pairs students think of examples of Fairtrade principles?
(e.g. farmers are entitled to a fair price for their commodities; farmers should receive part of the final cost of an item to help them to develop their communities).
Students read the Apicoop producer stories. What Fairtrade principles can they find within them?
- Working together as a co-operative means that producers have more power in the trade process.
- It’s only fair that producers receive a Fairtrade premium which they can then spend on their community.
- Fairtrade provides opportunities for farmers to expand and develop their business (e.g. into blueberries)
- Fairtrade provides equal opportunities for women and men.
As a class come up with some examples of difficult situations e.g. racism, bullying, theft. In what ways can the Fairtrade principles be applied to them? How can they help us live our lives?
e.g. racism - everyone deserves to be treated the same.
bullying - It’s not fair that supermarkets in the UK receive more money for products which are grown by farmers in poorer countries, in the same way it’s not fair that some people bully and are nasty to other people.
theft - by not giving farmers a fair price for their goods we’re stealing from them in the way, just as surely as if we took a bar of chocolate from a shop without paying.
Students produce a comic/leaflet of 'The Fairtrade Guide to Life” linking Fairtrade principles with their own lives.
Write a controversial statement on the board e.g. Fairtrade does not make a difference to the majority of farmers in the developing world. Students think of their replies either in pairs, or take on the role of someone else to answer, for example, a producer from Apicoop or manager of a UK supermarket.