4 - Fairtrade - An Instrument of Justice
In this lesson the class reads a series of articles and then writes their own article entitled "Fairtrade, an instrument of justice?"
This lesson plan has links to Curriculum areas and programmes of study in English, Citizenship, Geography and PSHE.
To understand how writers of campaign literature present their ideas of Fairtrade to have an impact on the reader.
To develop persuasive skills
Split the class into two and have a board race. Dividing the white board into two, the two teams each form a line. Give the first student a whiteboard marker. Explain that they have two minutes to write as many words or ideas they associate with Fairtrade as possible. Each student must write one, give the marker to the next student and go to the end of their line. The team with the most answers wins.
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Write 'Fairtrade is an instrument of justice' on the board. Split the class into groups and give them a few minutes to discuss the quote. How far do they agree with it on a scale of 1-10? Mark a 'hassle line' at the front of the class, where one end is 1 and the other 10. Each group sends a representative to stand at an appropriate place along the line depending on the conclusions they arrived at in the discussion. Invite each group to explain their answers.
Explain that students are going to work in groups to examine different articles from charities and organisations campaigning for Fairtrade and identify the different techniques the writers use to influence the reader. Students will then write their own articles.
Give each group the 'Fairtrade – an instrument of justice' articles. Working together the groups identify the following for each article:
• The purpose of the article. Why has it been written?
• The target audience. Who is it aimed at?
• 3 examples of the way the author presents the issues surrounding Fairtrade to persuade and influence the reader. These could include: the use of empathy, anecdote and humour, evidence (statistics, quotations, examples), rhetorical questions, direct address, contrast, sentence structure and paragraphing.
• The impact of the article. How effective is it? Does the write achieve their purpose or aim?
Feedback with the class. Which article do they think presents Fairtrade in the most effective way? Why?
Using these ideas, develop a list of 5-6 criteria for writing an effective campaigning article with the class. For example, have a clear target audience in mind and use evidence to back up your argument.
Using these criteria students write their own articles entitled 'Fairtrade: an instrument of justice'. This could be set as a competition across the year group during Fairtrade fortnight.
Using the same quote undertake the 'hassle line' again for the whole class. If there is lack of space this could be done by students making a mark on a line on the board. Ask if any students had changed their opinion after reading the articles. Why? How did the articles impact on their point of view?