5 - The Different Aspects of Fairtrade
In this lesson the children draw a table to help them consider the social, economic and environmental aspects of Fairtrade.
This lesson plan links to Curriculum aims and programmes of study in Geography and English. It also links to non-statutory programmes of study in Citizenship.
To consider the different social, economic and ecological aspects of Fairtrade.
Children have drawn a table to show these effects.
A3 Paper, art materials.
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Talk the class about Gregorio Conzalez Mamanti. He is a quinoa farmer and a member of one of the co-operatives which make up Anapqui. He also works at the quinoa plant in Challapata and is in charge of organic certification (ensuring that farmers meet the standards required). Look at his quote:
'Fair trade is very important for the different aspects that it covers, from social to economic and ecological.'
What does the class think this means? Ask them to think of different words which explain the 'different aspects' Gregorio mentions.
social = people
economic = money
ecological = environment
Are there any other aspects to Fairtrade? (e.g. political)
Pupils draw a table, using people, money and the environment as headings and then working individually or in pairs they read the Anapqui producer stories and make notes of any examples.
E.g. Fairtrade impacts on people because it provides job security for Vitaliano and his wife, because they receive a fair price for their crop it means that they have the money to send their son to university and it promotes organic farming to help the environment.
Feedback as a class. Are there any additional ways in which Fairtrade helps farmers which haven’t been mentioned yet?
E.g. Fair working conditions (this is particularly relevant in countries such as the Ivory Coast where child labour is rife on cocoa plantations); direct trading – farmers no longer have to trade with middle men which means greater profits for the farmers; democratic organisations (such as Anapqui) mean that farmers have a greater say in decisions concerning their crops; community development; environmental sustainability – no agrochemicals; advocacy and campaigning – Fairtrade organisations such as Traidcraft raise awareness of trade issues at the highest levels; capacity building – supporting organisations such as Anapqui to grow and develop into strong, independent trading organisations.
The class begins to mind map Fairtrade, using the different aspects as headings. Pupils use one colour for each aspect and include as many symbols or pictures as they can to explain the different ways Fairtrade impacts in the world.
Using a different colour or symbol, pupils draw links between their examples – in what ways are these things all interconnected?
In pairs pupils devise a 20 word definition for fair trade.
Pupils may want to take the activity further by reading the producer stories from another country and then adding their evidence to the mind map.