8 - Fairtrade Chain

In this lesson children start to think about the different people in a supply chain and how conventional trade and Fairtrade affects them.

Curriculum Links
This lesson plan has links to Curriculum aims and programmes of study in Geography and English, and to non-statutory programmes of study in Citizenship and PSHE.

Learning Objective
Order different parts of a chain according to different criteria

Learning Outcome
Children have ordered members of a Fair Trade supply chain according to trade sequence, importance and wealth.

N.B. An introductory activity to explain Fairtrade can be used to begin unit. 
For a more active task, split into teams of 6, give each pupil a card and they have to physically move themselves into the correct place.


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Starter
Ask pupils to work in pairs to think of definitions for Fairtrade. Older children can be given a specific number of words to use.

Main Activity
Give pairs or groups the sorting cards and ask them to put them in…

(1) Trade order: (i.e. who buys from whom?) starting with the grape farmer in Aconcagua. Ask if there is anything that surprises them.
(2) Order of importance. Groups explain answers.
(3) Order of wealth. Groups explain answers. If the farmer is considered poor ask the class how else he can make money. Who else can he sell to if he wants his produce to reach other countries?
Allow the class time to role-play the different people in the trade chain thinking about their different points of view and attitudes to trade.

Is this trade chain fair? In their groups pupils think of ideas to make it fair and share with the class.

Explain that part of what Fairtrade means is that farmers receive money through the Fairtrade premium to help them to improve their land and local communities. In groups students read the EAC and MiFruta producer stories and identify examples of how the Fairtrade premium has supported farmers.

Plenary
Set a discussion question for the class e.g. Is Fairtrade important? Pupils spend two minutes discussing in pairs. They then join with another pair and discuss the question for another two minutes before joining with another 4 student and discussing. This process can be continued until you have a brief full class debate on the subject.