- Ask pupils to identify the places where specific goods are made and discuss why manufacturers might choose to have factories in a particular location, including other countries.
- Focusing on international examples, pupils use a range of resources, eg newspaper clippings, news websites, to investigate the impact that consumers can have, eg the effect on particular countries, governments and workers in less economically developed countries, the effects of tourism and of boycotts of particular products or countries. How easy or difficult was it to find information?
- Ask pupils to work in groups to consider the advantages and disadvantages to a country and its people of one particular product. It would be useful to have some comparative data on employment and on the cost of living in different parts of the world so pupils can make reasoned judgements on the issues. The websites of companies involved in the production, trade or retailing of that item can be used to give another perspective. Groups should then make a presentation explaining whether they might change their buying habits in the light of the evidence that they have considered.
- In small groups, pupils could look at a range of campaign groups, eg the Consumers' Association, the Fairtrade Foundation, and identify what the groups' main concerns are. What do they ask consumers to do? Why?
|
|
- know different reasons why goods are sometimes produced in particular locations or countries
- give examples of some of the current consumer issues they have investigated
- relate their knowledge and understanding of the topic to their own behaviour
- are aware of the roles of different local and national campaign groups concerned with consumer issues
|
