- Help pupils to relate the process of globalisation to a real-life example. As a class choose an item of branded clothing,
eg a designer T-shirt, a pair of trainers, a branded tracksuit, a pair of jeans or a pair of shoes. Use a card-sorting activity to help them identify and sort the people in the chain,
eg from the factory worker to the retailer. Ask pupils to present this as a flow diagram on a world map to show where the people in the chain are located, thus reinforcing ideas about globalisation. Then ask them to add their place in the chain, as the consumer.
- Organise pupils into groups and ask each group to take on the role of one person in the chain of production. Give out role cards and help the pupils identify what questions they should ask,
eg Who is this person? For whom do they work? How are they linked in the chain? What is their life like? What are the strengths and weaknesses of their position? Who makes their decisions? and then answer them. Ask one pupil from each group to present their findings to the class.
- Give the price of the chosen product to the consumer and ask each group to stay in role and decide how the cost should be shared among all the people in the chain. Ask them to compare these with the real figures and tabulate any differences they find between their estimated and real figures, identifying the winners and losers in the chain, and then to write an appropriate comment.
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- identify and research suitable questions for enquiry
- identify the links in a production chain
- identify the role of TNCs in the process of globalisation and analyse the effects
- explain how trade affects quality of life in the table of winners and losers
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