Geography at key stage 3 (Year 9)

Unit 18: The global fashion industry
Section 7: Who are the winners and losers in the globalisation process? Is this fair?

Objectives

Children should learn:

to use secondary sources of evidence in their research
to discuss and debate issues as a whole class
to consider the effects of differences in development on the quality of life of different people
to make links between globalisation and levels of development

Activities		Outcomes
		Children:
Discuss with pupils who are the 'winners' and 'losers' in the globalisation process. Refer to the display materials generated so far and the case study example studied, and ask pupils, in groups, to brainstorm ideas about the future of trading and how inequalities can be tackled. Ask them to share their responses with the whole class. Use the information about the factory worker to get pupils to complete a 'justice trail' activity. Pupils may use a table to compare the similarities and differences between their lives and those of the factory workers. Ask pupils to research ideas about fair trading, monitoring production in LEDCs, codes of conduct for the workplace and recycling schemes using textbook materials, leaflets, newspaper articles, video or audio presentations and the internet. Remind pupils of questions they need to ask as they examine the material, eg What is it called? Who wrote/assembled it? Ask pupils to design a 'flyer' using a word-processing or desktop-publishing package, to publicise the issue they have just researched.		identify how globalisation benefits some groups of people rather than others use ICT to deliver an appropriate message to a specific audience, eg produce a 'flyer' to publicise the issue of fair trading

Points to note

Use a flip chart to summarise the group's findings and identify winners and losers.
The 'justice trail' can be found in many DEC publications.
Fair trade leaflets and codes of conduct can be used to produce the 'flyer'. An alternative to this activity might be a presentation to the class.
Language for learning: this research activity provides an opportunity for pupils to recognise the author's viewpoint and how it affects the meaning of what they read.
For more detail on this activity, refer to a similar exercise in unit 12, 'Images of a country'.
ICT: a word-processing or desktop-publishing package could be used to produce the 'flyer' to publicise the issue of fair trading.

Sections in this unit

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This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.


	1. What is meant by the global fashion industry?
	2. How does the fashion industry connect people around the globe?
	3. How does world trade work? How does this affect the countries involved? How have trade patterns changed?
	4. What do we mean by 'globalisation'?
	5. How does globalisation affect the fashion industry?
	6. How does globalisation affect people at a local level? What happens if the chain is broken?
	7. Who are the winners and losers in the globalisation process? Is this fair?
	8. What might the future be like?

Geography at key stage 3 (Year 9)

Objectives

Activities

Outcomes

Points to note

Sections in this unit