Fashion and Globalisation Year 9, Fashion and the World

Fashion and Globalisation

Year 9, Fashion and the World

• How fashion links us to other countries.

• The processes involved in making jeans.

• What world trade is and how it works.

• Globalisation and fashion• Winners and losers in fashion.• The future…

Fashion and GlobalisationWhat you will learn in this unit:

Today We are learning to: Develop an understanding of the ways fashion links us to the world.

We will do this by:Thinking about our own clothes.Talking about and Sharing ideas.Working in a group on a Graffiti poster.

Fashion and Globalisation

The Global VillageThe Global Village

The Global VillageThe Global Village

A term used to describe how the A term used to describe how the world appears to be getting smaller world appears to be getting smaller through advances in technology, through advances in technology, especially technologies that allow especially technologies that allow the transfer of information. What the transfer of information. What happens in one corner of the globe happens in one corner of the globe can rapidly and significantly affect can rapidly and significantly affect people elsewhere.people elsewhere.

GlobalisationGlobalisation

A term used to describe the way A term used to describe the way countries are becoming more countries are becoming more interconnected, both economically interconnected, both economically and culturally. and culturally.

It means it is possible to produce a It means it is possible to produce a product anywhere, using resources product anywhere, using resources from anywhere, by a company from anywhere, by a company located anywhere to be sold located anywhere to be sold anywhere.anywhere.

He watches• NBL basketball via satellite TV — USA• Friends — USA• Home and Away — Australia• The Bill — UK• American and British moviesPlaysPlays basketball, loves skiing and snowboarding and hopes to complete a ski instructors’ course in Canada when he finishes the HSCListens to• Metallica — USA• Eminem — USA• Ja Rule — USA• Blink — USA• POD — USA• Grinspoon — AustraliaPreferred fast foodsMcDonalds and KFC — USA

She watches• The Bold and the Beautiful — USA• Friends — USA• The Secret Life of Us — Australia• Home and Away — Australia• American and British moviesPlaysPractises martial arts, plays touch football and plans to go on a surfing holiday in HawaiiListens to• Eminem — USA• Red Hot Chilli Peppers — USA• Craig David — USA• Destiny’s Child — USA• George — AustraliaPreferred fast foodMcDonalds

Am I a Global Teen?

• What do I eat?

• What do I wear?

• What music do I listen to?

• What sport do I play?

• What technology do I use?

Where do our clothes come from in this class?

China 11111111111

Japan

thailand 1

india1

Indonesia

No country? 111

What to put on your Page

Picture of you in

the middle!

Title: Geography and Fashion

What makes fashion to do with

geography?

Our favourite pieces

of clothing

are………………….

Name and list.

Your advert.

• Is your advert a British shop?

•Who might they have been made by?

•What does the advert not say about the

clothes?

Most of the clothes in this class come from …………………………… Why might this be?

How would our clothes

get to England?

Why do most of us not care where our clothes are

made?

Writing and pictures

The true cost of cheap clothes

'cheap chic'•Its popularity means there's a good risk of running into someone else in the same outfit. But with a price tag of £10 it's a chance worth taking for the fashion hungry.

•BUT If the UK shopper is paying two pounds for a T-shirt - how much is the person who's making it being paid?

Ethical edge

• The sweatshop scandals of the 1990s have left a lasting impression and top names want to get rid of that image.

• Sweatshop scandals prompted shoppers to think hard about their buys

Ethical edge

• Many High Street stores - including Primark and Peacocks - now belong to the Ethical Trading Initiative (ETI), which makes sure they stick to a code of conduct covering working conditions, wages and the right to belong to a union.

• It also carries out unannounced visits to factories and nowadays very few fail the test, says its chief executive.

People Tree

People TreeThere are firms that market their clothes as being

totally ethical. Firms like People Tree which used to rely on internet sales are now moving into London stores.

The company's founder, Safia Minney, wants to do more than pay a decent wage.

"Generally we're paying between two and three times more for a product than a High Street name would be paying to a factory in Bangladesh."

Origins tagged

• But unless clothes are advertised as ethical there is no way of knowing how they were made.

• There are growing calls for a label which would show fashion lovers they can hand over their £2 with a clear conscience.

• The Fraser Consultancy, which asks shoppers how ethical they think stores are, says a lack of a logo is a problem.

Origins tagged

• But the bottom line remains price.

• With shops now offering six or eight collections a year rather than the staple winter and summer lines, shoppers want price tags in single figures.

• The question for the High Street is whether it can convince us we're salving our consciences as well as saving the pennies.

Design a logo to send to:

Ethical Trading Initiative (ETI)

• Where in the country did you buy it?

• Which country could it have been made in?

• Is it a label/brand?

• How would it get to the shop you bought it from?

• Does it make you think of a place when you wear it?

Homework:Homework:

Pick your favourite piece of Pick your favourite piece of clothing what geographical clothing what geographical

story does it tell?story does it tell?

Fast fashion facts

In 2000, people in the UK spent £28 billion on clothing …Almost £ 470 for every person…

Sweatshop shame In focus – The GAPUse the information around the room to complete your fact file

Sweatshop shame In focus – NikeUse the information around the room to complete your fact file

Compare and contrast GAP and NIKE

News Feature: The Big Issue Oct 2003

Are those jeans worth the hurt and pain that these workers face? Levelled writing assessment

advert

cartoon

Sweatshop shame in focus – Tarrant factory in MexicoUse the information to complete your fact file

Create a charity (including name, logo and poster)

Produce a charity campaign to raise awareness of the problems that people face to produce cheap clothes for shops like Primark and Tesco.

Mum of three, clothes shop manager and fashion lover

Michelle cracked

My approach to ethical dilemmas:

Weigh up the benefits and costs and

choose the option that makes most people happy.

“I love clothes and I love children but I am a busy mum- I can’t always be running out to special ethical shops. The price of an ethically produced clothes is three times the amount of normal high street fashion. I have a budget and can only spend so much on clothes but I am also concerned about what message I give to my children.”

This is the ‘utilitarian approach’

Factory owner

Factory owner

I don’t think people are worried about the children – yeh they are crammed in but that’s how the public get a “cheap” deal, ha ha ha! Clothes are dear enough as it is. Hell – you can get a wardrobe out of my factory and I am helping families reduce their shopping bills so they don’t have to live off a budget.

This is the ‘utilitarian approach’

My approach to ethical dilemmas:

Weigh up the benefits and costs and

choose the option that makes most people happy.

My approach to ethical decisions:

I simply choose the option that turns out best

for me – “rack em up!” .

High street shop owner – divorced

This is self-centred thinking

If I don’t sell affordable clothes then I will lose customers.

Anyway a child in an LEDC has no feelings like those in an MEDC – Chain em up!

If people wanted the children to have a better life then they should dig deeper into their pockets

Owner of the multimillion pound empire – GAP

This is self-centred thinking

What's all this about the children?

Children were put on this Earth for man to flourish.

If man was not supposed to flourish due to their off-spring then he wouldn’t reproduce!

My approach to ethical decisions:

I simply choose the option that turns out best

for me

Holly Wood

My approach to ethical decisions:

Be caring and compassionate about people, animals and relationships.

Psychology student – vegetarian

I do not wear clothes made of animals but I don’t know if they are made by children. I think it is wrong how we treat animals for clothes. I think it is about time the government change the legislation on child labour and animal cruelty. I am going on a peaceful demonstration next week to let the public know what happens in these sweatshop factories and then they can make their own mind up on what to do.

This is care-based thinking

Sue Flay

My approach to ethical decisions:

Be caring and compassionate about people, animals and

relationships.

Child sanctuary owner – against abuse

works with the children Welfare Trust "Working to inspire a free range future"

I understand that Most factories DO like their child labourers and many recognise that conditions are not the kindest method of production. Every single factory owner we deal with is friendly, helpful, courteous and most importantly many are willing to consider change. Several we know are currently switching production to eco friendly methods, some are due to retire but remain keen to see Sons and Grandsons continue the family business and to move in step with changing trends to ethical systems.

This is care-based thinking

Chico Saeed – factory worker

I just get on with my job. I would like to be a supervisor one day. I have a mortgage and two young children. And we are never short of clothes.

This is rights-based thinking

My approach to ethical decisions: Before I do anything,

I make sure it does not violate other people’s

rights.

What are the

problems (cons) of

doing this?

What are the benefits

(pros) of doing this?

For

Utilitarian

What must I decide about?

Conclusion

My approach to ethical decisions: Weigh up the benefits and costs and choose the option that

makes most people happy.

For or against

Against

What are the

problems (cons) of

doing this?

What are the benefits

(pros) of doing this?

Utilitarian

What must I decide about?

Conclusion

My approach to ethical decisions: Weigh up the benefits and costs and choose the option that

makes most people happy.

For or against

For Against

Will the decision violate

(go against) any rights?

How?

What rights do we want to protect?

(e.g. choice, freedom, life)

Rights-based

Conclusion

What must I decide about?

My approach to ethical decisions: Before I do anything, I make sure it does not

violate other people’s rights.

For or against

For Against

How will doing this make their life worse?

How will doing this make their life better?

Care-based

Conclusion

What must I decide about?

My approach to ethical decisions: Be caring and compassionate about

people and relationships.

For or against

For Against

How will doing this make their life worse?

How will doing this make their life better?

Care-based

Conclusion

What must I decide about?

My approach to ethical decisions: Be caring and compassionate about

people and relationships.

For or against

For Against

How important is this to me?

Is this a good thing for me or a bad thing for me?

Self-centred

Conclusion

What must I decide about?

My approach to ethical decisions: Simply choose the option that turns

out best for me.

For or against

For Against

How important is this to me?

Is this a good thing for me or a bad thing for me?

Self-centred

Conclusion

What must I decide about?

My approach to ethical decisions: Simply choose the option that turns

out best for me.

For or against caged hens

Against For

GROUP 1 GROUP 2 GROUP 3 GROUP 4

 GROUP 5

 GROUP 6

WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/UNSATISFACTORY

WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/UNSATISFACTORY

WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/UNSATISFACTORY

WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/UNSATISFACTORY

WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/UNSATISFACTORY

WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/UNSATISFACTORY

All members took part in presentation?

YES/NO

All members took part in presentation?

YES/NO

All members took part in presentation?

YES/NO

All members took part in presentation?

YES/NO

All members took part in presentation?

YES/NO

All members took part in presentation?

YES/NO

WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST

WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST

WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST

WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST

WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST

WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST

WAS THE content EASY TO

UNDERSTAND? Y/N

WAS THE content EASY TO

UNDERSTAND? Y/N

WAS THE content EASY TO

UNDERSTAND? Y/N

WAS THE content EASY TO

UNDERSTAND? Y/N Y/N

WAS THE content EASY TO

UNDERSTAND? Y/N

WAS THE content EASY TO

UNDERSTAND? Y/N

WAS THE content GEOGRAPHICALLY ACCURATE? Y/N

WAS THE content GEOGRAPHICALLY ACCURATE? Y/N

WAS THE Content GEOGRAPHICALLY ACCURATE? Y/N

WAS THE content GEOGRAPHICALLY ACCURATE? Y/N

WAS THE content GEOGRAPHICALLY ACCURATE? Y/N

WAS THE content GEOGRAPHICALLY ACCURATE? Y/N

MARK   /10

MARK   /10

MARK   /10

MARK   /10

MARK   /10

MARK   /10

Star pupil?  Why? 

Star pupil?  Why? 

Star pupil?  Why? 

Star pupil?  Why? 

Star pupil?  Why? 

Star pupil?  Why? 

Cartoon

Draw two or more boxes in your book using a ruler. Each box should be 7cm wide and 7cm long. Draw a cartoon strip of your own to show either an advantage or disadvantage of child labour.

More forced child labour

LO: To understand that there are many different reasons for why children work.

Phase one

imagine this situation:

You are 16 years old. You live in an area where different armed groups are fighting. Your father receives a tip-off from a neighbour. One of the groups is looking for new recruits and they plan to come to your house during the night. They want to take you or your younger brother.

Phase one

Dusk is fast approaching and you have to make a decision. What will you do?

Phase two

The situation described is not fictional but true. It happened to an Ethiopian boy during the conflict that lasted from 1974 to 1992. It was then common practice for armed groups to abduct children, forcing them to fight or take part in dangerous activities.

This is what happened to him next:

Phase two

Your father decides you and your brother must go into hiding. He takes you both to a remote place where you can’t be found, and returns home alone.

Phase two

“On the third or the fourth day, my younger brother urged me that he should go back home and find out what has happened...

Phase two

“When he reached home, he found out that our house was searched at the said night and the people's militia trying to find either of us, have detained both of our parents as hostages…

Phase two

“He went straight to the police station, where they were detained, submitted himself for recruitment, and demanded the release of our parents. Upon their release, my parents came to take me home because they have got an assurance that not more than one person will be recruited from a single family.”

Phase two

Who of all the characters would you prefer to be now? Is it worse to be the brother with the soldiers or the brother at home? What might be going through the younger brother's mind?

Phase three

“When I learned the fate of my brother I felt like crying. It felt as if I was guilty of betraying my younger brother. What is more, I could not bear the sight of my mother and sisters crying, and the thought of my younger brother being recruited to spare me, made me restless. In short I hated myself...

Phase three

“In the evening I somehow managed to sneak out of the house and went to the recruiting officials with the intention of substituting my younger brother. They did not show him to me then. It was several months later, at the training camp, that I learned my brother was not released and was in fact placed in a different training centre. He died a year later while in combat.”

Phase threepick a character and a point in the story and write the best

argument they can to persuade someone not to do something they did do. Try it as a drama or role play. Choose from the following list or decide on your own angle:

• The mother arguing with the father not to try to hide the boys, saying there will be reprisals.

• One of the sisters trying to persuade the younger brother not to hand himself over, saying you cannot trust the soldiers.

• The parents arguing with the elder brother not to try to substitute himself for his younger brother.

Homework – levelled assessment

Writing extensionTo conclude, set a piece of creative writing. Choose from

these two ideas:

Talk about how the surviving boy might have felt when he discovered that his brother had died fighting. Imagine he kept a diary. Write his diary entry for the day he found out.

Imagine you are the best friend of the surviving brother. What might you say to him. Write a conversation dialogue or a letter designed to help him comfort him and reassure him that he did the best he could.