Playing Fair: How Coffee and Chocolate Can Change the World

7/28/2019 Playing Fair: How Coffee and Chocolate Can Change the World

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Playing Fair: How Fair Trade Can Improve Our World

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Playing Fair: How Fair Trade Can Improve Our World!

Day 1 - Knowledge is POWER!

Day 2 - Fair Trades POWER to Impact the Lives of Children and the

Environment

Day 3 - The POWER of Educating Your Global Community

Day 4 - Your Choices are POWERful!

From the farm to your tablelearn how the Fair Trade model is saving the lives of

people worldwide. No more child labor or poor healthcare. The cycle of povertyis finally broken! Plus local ecosystems, the environment, and Mother Earth are

being taken care of. Learn how the Fair Trade model is having a positive effect onnot only America but across the world! You never knew a candy bar could taste so

good!

How can students advocate for the Fair Trade model and make a differenceglobally?

Angela Cobb and Lori ColemanSPED 6402 Spring 2013East Carolina University


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CONTENT RESEARCH PAPER

The History of Fair Trade and the

Advocacy It Provides to Our World

Lori Coleman and Angela Cobb

East Carolina University


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Imagine walking into your community coffee shop. The aroma of the coffee

tickles your nose as you enter the door, and your salivary glands dance in

anticipation of that first sip of java. Stop and think for just a minute where that cup

of coffee came from

Was it sprayed with pesticides, mass produced in a factory in Cleveland, and

packaged by 15 year olds making less than minimum wage in horrific conditions?

If you knew these factors to be true, would you still drink this cup of coffee with

the same enthusiasm? Suppose you could be guaranteed that the cup of coffee you

are drinking was produced in an environmentally-friendly, ethical manner, by a

consumer aptly paid for his product and given opportunities for sales of the coffee

to benefit his community. Would it make a difference? Could you make a

difference?

Fair Trade is a global trade model and certification that allows shoppers to

quickly identify products that were produced in an ethical manner (What is

fair?, n.d.). It is not a new concept. Over 6o years ago, a Fair Trade movement

called Ten Thousand Villages, founded by Edna Ruth Byler, revolutionized the

concept by providing an outlet for artisans to sell their products (Our history: Ten

Thousand Villages, n.d.). Today the movement has spread across the world

advocating for and supplying an outlet to global business owners to better their

communities and lives.


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Fair Trade principles advocate for the environment, encourage

economic/community development, and they promote and protect ethical labor

conditions, especially for children. First, Fair Trade advocates for the environment

because, according to Hudson and Hudson (2003), it attempts to make visible the

social and environmental relations of production and exchange that lie behind the

commodity; this assists producers in making a shift in the qualitative nature of

production, particularly in terms of its impacts on producers and on the

environment (p. 413). The movement hopes to persuade producers to be more

connected to the products created and the conditions under which they are created

while challenging the consumers to also think of not just the final product but its

impact on the place from where it originated. For example, the Rainforest

Alliance uses ECO-OK and Better Banana labels to signify to consumers those

bananas that are produced in a manner that will protect the rainforests in which

they are harvested (Hudson & Hudson, 2003, p. 425). Consumers and producers

alike recognize the labeling as the product being environmentally friendly. Such a

designation is designed to encourage focus not on the final product, the banana, but

on what the conditions of that bananas production support. Environmental

preservation and awareness give Fair Trade proponents a reason to produce the

products in the manner that they do. In the absence of any creative, intrinsic


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reward for their labor, work becomes a means to an endconsumptionrather

than a means in itself (Hudson & Hudson, 2003, p. 425).

Second, Fair Trade principles encourage economic and community

development. Fair Trade seeks to foster sustainable development through trade

not aid, aiming to move disadvantaged producers out of poverty by providing

them with a fair return for their work and decent working and living conditions

(Dolan, 2006, p. 7). Communities are improved by fair trade practices when

farmers are taught sustainable farming practices that enhance environmental

conditions in their communities, schools are built to educate youngsters and

remove them from the fields, workers and their families receive adequate health

care and medicines.

Finally, Fair Trade promotes positive, ethical labor conditions for workers,

especially children. One of the most overlooked aspects of child labor occurs in the

agricultural sector where unsanitary conditions and back-breaking physical labor

are often placed on the youngest and smallest of workers. The hazardous working

conditions for children include carrying heavy loads, handling chemicals and

pesticides, and using dangerous toolsnot to mention physical abuse and

inadequate Food (Baradaran & Barclay, 2011, p.13). Fair trade presents an

opportunity to help end, or at least present more regulatory options, when

addressing the negative connotations of worldwide child labor practices. First, fair


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trade relies on market incentives and private monitoring with effective

punishments for noncomplying fair trade companies (Baradaran & Barclay, 2011,

p.62). The expectations are spelled out to the producers, and non-compliance can

risk being removed from certification as a fair trade entity. Second, it is voluntary

and private, avoiding the political problems with international monitoring which

rarely end in enforcement or penalties (Baradaran & Barclay, 2011, p.13).

Artisans and farmers are in a partnership with fair trade certifiers to improve

themselves and their life conditions that self-motivates them to tow the line for

enforcement. Third, unlike prosecutions that focus on a small number of the

resulting problems of child labor and trafficking, fair trade focuses on improving

incomes, working conditions, health, and education of a large number of workers

(Baradaran & Barclay, 2011, p.13). Thus, entire communities are given tools to

improve the lifestyles of their future generations.

The term fair trade has been used for over 130 years. It started in the

1880s with British mercantile lords who wanted to protect their business from the

threat of a world that was globalizing. The term traveled through the 1890s with

Americas Dingley tariff. Franklin Delano Roosevelt used the term fair trade in

an interview with the New York Times in 1933 after he approved codes for hours

of work [and] fair trade practices (Dickinson, 2010). Finally, in 1946, Edna Ruth

Byler started the movement that became todays fair trade. Bylers ideas and


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grassroots initiatives began this global crusade involving producers, merchants,

and consumers. It wasnt until the 1960s that Consumer activism (Dickinson,

2010) was born and moral virtue was packaged along with coffee and chocolate

bars. In 1972, the United States and Europe created a trade-pact dealing with the

developing world that U.S. Treasury Secretary, John B. Connally, called a step

forward in the effort at assure fair trade practices (Dickinson, 2010). After coffee

prices fell dramatically in the 1980s, the Fair Trade Certification Initiative was

born. This legislation offered a fair price to farmers hurt by the instability of the

world market. In December 2005, celebrities from China, Mexico, Senegal and

other developing countries got together to encourage the head of the World Trade

Organization to "Make Trade Fair. Soon after, Elton John and Bono become a few

of the many global stars to promote the fair trade movement. In 2008 presidential

candidate, Barack Obama vowed to fight for trade that is free and fair for all

(Dickinson, 2010).

Despite all of the history behind the term fair trade and the movement that

has taken off world-wide, one person deserves special recognition for her

grassroots movement to begin the fair trade initiative, Edna Ruth Byler. Edna Ruth

Miller (Byler), 1904-1976, was born in rural Kansas. After marrying, she became

an active member of the Monterey Mennonite Church, working specifically with

the churchs various forms of international service. This world-wide service


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Bylers grassroots campaign and dedication to helping those living in

poverty has grown into approximately 380 international gift festivals that take

place annually, as well as, 150 Ten Thousand Villages retail stores in the United

States and Canada (Miller, 2010).

In conclusion, fair trade is a grassroots movement that has evolved

throughout the last century. Through the efforts of Edna Ruth Byler, the fair trade

initiative has traveled world-wide and has had a positive effect on the global

markets of the developed and developing world. Fair trade focuses on advocacy.

First, fair trade advocates for the environment by helping producers preserve the

land that crops are grown on. Also, the fair trade label ensures consumers that

the environment has been preserved and that the product that they have purchased

has traveled on a safe journey from producer to consumer. Also, fair trade

encourages economic and community development. It provides famers with

sustainable land and the profit that the producers make builds schools and

purchases medical supplies. Finally, fair trade advocates for the ethical treatment

of workers, especially children. Fair trade can help to regulate working conditions

for children in developing countries as well as improve incomes, educational

opportunities, and healthcare in third world communities. Through the advocacy

that fair trade offers many people, world-wide, are having a better life.


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References

Baradaran, S., & Barclay, S. (2011). Fair trade and child labor. Columbia Human

Rights Law Review,43(1), 1-63.

Bartel, L. (2009, November 16).Hesston college celebrates alumna Edna Ruth

Byler, TenThousand Villages, and fair trade. Nov. 22-28. Retrieved from

http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-

ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-

28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-

byler-ten-thousand-villages-and-fair-trade-nov-22-28

Dickinson, E. (2010). Trading up.Foreign Policy, (177), 33. doi: 224026758

Dolan, C., & Barrientos, S. (2006). Ethical sourcing in the global food system.

Earthscan.

Hudson, I., & Hudson, M. (2003). Removing the veil?; Commodity fetishism, fair

trade, and the environment. Organization Environment, 16(4), 413-430. doi:

10.1177/1086026603258926

Impact fair trade USA. (n.d.). Retrieved fromhttp://www.fairtradeusa.org/what-is-

fair-trade/impact

Miller, A. (2010, November 09). 50 years of fair trade. The Evening Sun. Retrieved

fromhttp://jw3mh2cm6n.search.serialssolutions.com/?ctx_ver=Z39.88-

2004&ctx_enc=info:ofi/enc:UTF8&rfr_id=info:sid/summon.serialssolutions.
http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.fairtradeusa.org/what-is-fair-trade/impacthttp://www.fairtradeusa.org/what-is-fair-trade/impacthttp://www.fairtradeusa.org/what-is-fair-trade/impacthttp://www.fairtradeusa.org/what-is-fair-trade/impacthttp://jw3mh2cm6n.search.serialssolutions.com/?ctx_ver=Z39.88-http://jw3mh2cm6n.search.serialssolutions.com/?ctx_ver=Z39.88-http://jw3mh2cm6n.search.serialssolutions.com/?ctx_ver=Z39.88-http://www.fairtradeusa.org/what-is-fair-trade/impacthttp://www.fairtradeusa.org/what-is-fair-trade/impacthttp://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28http://www.hesston.edu/2009/11/hesston-college-celebrates-alumna-edna-ruth-byler-ten-thousand-villages-and-fair-trade-nov-22-28


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com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=

50 years of fair trade&rft.jtitle=The Evening Sun&rft.au=ALISON

MILLER&rft.date=2010-11-09&rft.pub=York Newspaper

Company&rft.externalDocID=2184259141

Our history: Ten Thousand Villages. (n.d.). Retrieved from

http://www.tenthousandvillages.com/about-history

What is fair trade?. (n.d.). Retrieved from http://www.fairtradeusa.org/what-is-

fair-trade


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CONNECTION TO THE THEME

Is it possible to treat people fairly in this world and yet make a powerful

statement? Being in business does not have to mean exploiting people. Lets think

long term about what we do to ourselves, to others, and to our mother Earth. Shine Brighter

Individuals with the power to educate can enlighten and instruct others on

ideas and concepts that they may be unaware of that occur within their own small

section of the world. Fair Trade is a powerful topic. The power to make the world

a better place, the power to help our fellow global citizens acquire basic human

necessities, the power to help children have improved lives. The power to change

the world lies within this single concept. The power to inform others of world

events and situations such as fair trade as an option for betterment of an

environment, a community, a people allows for the final concept in our definition

of poweradvocacy. The power to advocate, or to speak up when someone else

may have a smaller voice, is the crux of our lesson. We are teaching our camp

students to take a stand and to extend that stand to others through action and

information

While this is a powerful topic we have decided to focus on four important

strands:

The power to educate - Students will learn about the steps in processing

cocoa from the pod to the finished product. By completing a mural students will


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exhibit their familiarity with this model. Students will also be educated about the

history of Fair Trade through video and a conversation with a Ten Thousand

Villages employee via Skype. (Ten Thousand Villages was the first Fair Trade

organization. It was created by the movements forerunner, Edna Ruth Byler.) If

knowledge is power then these students will leave AIG camp more powerful

than ever.

The power to understandStudents will test which chocolate is better, Fair

Trade or non-Fair Trade. After the taste test students will determine the reasons

why Fair Trade chocolate costs more. Students will also take part in a simulation

activity. They will be down on the farm, playing out different scenarios as Fair

Trade farmers versus non-Fair Trade farmers. Students will decide on what is right

morally and ethically and choose to make the right decisions. These choices that

the children make can lead to the power of persuasion when it comes down to

deciding on what products to buyFair Trade Certified!

The power to impactStudents will gain further insight on how Fair Trade

and non-Fair Trade practices impact the lives of cocoa farmers, their families, and

their community. Students will also gain information regarding child working

conditions by viewing an excerpt from the documentary, The Dark Side of

Chocolate. This is a film about the exploitation and slave trading of African

children to harvest chocolate. The evidence that the students gain from these


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activities will provide them with the power to make informed decisions about Fair

Trade products.

Our choices matter; the power of ONE!Students will now understand the

impact of their choices when it comes to purchasing chocolate and other Fair Trade

products. They will generate ideas to promote Fair Trade to others in their schools

and communities. Through the creation of a Glogster, students can publically take

a stance for Fair Trade merchandise and show their support of the children,

farmers, families, and communities in developing countries.

Power is the ability to impact others to act or react to any given situation. It

provides those who control it with the opportunity to educate, persuade, inform,

and advocate to the receivers of the message. Students involved in the session,

How Chocolate Can Save the World! will leave with a sense of empowerment.

They will feel that they can change the world with their choices, with the

knowledge that they have acquired, and the ability to advocate for something they

believe in.


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TECHNOLOGY INTEGRATION

"The great aim of education is not knowledge but action.

Herbert Spencer

We plan to present our students with opportunities for action using the tools

of the real worldnot just to use to find their way, but to create their own path.

Students involved in the session, How Chocolate Can Save the World! will leave

with a sense of empowerment, not just as a consumer and an advocate, but also a

participant in the world of technology. Many resources will be interwoven

throughout our lesson process and are detailed below. In deciding on the resources

to utilize, the instruments were categorized based on the concept in the readings of

having students not just be consumers of information but producers as well.

Some of the content resources that we plan to use include Skype- a software

application that allows voice and video calling and instant messaging. We plan to

use this with an expert from Ten Thousand Villages to discuss Fair Trade history.

Second, Youtube, a video-sharing website where users can create accounts, upload,

view and share videos, will be utilized to show several video clips in hooks and as

background information including theHistory of Fair Trade, the Polar Express

video clip and excerpts from The Dark Side of Chocolate video. Next, Google

Earth, a virtual globe with mapping features, will be used to map areas where Fair

Trade countries are located and as a virtual field trip to those countries.


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Additionally, we will be utilizing the internet in various ways, and we plan to

incorporate as much iTechnology as possible.

Several consumer assistance apps will be highlighted including:Free 2

work, a barcode scanner that lets a consumer check the ethical grade of a products

country of origin,Free World, an app that helps identify illegal and unethical labor

force usage, Social Impactwhich allows consumers to utilize their GPS system to

locate fair trade and ethical manufacturers in all geographic areas, and finally

Choco-locate, an app that helps the chocolate lover find new chocolate products

with a clear focus on those that are Fair Trade certified. I am sure we will be using

this one quite a bit!

For role-play and simulation of child labor scenarios, the students will have

an opportunity to visit gamesforchange.org to specifically play the Sweatshop

simulator. Glogster is an opportunity for students to complete virtual posters or

graphics blog will allow students to record action plan products for the parent open

house about the tie-in between chocolate, fair trade, ethical labor conditions and

the environment. Finally, Padlet, a social networking site that allows students to

post thoughts, questions and comments will be used formatively and for questions

for discussion throughout the camp.

The rationale for choosing these technological resources was two-fold. First,

students are going to have an opportunity to explore both Windows and App based


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products in a variety of scenarios. Second, technology is real world. In 5 years,

laptops as we know them will probably cease to exist. Just viewing the latest Did

You Know video with statistics that astound is reason enough to put every piece

of technology possible into the hands of the campers, and that video is already a

couple of years old. The students need the real world exposure of technology,

especially since their world has not, nor will it ever, exist without those influences.

Using as much technology as possible to project their voice gives them a platform

for awareness and advocacy of our topic that is much larger than the confines of a

school building in Winterville, N.C.


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CONTENT OUTLINE

I The Power to Educatelearn how chocolate becomes chocolate1 Origination of cocoa/ chocolate in our world

a Tracing back roots of chocolate in history

b References to chocolate history in mass media

2 Location of chocolate growing countries

a Fair Trade chocolate producing countries

b Basis for choice

3 Apps to aid Fair Trade consumers

a Free 2 Work,

b Free World,

c Social Impact

d Choco-locate

4 Steps in processing cocoa and methods that take place during each

step of processing the cocoa

a Harvest and Fermentation

b Drying and Storage

c Testing, cleaning and roasting

d Cracking and grinding

e Conching

f Tempering and forming

II The Power to Understand - The Principles of Fair Trade

1 Similarities and differences of Fair trade versus non-Fair trade

chocolate

a taste

b cost

2 Important aspects of Fair Trade historya Significance of Edna Ruth Byler

b Ten Thousand Villages

3 The Principles of Fair Trade

a Trading practices

b Payment


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c Labor practices/ working conditions

d environment

III The Power to ImpactFair Trade effects on YOUR future

1 Impact Fair Trade has on ethical labor conditions

a Exploitation and slave trading of African children to harvest

chocolate

b Safe and healthy working environment

2 UN Convention on the Rights of the Child

a No forced labor

b Monitored closely

3 Impact Fair Trade has on the environment

a Biodiversity hotspot - biologically rich areas around the world that

have lost at least 70 percent of their original habitat.

b Environmental degradation - a process through which the

environment is damaged or compromised.

c Growth in shade versus non-shade areas

IV Our choices matterthe Power of ONE!

1 The story Taking A Risk with Fair Trade

a The difference these 3 guys made

b The difference YOU can make

2 Advocacy programs that have made a difference for those involvedwith Fair Trade

a Global Exchange,

b Ten Thousand Villages,

c Fair Trade Federation,

d Equal Exchange,

e Sweet Smarts

3 Sharing the relationship between chocolate and Fair Trade

a Potential audiencesb Products to promote the message

c Crafting an action plan


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LESSON #1Knowledge is POWER

I. DEFINE OBJECTIVES AND CONTENT

LESSONOBJECTIVE

Students will define Fair Trade, and how Fair Trade practices

impact the lives of farmers worldwide by Skyping with Doug Dirks,CEO of The Thousand Villages.

POINT TOPONDER

People have the power to make a positive impact on the lives ofothers in developing nations by purchasing Fair Trade products.

ESSENTIALQUESTION

What are the practices of Fair Trade?

CONTENTOutline the contentyou will teach inthis lesson.

The Power to Understand - The Principles of Fair Trade

1. Similarities and differences of Fair trade versus non-Fair

trade chocolateA. Cost

B. Taste

2. Important aspects of Fair Trade historyA.Significance of Edna Ruth BylerB.Ten Thousand Villages

3. The Principles of Fair TradeA.Trading practicesB. Payment

C.Labor practices/ working conditions

D.environment

II. PLANNING: KNOW / UNDERSTAND / DO

What 3 items areworth knowing?

(Think about thecontent you haveselected. What isimportant forstudents toKNOW?)

After the lesson,Students will KNOW that Fair Trade is defined as an organizedsocial movement that aims to help producers in developing

countries to make better trading conditions and promotesustainability.

Students will KNOW that Fair Trade practices have a positiveeffect on farmers in developing nations.

Students will KNOW the history of Fair Trade involving Edna Ruth


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Byler and Ten Thousand Villages.

What are theenduringunderstandingsthat studentsshould take awayfrom the lesson?(Define the BIGIdeas.)

After the lesson,Students will UNDERSTAND that the business practices of Fair

Trade cooperatives can make a difference in the lives of thecommunities that they represent.

Students will UNDERSTAND that while Fair Trade offers such awonderful opportunity in the lives of poor people worldwide it is stillnot a widely used practice.

Students will UNDERSTAND that Fair Trade products are of thesame quality as non-Fair Trade products the major difference isthe impact the Fair Trade product makes on the global community.

What 3 items areimportant forstudents to be ableto DO?(Define whatstudents should beable to DO as aresult of yourlesson.)

After the lesson,Students should be able to explain what Fair Trade is and discussits basic principles.

Students should be able to explain how Fair Trade effects theeconomy of developing world communities.

Students should be able to cite specific examples of how FairTrade has affected communities world-wide.


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III. PLANNING

HOOKDescribe how youwill grab studentsattention at the

beginning of thelesson. BeCREATIVE.

TIME: TIME: 10 minutesTaste Test

Students will try Fair Trade chocolate and non-Fair Tradechocolate. Discuss the differences in taste and price. Thechocolate will be divided into bite sized pieces in small bowls.Each student will sample each bowl. Then we will tallyopinions of better taste. In addition, we will reveal the prices ofeach type of chocolate. Students will hear that Fair Tradechocolate is more expensive than non-Fair Trade chocolate

INSTRUCTIONExplain Step-by-

step what you willdo in this lesson.Include ALLsupport andteaching materialswith your unit.

TIME: 50 minutes1. What is Fair Trade? an organized social movement that

aims to help producers in developing countries to makebetter trading conditions and promote sustainability. We willbrainstorm answers to these questions. Then we willprovide them with the answers. We will write thesebrainstorming ideas on the board using a bubble map thenstudents will write the definition from above into their COWnotebooks.

2. What some items that are traded fairly? Again, brainstorm we will have actual items that are sold in Fair Trade storesthroughout North Carolina and some from the Fresh Marketthere in Greenville.

*We have to use the board through this activity since ateacher will be setting up the Skype with Doug Dirks.

3. Students will be introduced to Ten Thousand Villagesthrough an excerpt from YouTube video(https://www.youtube.com/watch?v=YpAXGuIYA5s):57-4:00 minutes

4. We will Skype with a Ten Thousand Villagesrepresentative. Doug Dirks, Ten Thousand VillagesCEO, will talk to the students about Edna Ruth Byler,Fair Trade practices, and give specific examples of how

Fair Trade has affected the lives of artisans that he hasmet and spent time with.

5. Mr. Dirks realizes he has to speak twice.6. Mr. Dirks wants to create his own Power Point to explain to

the students the principles of Fair Trade and specificexamples of how it has impacted artisans.

7. He also wants to provide the students with a question andanswer time.
https://www.youtube.com/watch?v=YpAXGuIYA5shttps://www.youtube.com/watch?v=YpAXGuIYA5shttps://www.youtube.com/watch?v=YpAXGuIYA5shttps://www.youtube.com/watch?v=YpAXGuIYA5s


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8. As students speak Mr. Dirks via Skype they will take notes intheir COW notebooks about the following topics:

A. Who is Edna Ruth Byler? Why is she important?B. What are the practices of Fair Trade?C. Cite specific examples of Fair Trade artisans that you

enjoyed learning about?

ASSESSMENT(PerformanceTask) What willthe students DOto demonstratethat they havemastered thecontent? Bespecific and

include actualassessment withunit materials.

TIME: 10 minutesStudents will answer questions about Mr. Dirks lesson that theteacher has posted on edmodo.

The information the students provide is based on the informationthey wrote down after the Skype session with Doug Dirks. Thisinformation will provide me with an understanding of what theystudents took from this sessiontherefore, I consider it theassessment.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.


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The following Power Point was created by Mr. Doug Dirks, Ten Thousand VillagesCEO, to share with the students during his presentation.


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Most people say that Ten Thousand Villages was the first fair trade organization.In 1946 Mrs. Edna Ruth Byler travelled to Puerto Rico, met some very poorwomen who told her they could not afford to send their children to school. Bylersaw they were doing very fine embroidery work and ended up buying some totake home with her to Akron, PA and sell to her friends and neighbors. Thisworked, Byler ordered more and over the next few years added products from

India, the West Bank, Kenya and elsewhere that she and her husband travelled onMennonite Central Committee business. Bylers husband was an MCCAdministrator at the time. Byler probably didnt think of her work as fair trade, shewas just doing what she thought was right for the people that she met along theway. They didnt have enough money, she lived in a part of world where peoplehad money to buy fine handcrafted products and she just helped to get artisansproducts to her marketplace in North America. This is still the same basicmethodology that Ten Thousand Villages follows today. People are always moreimportant than products and profits.SERRV, a program started by the Church of the Brethren in the USA, started atabout the same time, in 1947, doing the same kind of work.

By about the 1960s people referred to this kind of work as alternative trade andorganizations in Europe, Japan, Australia, New Zealand as well as the USA andCanada, we practicing alternative trade. The term fair trade didnt start to beused until the 1970s and 1980s.


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Ten Thousand Villages is one of many fair trade organizations all over the world.Here are logos for:Comparte in Chile, South America (a Ten Thousand Villages artisan supplier)Traidcraft, a large fair trade organization in England.Trade Aid, the fair trade organization in New Zealand.Asha Handicrafts a large fair trade artisan supplier group in India. A majorsupplier for Ten Thousand Villages.

Undugu Society, a fair trade artisan supplier group in Kenya, also a local non-government organization involved in many other social and developmentprograms.World Fair Trade Organization (WFTO), largest international fair tradeorganization. Ten Thousand Villages is a founding member. WFTO recently (in2009) changed its name from the International Fair Trade Association (IFAT) toWFTO.


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Another prominent fair trade organization in the USA is Fair Trade USA. FairTrade USA is the organization that provides the fair trade certification mark onpackages of fair trade coffee, chocolate and other fair trade certified products.They work together with the Fairtrade Labeling Organization to ensure that fairlytraded commodities like coffee and chocolate are indeed fairly traded and labeledso consumers can differentiate fair trade products on store shelves.Coffee is the biggest fair trade product by far in the world. Probably 60-65% of

total fair trade. Starbucks is the biggest fair trade coffee seller in the USA. Lookfor their Esteema coffee. Fair trade coffee is also sold in many grocery stores.Other fair trade certified products in the USA are tea, bananas, chocolate, flowersand now even wine in some states.


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Fair trade is still an incredibly small part of total world trade. In turn, TenThousand Villages USA is a small, but important, part of fair trade. Our sales of$28 million in 2012 is about 0.9% of total fair trade (a little less than 1%, or about$1 of every $100 of fair trade in the world is Ten Thousand Villages USA fairtrade). Fair trade compared to conventional trade is sort of like comparing thesize of a Chihuahua to an elephant.


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Id like see fair trade grow to be big enough to challenge conventional trade tobegin to set the rules of trade. Id like to see the fair trade Chihuahua get bigenough to challenge the elephant.

Ten Thousand Villages belongs to WFTO (formerly IFAT) and FTF in order to:1) Network with other fair traders (learn from each other, cooperate with each

other),

2) Help to build a bigger and better fair trade movement,3) Provide an equal voice for Southern and Northern members,4) Dream big, eventually we hope that all trade will become fair trade.


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Ten Thousand Villages mission statement. Budo and family in Haziganj,Bangladesh Budo, Protima, Manik, Bona, Budaro.

Ten Thousand Villages vision. Very idealistic and probably not realistic but we doour work in the hope that someday everyone in the world will be able to enjoy thebenefits of fair trade.


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Julio (brother of Felipe), Luis(son of Felipe) , Felipe Enriquez in Lurin, Peru,pottery artisans for Manos Amigas.Anastasia, Ruth and Naomi, Chontola, Guatemala.Shiuli Begum, Eastern Screen Printers, Saidpur, Bangladesh.

Cash Advances example: Mitra Bali, Anthropologie order may we have

advance? We dont know about providing advances. We pay 30 days after theinvoice has been submitted/30 days after goods have arrived. Mitra Bali cantafford, declined order.


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When we changed our name from SELFHELP Crafts to Ten Thousand Villagesback in 1996, the marketing agency we were working with asked us to define whatwe were doing. They asked us: how do you describe what you do every day?After listening to us, they helped to write the statement above which still is a verygood description of what we are trying to accomplish. Caring about people,especially about disadvantaged artisans like Rosa Pariona in Peru and Bella Royin Bangladesh, and doing business with them in a manner that we both consider

fair is really what were all about at Ten Thousand Villages.Rosa Pariona, Huaycan, Peru Manos Amigas.Bella Roy, Biborton Handmade Paper, Agailjhara, Bangladesh Prokritee.


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Marco Tulia is a coffee farmer with just a few acres of land in a part of northernColombia called Santa Marta, near the little mountain village of Palmor.

The mountains where Marco lives and grows coffee.


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The road to Marcos farm. It is not very well developed. A 16 kilometer ride (about10 miles) can take more than 3 hours.

Since the roads are so bad and since gasoline and diesel fuel are expensive,Marco and other farmers usually walk or use horses to carry their coffee.


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To get to Marcos land, you cross this bamboo bridge over the stream that runspast his farm.

Marco is growing coffee seedlings on his farm. He was forced off his farm byrevolutionaries more than 15 years ago and is now trying to rehabilitate his farm.


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A few coffee trees still produce coffee cherries that are good enough to harvest.

Coffee cherries on the tree. Each cherry contains two coffee beans. The cherriesare ripe when the cherries are red.


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Marco hopes that his older trees and his new seedlings will eventually produceenough coffee for him to earn enough money to help finance a good educationfor his grandkids. When he was forced off the farm, he and his family moved tothe slums near Santa Marta City and his grandkids ended up without educationsince they could not afford uniforms, supplies and school fees.


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Marco dries his coffee beans under plastic tarps so they dont get wet when itrains. The dried coffee beans are called parchment. Parchment is what Marcoloads on his back and then on a horses back to take to his local coffee co -op millto be processed into green beans which are exported to the US and all over theworld.

Fair prices and fair terms of trade for Marcos coffee should enable him to

rehabilitate his farms and help him to realize his dream of providing a goodeducation for his grandkids.


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A good example of a handicraft artisan who makes products for Ten ThousandVillages is Bella Roy of Biborton Handmade Paper in Agailjhara, Bangladesh.Here she is standing in front of her house.

Agailjhara is in southern Bangladesh in an area that is quite remote. On my firstvisits there, it took more than 24 hours to travel a distance of about 200 miles. Wetraveled by river ferry boat, bicycle rickshaw, country row boat and walking.


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Bella has lived in this area all of her life.

Most local transport is done by boat, especially in the rainy monsoon seasonwhen much of the land is flooded.


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The countryside is lush and tropical with many coconut palm trees growing alongrivers and canals.

During British Colonial times, water hyacinth was brought to Bangladesh as adecorative plant with nice lavender colored flowers. Unfortunately, it took off likea weed and soon choked water ways and ponds all over the country.


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Water hyacinth leaves choking a pond in Agailjhara. Projects are underway to tryto control and maybe even eradicate water hyancinth. In Bangladesh, one way touse the fiber from water hyacinth is to make paper from it like they do at BibortonHandmade Paper.

The entrance to the Biborton Handmade Paper production site.


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Women collect water hyacinth stalks, beat them into a pulp with a deki (largesee-saw like contraption that is also used to husk rice and pound other foodstuffs).

Water hyacinth stalks are beaten into a pulp.


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The pulp is boiled and stirred in a vat to extra the good pulp fibers.

After boiling, the pulp is filtered and strained until it is clean enough to makepaper.


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The filtering and straining process is done several times in order to get rid ofimpurities.

After cleaning the pulp is soaked in water and then dumped into one of theselarge concrete laundry tubs.


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The pulp is stirred around until all the fibers are floating evenly in the water in thetub. Then one of the paper lifters lowers her screen made of bamboo and silkcloth into the water and lifts out a sheet of handmade paper.

A skilled paper lifter at Biborton can make up to 200 sheets of paper in a day.


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Color dyes are added to the water and pulp in order to produce a whole variety ofcolored paper.

After the paper is lifted out of the tub and the excess water is squeezed out with amanually operated hydraulic press, it is set out in the sun to dry.


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Depending on the season and the intensity of sunshine, it takes 2 to 3 hours tocompletely dry a piece of paper.

Finished paper stock is kept in the Biborton godown or warehouse.


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Other women use the paper to make finished products like boxes and greetingcards.

This woman is making photo albums using the Biborton handmade paper.


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Bella Roy makes paper photo albums and is in charge of a group of 6 otherwomen who make products with her.

Bella enjoys her work at Biborton. The first time I met Bella, she told me how shecame to work at Biborton. Here is her story:TEN THOUSAND VILLAGES


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BELLA ROY, BIBORTON HANDMADE PAPER, BANGLADESH

In the early 1980's Mennonite Central Committee (MCC) in Bangladesh beganworking at job creation in the Bagdha-Agailjhara area of southern Bangladesh.Work started by teaching poor women how to make rope and twine using locally

grown hemp fiber. In the meantime, MCC developed handmade paper technologyand due to a high demand for handmade paper, the Biborton Handmade PaperProject was established in 1993. Biborton specializes in making paper from waterhyacinth - a common weed in Bangladesh that clogs water ways. Agailjharavillage in Barisal District was chosen as an ideal location because of the plentifulwater hyacinth in the many ponds and canals, as well as the large number ofwomen who fit the MCC Job Creation Program selection criteria - women who arehead of household, have low or no income, are landless with few or no assetsand are primarily rural. Most of the women now work at the Biborton productionsite just outside of Agailjhara, although a few women still make paper at home.Biborton has grown dramatically over the past 8 years and has many orders in

hand in 2001 - a sign of its good quality products, timely deliveries and newproduct designs. The result of regular orders is a good income and a significantprofit-sharing dividend for the women working at Biborton. This benefits not justthe women but their families and communities as well.

I visited Biborton Handmade Paper in April 2001. The enterprise was employing85 people at the time and its order books were full for the rest of the year.Handmade water hyacinth paper could be seen drying in the sun everywhere inthe surrounding community. At the turn-off from the main road to Biborton acluster of more than 20 dokans (small retail businesses) has sprung up.Everything from fresh fruits and vegetables to bicycle repairs can be purchased

here. Dokan owners said they decided to start a business here because morethan 80 women who are earning money walk by every day on the way to and fromwork at Biborton.

After watching the paper making process and seeing paper products being madeinside the Biborton building I was introduced to Bella Roy, a 25 year old singlemother who has been working at Biborton for five years. Bella said she wasmarried 9 years ago. Two years later her son was born and soon after she wasabruptly abandoned by her husband. Bella and her baby boy had no place to stay,no income and no property of any kind. Bellas own family was so poor that theyat first told her that she could not come back to live with them. Eventually, she

moved back in with her mother and father and had to live with the stigma of beinga single mother with a son but no husband. Her husband has never officiallydivorced her but Bella does know that he has married a second wife and lives in anearby village. Bella had never attended school and was illiterate so she found itvirtually impossible to find work. She says that life was very hard and she and herson often did not have enough to eat.


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Five years ago Bella noticed that one of her neighbours was regularly walking toand from a job somewhere nearby. She asked her neighbour where she wasworking and if there might be any work for herself. The neighbour woman saidthat she was working at Biborton and that she was making paper products thatwere being exported to Canada, the USA, Japan and Europe. Bella said that she

assumed she would never qualify for a job at a place that sold products toforeigners. But the neighbour encouraged Bella to walk along to work with herthe next day to ask for a job. Bella got an interview that day. She said the personasked her all kinds of questions about her family, her income, her house, hereducation and her former work experience. Bella answered that she had noincome, that she had no education, could not read or write and never had apaying job before. To her great surprise the woman conducting the interviewstood up, shook her hand and told her to come to work the next day. Bella saysshe didnt understand what she said that got her the job.

Papri, the manager at Biborton Handmade Paper, asks the same three questions

of all prospective workers: 1) can you read and write?, 2) have you ever had apaying job before? (begging does not count), and, 3) if times got tough, do youhave relatives or friends who will let you move in until times get better?

If the person answers no to all of these questions, they are qualified for a job atBiborton. If they answer yes to just one of the questions, they are not offered a

job they are too well off for employment at Biborton.

Bella started out by learning how to make small paper boxes and now is one ofthe most experienced and productive box and photo album artisans at Biborton.In the five years she has worked she has learned to read and write Bengali and

has attended a number of training programs on healthcare, nutrition, small scalevegetable farming and womens rights in Bangladesh. She generally works eighthours a day, five or six days a week. Her income averages about Taka 2,200 permonth (C$80/US$53). A farm or general construction worker in Agailjhara areaearns about Taka 40 per day (C$1.50/US$1.00), about Taka 1,000 per month(C$36/US$23) if there is steady work. In fact, most men in Agailjhara have verysporadic work and most women have no opportunity at all for paying work.

Bellas job at Biborton has enabled her to send her son, Shodesh Mondal, toschool at the local catholic missionary school called Dipti Bhavan. He is sevenyears old now, in class 2, and Bella hopes he can go on to college. She says that

a good education for her son will help to ensure a secure future for herself, herparents and her son.

Bellas house is a 10 minute walk from Biborton and she invited us to walk withher to see her house and have tea. Shahjahan Miah and Suraiya Chowdhury ofMCCs Job Creation Program walked along with Bella and me. While walkingBella said that her job benefits included a Provident Fund that had accumulatedTaka 5,500 and very low interest loans. In the past year she borrowed Taka 4,000


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to buy rice at harvest time, when prices are at their lowest. She bought two timesmore rice than she thought her family would need for the season and threemonths later sold the rice she wouldnt need at a price that allowed her to pay offthe loan and even put some money into savings. Her savings account now totalsmore than Taka 5,000. A little over a year ago Bella took out a low interest MCC

housing loan to rebuild her parents house after a devastating flood in southernBangladesh. The old house had one room, a dirt floor, bamboo walls and a grassthatch roof. She borrowed Taka 10,000 with a four year repayment plan. She toldus that she thinks she will be able to pay off the loan in three years. The newhome houses her parents and Bella and her son. The new house has a raisedconcrete floor, a wooden frame, 3 rooms and a corrugated iron sheet roof. She isobviously very proud of her new house. It is one of the best houses in her littlecommunity called Jonmo Joyerpar.

As we were leaving Bella asked us for more orders for Biborton products. Shetold us that jobs at Biborton are the best in the Agailjhara area. She wants to

make sure she continues to have work and she hopes Biborton can continue togrow so more people like her can have an opportunity to work and earn a goodsteady income so they too can send their children to school, improve theirhousing and look forward to the future.

Doug Dirks, Ten Thousand Villages (Aug 2006)Update on Bella Roy story after February 2012 Learning Tour.

Since 2006, Biborton Handmade Paper has grown to employ more than 100women like Bella. Their skills, production capacity and variety of products haveall grown so that they can meet the needs of customers who ask for more

complicated handmade paper products. Bella is now a supervisor of 10 otherwomen who make a variety of products from Bibortons handmade paper boxes, cards, packaging material, photo albums.

Bella has been very generous as her economic outlook has improved. She nowhas number of other people living with her in her house: her mother-in-law (thesame person that rejected her when Bellas husband abandoned her), one of herwidowed aunts and 2 of her children and 3 other nieces and nephews whosefamilies are too poor to support them.

When we visited with our learning tour in February 2012, I asked Bella what

accomplishment she was most proud of. She immediately said that her proudestachievement is that she was able to provide a good education for her son,Shodesh. He graduated from the local private high school (the school wasestablished by the Catholic Church in Bangladesh) about 2 years ago and enteredinto an electrical apprenticeship. He successfully completed the apprenticeshipat the end of 2011 and has started his own electrical business. He now has 2employees and seems to have successful, growing business. Bella said her nextproject is to help Shodesh find a wife. She was quick to add that she would not


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choose for Shodesh. Rather, she will try to guide him in the right direction so hedoesnt make a bad choice.

Bella is friends with Suraiya Chowdhury, a product designer from Prokritee inDhaka, the capital city. Together they design and produce new product samples.


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Bella proudly sits at her workstation alongside other women at BibortonHandmade Paper.

On one of my visits, Bella invited me to walk with her to her house for tea. Wewalked through rice fields and past coconut palms and bamboo groves.

Bella walks this route of about 2 miles, back and forth to work, everyday.


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She passes by the pond where she and her friends do laundry by hand a coupleof time a week.

Everyone still does their laundry by hand in the pond. No one has a washingmachine. Most people only have enough electricity to run a couple of light bulbsand maybe a radio and sometimes a small TV.


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Bella leading the way into her neighborhood. Houses are built with wood frames,wood or corrugated iron sides and corrugated iron roofs. Poorer families willhave bamboo frame houses with thatched straw or grass roofs.

Bellas house in the background with her garden out front.


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Bella in front of her new house. She is very proud to be a home owner and to beable to provide a good place for her extended family to live. Just 15 years ago shewas living as a beggar woman on the street with no home and just one set ofclothes to wear.

Bellas job at Biborton has provided her with income, security and confidence toreach out into her community.


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Bella believes that her work at Biborton gives her a good foundation for a betterfuture.

Fair trade is more than paying a fair price for products. For us at Ten ThousandVillages it means getting to know people well enough so that we care enoughabout them to do business together in a way that we all consider to be fair. Fair


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trades give hope to people like Marco Tulia, a coffee farmer in Colombia, andBella Roy, a handmade paper maker in Bangladesh. It provides jobs, income,dignity, education, better housing an improved quality of life. Fair trade ispeople before profits. Fair trade is hope for a better future for everyone. Fair tradetruly does make a difference for people like Marco and Bella.


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LESSON #2Fair Trades POWER to Impact the Lives of Children and the Environment


LESSONOBJECTIVE

Students will assess the solutions that Fair Trade offers when

dealing with child labor and environmental degradation.

POINT TOPONDER

Child labor, child slavery, and environmental degradation create aneed for more Fair Trade farms.

ESSENTIALQUESTION

How does the POWER of Fair cooperatives help protect childrenand the environment?


Fair Trades POWER to Impact the Lives of Children and theEnvironment

1. Environmental Impacts of non-Fair Trade farmsA. Land and ecosystems are compromised, such as

deforestation and erosionB. Harmful toxins are used that pollute the atmosphere and

food supplyC. Pollutants are dumped into local water systems

2. Child Labor / Child SlaveryA. Families need their children to work on the farmsB. Children are stolen from their families for free laborC. Some families even sell their children to provide

themselves with the money they need to survive.3. How Fair Trade USA creates cooperatives in developing

world countries to help with these issues.4. How food gets from the farm in a developing country to your

table at home.


What 3 items areworth knowing?(Think about the

content you haveselected. What isimportant forstudents toKNOW?)

After the lesson,Students will KNOW that child labor and slavery, as well asenvironmental destruction exists on non-Fair Trade farms.

Students will KNOW that Fair Trade organizations are workinghard to rid our world of this tragedy.

Students will KNOW that Fair Trade certified farms do notcondone child labor or environmental degradation.

What are the After the lesson,


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enduringunderstandingsthat studentsshould take awayfrom the lesson?

(Define the BIGIdeas.)

Students will UNDERSTAND that child labor / slavery andenvironmental degradation is a problem on non-Fair Trade farms.

Students will UNDERSTAND that Fair Trade does not support the

mistreatment of children and will not certify a farm that does.

Students will UNDERSTAND that the environmental effects ofsome farms are detrimental and that Fair Trade teaches farmershow to sustain their land for future growth.

What 3 items areimportant forstudents to be ableto DO?

(Define whatstudents should beable to DO as aresult of yourlesson.)

After the lesson,Students should be able to explain Fair Trade principles onenvironmentally friendly procedures.

Students should be able to explain Fair Trade principles on childlabor.

Students should be able to describe how food comes from a FairTrade farm to their table.

III. PLANNING



(1).

*We need the 15 minute hook so one teacher can get the GoogleHangout up and running smoothly with the 3 speakers.

INSTRUCTIONExplain Step-by-step what you willdo in this lesson.Include ALLsupport andteaching materialswith your unit.

TIME: 45 minutesToday we will go over the two most crucial negative implicationsassociated with non-Fair Trade producers. These are theenvironmental impacts and the issue of child slavery / child labor.

Brainstorm together write on the board what do you think aresome environmental impacts of non-Fair Trade farms? How do youthink that child labor relates to non-Fair Trade farms?

Students will view a collection of pictures that I have put togetherbased on these issues.Go over facts and figures about these two implications.

Read some excerpts from Kesley Timmermans bookWhere Am IEating? and Where Am I Wearing?

After hearing all of the negative about non-Fair Trade now we will


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explore the importance of why Fair Trade is essential for us ascitizens of the world. I have located three sources to provide uswith firsthand accounts of the importance of Fair Trade farming.Katie Senior Communications director at Fair Trade USA themaster of all things Fair Trade.

Wendy who will be joining us from a coffee farm in Costa Rica.Wendy will have with her a middle-school-aged person from thecommunity. Wendy will discuss what is like on the actual FairTrade co-op in South America. She, and her guest, can give us areal account of details from the front lines

Kelsey Timmerman author ofWhere Am I Eating? and Where AmI Wearing? Kelsey has traveled from South America to Asia, visitingand even working on Fair Trade and non-Fair Trade farms. He hasseen the devastation non-Fair Trade causes in peoples lives as

well as the good that Fair Trade can do.

These speakers will go over the two big negative implications ofnon-Fair Trade: environmental impacts and child labor / childslavery. They will also discuss how Fair Trade works with us on alocal level. How the process actually goes from the farm to yourtable.

There will of course, be a question and answer time.

We will enjoy a Fair Trade bananas while students are participating

in the Hangout.

While students are participating in the Google Hangout they shouldtake the following notes in their COW notebook:

1. What are three environmental impacts of a non-Fair Tradefarm?

2. What are three ways that the treatment of children is notacceptable on a non-Fair Trade farm?

3. List multiple ways that peoples lives are changed for thebetter when they work for a Fair Trade co-op? In your ownwords, describe the process that Fair Trade food takes from

the field to your table

ASSESSMENT(PerformanceTask) What willthe students DOto demonstratethat they have

TIME: 10 minutes

We will share our notes that were taken in our COW notebooksduring the Google Hangout. This will give those students who didnot get the information down to get caught up. Having this info willbe imperative for our action activity that will begin tomorrow.


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mastered thecontent? Bespecific andinclude actualassessment with

unit materials.

Tonight join our edmodo page answer the question that yourteachers have postedthis will get you some Fair Trade goodiestomorrow.

Question from edmodoWhat are some ways that you can make aPOWERFUL influence on your community? How can Fair Tradehelp to change our world?

Edmodo code 3fdph5


ASSESSMENT AND INSTRUCTIONAL MATERIALS

Insert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

http://www.globalexchange.org/fairtrade/cocoa/classroomhttp://www.globalexchange.org/fairtrad

e/cocoa/classroom
http://www.globalexchange.org/fairtrade/cocoa/classroomhttp://www.globalexchange.org/fairtrade/cocoa/classroomhttp://www.globalexchange.org/fairtrade/cocoa/classroomhttp://www.globalexchange.org/fairtrade/cocoa/classroomhttp://www.globalexchange.org/fairtrade/cocoa/classroomhttp://www.globalexchange.org/fairtrade/cocoa/classroomhttp://www.globalexchange.org/fairtrade/cocoa/classroom


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LESSON #3The POWER of Educating Your Global Community


LESSONOBJECTIVE

Students will review the negative implications of non-Fair Trade

farms and develop ways to change these implications one personat a time.

POINT TOPONDER

Fair Trade could become more POWERful if more individualsknew about the condition of children and the environment on non-Fair Trade farms.

ESSENTIALQUESTION

What POWERS do I possess to advocate for Fair Trade?


The POWER of Educating Your Global Community

1. Video on Senda Fair Trade soccer ball2. Review the history of Fair Trade3. Review the negative implications of non-Fair Trade

regarding children and the environment4. Review how Fair Trade food gets from the farm to your

table5. Create rough draft of blog post6. Post information to FairtradeUSA.org blog7. Begin glogster assignment8. Pop quiz for assessment


What 3 items areworth knowing?(Think about thecontent you haveselected. What isimportant forstudents toKNOW?)

After the lesson,Students will KNOW the negative implications of non-Fair Tradefarming.

Students will KNOW how Fair Trade food goes from the farm totheir table.

Students will KNOW what businesses around Pitt County sell FairTrade products.

What are theenduringunderstandingsthat studentsshould take awayfrom the lesson?(Define the BIG

After the lesson,Students will UNDERSTAND that individuals can make adifference in how children and the environment are treated indeveloping countries.

Students will UNDERSTAND that the negative implications onchildren and the environment also have a negative effect on our


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Ideas.) global population.

Students will UNDERSTAND purchasing Fair Trade certifiedproducts here in Pitt county effects those people working on FairTrade farms.

What 3 items areimportant forstudents to be ableto DO?(Define whatstudents should beable to DO as aresult of your

lesson.)

After the lesson,Students should be able to explain to their family and friendswhere to buy Fair Trade certified products.

Students should be able describe how food gets from Fair Tradefarms to their table.

Students should be able to discuss the ways that Fair Tradeorganizations help those people in developing countries.


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III. PLANNING



TIME: 5 minutesStudents will watch video about Senda brand soccer balls. Thefounder of this company, Santiago Halty, was distraught about howchild labor was used to produce soccer balls in Pakistan, so he

took a stand and created his own brand.http://www.youtube.com/watch?v=lTx_fj8k8s4 0:00 5:00.

INSTRUCTIONExplain Step-by-step what you willdo in this lesson.Include ALLsupport andteaching materialswith your unit.

TIME:

Recognize the students who posted on our edmodo page. Viewthese on the SmartBoard, award students with Fair Trade candy.

Using our COW notebooks review the history of Fair Trade asreported from Day 1 in class. (Doug Dirks)

Using our COW notebooks review the negatives implications ofnon-Fair Trade farms.

Using our COW notebooks analyze the ways that Fair Tradearrives at our tables from the farms. I will type these on theSmartBoard while students go over the answers.

Students will view the slide that indicates where Fair Trade itemsare sold here close to home. See attached

Students will work with as a group to create a blog post for the FairTrade USA website (www.fairtrade.org). Katie will create the topic

Middle School Students Participate in Google+ about FairTrade. Students, with their partners, will post their reaction to theinformation that was presented to them on Tuesday. They will alsoblog about what are their plans to incorporate Fair Trade into theirlives. Students should incorporate locations that sell Fair Tradeitems in their community.

*Students will be required to complete a rough draft of the blog postin their COW notebook and have it approved before it can be

posted. Students will have 25 minutes for this part of theassignment specifically. Teachers will set a timer, monitor andassist students as needed. Students are expected to use theinformation in their COW notebooks to help with this blog.
http://www.youtube.com/watch?v=lTx_fj8k8s4http://www.youtube.com/watch?v=lTx_fj8k8s4http://www.youtube.com/watch?v=lTx_fj8k8s4


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After the allotted time is up begin going over glogster product.

(I stuck with the glogster assignment because Katie at Fair TradeUSA suggested that the students could create visual to helpunderstand the importance of Fair Trade. She wanted these

visuals to go on their facebook page. After I played around withglogster edu you can make your glog public, which will provide alink that students could place on the Fair Trade USA facebookpage. This way we are still incorporating glogster and it is reachinga wider audience.)

Begin going over glogster assignment. Teachers will showstudents a sample glog so students know what we are lookingfor. Today we will set up accounts and demonstrate forstudents how to insert pictures and text, and go over the rubric.

Students will work with a partner. Assignment as follows:

Glogster Assignment-How do YOU have the POWER to make a difference?

Why do you need to make a difference? Discuss child labor,environmental issues, unfair treatment of farmers.Why do we need Fair Trade? Review the practices of FairTrade and how it helps us globally.How do you have the power to make a difference? Five waysthat you and your classmates can make a difference regarding

Fair Trade.

Night time edmodo assignment: How does Fair Trade tie into ourcamp theme of POWER? List two ways.Students who answer will be recognized tomorrow and will receivea Fair Trade treat!

ASSESSMENT(PerformanceTask) What willthe students DOto demonstratethat they havemastered thecontent? Bespecific andinclude actualassessment withunit materials.

TIME: 5 minutes

Students will take a pop quiz on the information that they havereceived regarding Fair Trade. This quiz will be on a slip of paperthat we will hand-out and students will turn it in on the way out thedoor.

Tonight we will compose the answers from the students to view atthe beginning of class tomorrow. This will serve as our review.

1. What is one way that Fair Trade improves the quality of lifefor its farmers?


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2. What is one principle of Fair Trade according to Fair TradeUSA?

3. Name two places here in Pitt County where you can buy FairTrade products?


ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.


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LESSON #4Your Choices Are POWERful!


LESSONOBJECTIVE

Students will create a glog demonstrating the ways that they canhave the POWER to make a difference in this world through FairTrade.

POINT TOPONDER

ESSENTIALQUESTION

What are ways that I can help farmers in developing countries?


Your Choices Are POWERful!

1. Ben and Jerrys video the effects of Fair Trade2. What is one way that Fair Trade improves the quality of life

for its farmers?3. What is one principle of Fair Trade according to Fair Trade

USA?4. Name two places here in Pitt County where you can buy

Fair Trade products?5. Go over glogster assignment6. Students will work on product7. How can you make a difference?


What 3 items areworth knowing?(Think about thecontent you haveselected. What isimportant for

After the lesson,

Students will KNOW that their choices can make a difference.

Students will KNOW that that there are many ways that studentscan advocate for Fair Trade.


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students toKNOW?) Students will KNOW that Fair Trade USA offers opportunities for

people to advocate for Fair Trade.

What are theenduringunderstandingsthat studentsshould take awayfrom the lesson?(Define the BIGIdeas.)

After the lesson,Students will UNDERSTAND that individuals can make adifference.

Students will UNDERSTAND that they can play a role in educatingpeople about Fair Trade.

Students will UNDERSTAND that each purchase of a Fair Tradeproduct helps support Fair Trade farmers in developing countries

What 3 items areimportant forstudents to be ableto DO?(Define whatstudents should beable to DO as aresult of yourlesson.)

After the lesson,Students should be able to inform others of the impact thatstudents can have when it comes to Fair Trade.

Students should be able to describe advocacy programs for FairTrade.

Students should be able to discuss the ways that they can make adifference.


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III. PLANNING



TIME:3 minutesStudents will watch a Ben and Jerrys Ice cream video. This is setto music and explains the reasons for Ben and Jerrys Fair Trade

journey.

http://www.youtube.com/watch?v=sJfZb8LNB98

0:00 2:36

It is my objective to have shown the positive effects of Fair Trade through

the video hooks on Wednesday and Thursday. That way students can

focus on how to have the POWER to make a difference.

INSTRUCTIONExplain Step-by-step what you willdo in this lesson.

Include ALLsupport andteaching materialswith your unit.

TIME: 60 minutesReview edmodo posts from last night, recognize those studentswho posted, provide them with their Fair Trade treat.

Review the answers to yesterdays assignment. I will have theanswers typed on the SmartBoard for us to go over and review thebasic information that we have gone over this week.

1. What is one way that Fair Trade improves the quality of lifefor its farmers?

2. What is one principle of Fair Trade according to Fair TradeUSA?

3. Name two places here in Pitt County where you can buy FairTrade products?

We will continue to work on their glogster page to submit to the FairTrade USA facebook page.

I will review with students on the Smartboard how to uploadpictures and type text.

Teachers will move around the room to monitor and assist studentsas needed. I will play Fair Trade music from iTunes such as FairTrade Bananas, Fair Trade Coffee, Make Trade Fair, TradeFair, Fair Trade Always, etc. (These are pricelessyou shouldlisten to them.)

If students finish with their glogster assignment we when thencomplete the Fair Trade Simulation activity that was previouslyscheduled on Day 2. (Please note that it took my AIG studentsfrom this past school year four 45 minute class periods to make aglogster about the Five Themes of Geography)

1 Fair Trade Simulation ActivityA Students will be given 50 real cacao beans to complete
http://www.youtube.com/watch?v=sJfZb8LNB98http://www.youtube.com/watch?v=sJfZb8LNB98http://www.youtube.com/watch?v=sJfZb8LNB98


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this simulation.B Teacher will act as the buyer (non-Fair Trade), giving the

farmers / students the non-Fair Trade price for theirbeans. $1.00 for 5 beansstudents will have $10.00.

C Discuss what are peoples basic needs? Shelter, food,clothing, medicine, school

D Students will complete activity where they have topurchase the basic needs for their families, prices areas follows: Food - $4.00, Clothing - $3.00, Shelter -$3.00, School - $5.00, Doctor Visit - $5.00. They willrealize that the $10.00 price does not get you thenecessities for yourself, much less your family.

E Complete the same simulation except this time teacherwill be from a Fair Trade cooperative. Farmers will get$2.00 for every 5 beansstudents will now have $20.00.

F Students will now purchase the basic needs for theirfamilies. Prices are the same as above. Students will seethat Fair Trade makes a huge difference in the lives offarmers in developing countries.

Discuss the differences. How effective are Fair Tradepractices? Defend your position. (2) What would happen if allfarmers in developing countries could become part of a Fair

Trade Coop? Students will post this information on our classedmodo page.

ASSESSMENT(PerformanceTask) What willthe students DOto demonstratethat they havemastered thecontent? Bespecific and

include actualassessment withunit materials.

TIME: 3 minutes

On the slip of paper that has been provided you and your partnershould write down five ways that you have the POWER to make adifference regarding Fair Trade.

Turn in as you walk out the door.


ASSESSMENT AND INSTRUCTIONAL MATERIALS


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Insert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.


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Documents

Playing Fair: How Coffee and Chocolate Can Change the World