1 - World Fairtrade Market Place
In this activity children investigate one producer group and then give a presentation to persuade others to buy their Fairtrade product.
Omit raisin group if undertaking activity with younger children.
This lesson plan links to Curriculum aims and programmes of study in English, and to non-statutory programmes of study in PSHE and Citizenship.
To work in groups to investigate a producer group from one particular country and then plan and present an argument for why we should buy Fairtrade goods from them.
Children have created a presentation to convince others to buy their Fairtrade product.
Fairtrade examples of each commodity if possible.
Download documents in Welsh:
Adapted versions of commodity profiles if necessary.
Review the meaning of Fairtrade with the class. What is it? What’s the Fairtrade premium and how does it help producer groups in the developing world? What does it mean to them? What would make them buy or convince their parents to buy Fairtrade goods? What are the arguments against Fairtrade?
Split the class into groups: raisins, honey, blueberries, rice, quinoa and sugar. Pupils discuss their commodity. If possible, give each group an example of the Fairtrade commodity to look at and examine.
• What does it look like?
• Where does it come from?
• How is it grown/cultivated?
Groups use the commodity profiles to discover 5 facts about their commodity to share with the class. (pupils in the quinoa group may need the profile immediately)
Distribute the following producer stories to each group.
Raisins: all MiFruta producer stories.
Honey: Guido Guenupan, Sonia Chicao and Ceila Gonzalez , Apicoop.
Blueberries: Juan and Marina Inostroza, Chico Henriques (blueberry segment of story), Apicoop.
Rice: Sansar Chand, Dalbir Singh, Agrocel.
Quinoa: Vitaliano Ayaviri Huayllani, Fisser Garcia, Anapqui.
Sugar: Joyce Chibouro, Joseph Kamangira, Kasinthula.
Explain they are going to role-play a world Fairtrade market place where different producer groups try to persuade shoppers in the UK to buy their Fairtrade product. Using the producer stories they have been given, as well as their knowledge about their commodity, they need to develop a convincing argument which they will then present to the class.
Ask pupils what they think makes a good argument and share ideas with the class (e.g. It’s backed up with evidence, it’s fun so it catches people’s attention, it’s interesting etc.)
In their groups pupils use the producer stories to help to develop their presentations. They can choose whatever format they like (e.g. acting an advert, performing a poem) but they must include the following information:
• Who they are (name of producer group, background of producer)
• What Fairtrade product they are selling
• Why Fairtrade is so important to them
• Why shoppers in the UK should buy Fairtrade goods
Before beginning work pupils can decide on success criteria as a class.
Sentence starters such as the one below can be used as prompts.
Our producer group is.........
Here are two of our farmers called.........
__________ is a _________ farmer, he/she..........
Here are 5 facts about our commodity.........
Fairtrade is important to us because........
Read out 5 true/false statements (these could be about Fairtrade generally or specific to content covered by the class). Students then stand up/remain sitting if they think that they are true/false.
More able groups may also want to write a report of the world market place and why Fairtrade is important to the different producer groups.