2 - Mapping Trade
In this lesson the class uses atlases to construct a map of the world and graphical techniques to record physical and human landmarks. They then consider the positive and negative impacts of trade on countries.
N.B. Do this activity after 'Meet the People Round the World Trip.'
Not all the rivers may be marked in KS3 atlases.
This activity has been split into two parts if you wish to undertake it over more than one lesson.
This lesson plan links to Curriculum aims and/or programmes of study in Geography.
To use atlases to construct a map of the world and graphical techniques to record physical and human landmarks.
To understand how countries are connected by trade and how this flow of goods can impact negatively on poorer nations.
Atlases, large A2 paper, art materials.
'Before you’ve finished your breakfast you will have depended on half the world' Martin Luther King
Discuss the quote with the class. What does it mean? When did Martin Luther King live? Is the quote more or less relevant in 21st Century?
Using atlases the class traces a map of the world. In groups they then transfer it to A2 paper. Working together they mark the following features onto it using different colours, remembering to add a key.
• The UK
• Traidcraft producer countries (India, Thailand, South Africa, Chile, Malawi, Mauritius, Bolivia)
• The countries which surround the producer countries.
• Capital cities of UK and producer countries
• Rivers: the Thames River, Orange River, Valdivia River, Shire River, Ganges River.
• Mountain Ranges: Andes, Himalayas
• The commodities produced by farmers in each country.
Students draw the trade links between each producer country and the UK.
Invite ideas from the class of examples of the negative impact of trade on producer countries and their farmers.
Ask the groups to choose the 3 they believe to be most important and explain why, adding them to their maps.
- When goods are imported into a poorer country from the EU or USA they are sold at cheaper prices than the local produce. This is because farmers in the EU and USA receive subsidies from their governments. The governments of poorer countries cannot afford to do this. Cheap imports mean that producers cannot always sell their crops.
- Farmers in poorer countries don’t have access to international markets, they sell their produce at home in their local area. To sell their commodities abroad they often are forced to go through a 'middleman'/business who buys the commodities at a very low price and then sells them on to an exporting organisation at a very high price. The farmers often can't even cover their costs of production and struggle to make a living. They also often don’t get paid for weeks or months after they have handed over their crops.
- This lack of security means that farmers struggle to feed their families or send their children to school. Farming is their only source of income and they lack support when it goes wrong.
- If farmers can no longer make a viable profit from their land they have to give it up and move away in search of other work. This is particularly the case for young people who are unable to make a living in rural areas. This has a negative impact on the wider community.
- Trade can also negatively impact on climate change as big businesses use fossil fuels and resources irresponsibly and inefficiently. Poorer countries suffer the most from climate change; farmers are negatively impacted by drought or flood.
Ask for examples of the positive impact of Fairtrade on producer countries and then ask the students to think of more examples in their groups. They add this to their map.
- Environmental standards are an important part of Fairtrade certification and producer groups have to meet strict criteria. This means that their produce is not only Fairtrade, it’s also organic – a lot healthier.
- The Fairtrade premium has a positive impact, not only on producers but also on their communities who benefit from water pumps, electricity and many other things.
- Farmers work together in co-operatives. This means that they have strength in numbers and are able to trade directly with organizations such as Traidcraft without going through middlemen. The co-operatives provide training and support, meaning that farmers can grow better produce and diversify their crops.
- Fairtrade is also linked to campaigns for fairer international trade rules. Producer groups and organisations such as Traidcraft work hard to bring the inequalities of trade (such as unfair subsidies) to the attention of the world.
Split the class into two teams and ask them to stand in two lines. Draw a line down the middle of the board and present whiteboard markers to the head person of each team. Explain that each team has to write as many words as they can think of to do with what they have learned in today’s lesson. Only one student can write at a time. They then give the marker to the next student in line and take their place at the back. Award one point per word/phrase. The team with the most points wins. They will have to explain any ambiguous answers!
Students must not copy the other team! If you see that a word/phrase has been replicated then the team that wrote it first gets the point.
Groups identify countries where non-food items they use come from . Are the negative implications of trade the same? (i.e. sweatshops etc)