5 - Drought Devastation in South Africa
In this lesson the class explores the devastation caused to Fairtrade producers by drought in South Africa and works out the costs of supporting them to overcome the challenges faced.
N.B. This can be turned into an ICT Excel activity. When students budget for their work in South Africa remind them that they are mainly going to find estimates for the costs in GBP (£), not South African rand.
This lesson plan links to Curriculum aims and/or programmes of study in Maths, PSHE and Citizenship.
To work out the costs of supporting farmers in South Africa to overcome the challenges faced in times of drought.
To apply suitable mathematic skills to issues beyond the classroom.
Atlases, internet access
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Fairtrade Bingo. As a class, decide on 9 terms related to Fairtrade. Students then draw a 3x3 grid and write the words in at random. The teacher reads a definition out and students cross off the word it refers to. When students have crossed off 3 words in a row they shout bingo and read back the words and their definitions.
Begin by discussing the idea of a budget. What’s it used for? Why do charities and NGOs have budgets? In what ways do NGOs and charities support communities in developing countries? How does Fairtrade support communities? Discuss the Fairtrade premium with the class. What is it? What is it used for?
The Fairtrade premium
When you buy an item that carries the Fairtrade Mark, you can be sure that, as well as farmers being paid a fair price for their crops, the group of farmers has received a ‘Fairtrade premium’ – an extra payment – to spend on community development.
Split students into groups and distribute one copy of the worksheet to each group along with research materials. Briefly discuss the task, ensuring that all students understand what drought is and the ways in which it affects communities as well as potential solutions. Try to focus on what can be achieved using the Fairtrade premium rather than just giving money, particularly the benefits of building up a trade partnership or training members of the community.
In groups students research and complete the task and then compare with the rest of the class. How different are they? Were they surprised at all at the different things they had to consider when putting their budget together?
Students write down as many words as they can think of which relate to the lesson in 60 seconds. Alternatively you could have 'soap box corner' where students are challenged to stand and talk about a subject without a break for 60 seconds