6. The History of Fair Trade

In this lesson students learn about the chronology of fair trade in the context of South African history.

Resources Needed
South Africa timeline of events/ apartheid laws( from previous lessons), plain wallpaper, art materials

Curriculum Links
This lesson plan has links to Curriculum aims in History.

Learning Objective
To understand the chronology of fair trade and place it in the context of events in South Africa.

Learning Outcome
To be able to draw links between events in South Africa and the need for fair trade.

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As a class, decide on 9 terms related to fair trade. 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.

Main Activity
Discuss the meaning fair trade with the class. What do they know about it? Where do they think it came from? When did it begin? Read through the History of Fair Trade information with the class. Is there anything that surprises them?

In pairs students pick what they think are the three most important dates/events in the history of fair trade, being ready to explain their reasoning to the class.

Split the class into groups and distribute a length of wallpaper and art materials. In their groups, students draw a timeline of important dates in South African history (using resources from other lessons in the unit). They then add important dates in the history of fair trade.

Ask students to identify events in South African history which have led to the need for fair trade in the country (e.g. the laws of apartheid which forced the resettlement of thousands of black South Africans)

Set a discussion statement for the class e.g. Different events in South African history show that there is need for fair trade in the country today. Students spend two minutes discussing in pairs. They then join with another pair and discuss the question for another two minutes before joining with another 4 student and discussing. This process can be continued until you have a brief full class debate on the subject.