6 - Visioning Fairtrade
In this lesson the class travel to the future in a time machine to imagine what the lives of Fairtrade producers may be like.
This lesson plan links to Curriculum aims and programmes of study in English and Geography, and to non-statutory programmes of study in Citizenship and PSHE.
To imagine what Fairtrade could look like in 20 years time.
Children hot seat each other to imagine what Fairtrade could look like in 20 years time.
Blank pieces of card in the shape of a globe, colouring pens, pencils.
Download documents in Welsh:
Cut out globes.
Debate with the class what Fairtrade means to a quinoa producer in Bolivia and to them as shoppers in the UK. What are the differences/ similarities? (N.B. Older or more able groups could consider what Fairtrade means to the British government and/or the Bolivian government too. Do they think that governments will support Fairtrade on a wider scale than at the present time? What difference could this make to producers in developing countries like Bolivia?)
But what could it look like in the future?
In groups pupils read the Anapqui producer stories and take it in turns to hot seat each one, imagining what they would like to happen in the future and how Fairtrade may continue to affect their lives. Perhaps pupils could even pretend they are travelling to the future in a time machine! They then imagine that they are the grandchild of one of these producers, talking in 20 years time about the difference Fairtrade has made to their lives. Class feed back on any interesting issues that were raised or discussed.
Each pupil is given a globe. They draw/represent their vision of what they think Fairtrade will be like in 20 years time. These can then be used as a display.