7 - Taking a Global View

In this lesson the class explores media representation of different developing countries and then produces a class newspaper which represents issues in a balanced way.

Curriculum Links
This lesson plan links to Curriculum aims and/or programmes of study in Citizenship, English and Geography.

Learning Objective
To explore the media representation of the 7 producer countries and its influence on our perceptions.

Learning Outcome
To appreciate that identities are complex, can change over time and are informed by different perceptions.

Resources Needed
Examples of Fairtrade packaging (either photos below or 'real life' examples), at least 4 newspapers for each group, and access to the internet.

Preparation
Students could find different examples of Fairtrade packaging for foods from the identified countries on the internet.

Starter
Draw a large eye on the board and write the names of the 7 producer countries around it. In pairs students discuss what they think the countries are like and then write/draw their ideas inside the eye. Ask the class where they think these perceptions come from.

Download documents:

Taking a global view worksheet

Download documents in Welsh:

Taking a Global View worksheet

Main Activity
Divide the class into at least 7 groups and assign a country to each group. Give the groups a selection of at least 4 newspapers. Students look through the papers for mentions of their country, noting on the worksheet whether the mentions are positive or negative. Students should also look at the following websites for mention of their country www.bbc.co.uk,http://english.aljazeera.net/, www.sky.com
Groups feed back to the class

• Which country gets the least/most coverage?
• Did students find that they were mentioned most in the papers or online?
• Are the mentions generally positive or negative?
• Are there any similarities in article content?
• What are the positive mentions typically about?
• Are countries portrayed as actively finding solutions to problems?
• Are there differences between papers?
• Does any newspaper mention Fairtrade? How often?
• Is media representation of these countries balanced?

In their groups students look at the examples of Fairtrade packaging for food from their country. Does it change their perception of the country? Why/Why not?

Students write their own articles about the countries, creating their own class newspaper representing issues and countries in a balanced way.

Plenary
Look back at the “eye” the class filled in at the beginning of the class. Have they changed or altered their opinions at all of what these countries are like? Challenge students to pick one perception and research it at home. Was it true or false?

7 - Taking a Global View

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