The accompanying resource sheet for this lesson will be added shortly.
In this lesson the class uses real statistics about Fairtrade to decide whether it is ultimately a good thing.
N.B. The statistics can be used as information to answer alternative questions depending on the year group/level of the class.
This could also be adapted into an ICT spreadsheet lesson.
Curriculum Links: Maths 1.1 (a), 1.2 (a), 1.3 (b), 2.3 (a), 2.3 (b), 2.3 (c), 2.3 (d), 2.3 (e); PSHE 1.4 (a), 1.4 (b); Citizenship 1.1 (b), 1.3 (C), 2.1 (a).
Learning Objective: To interpret and evaluate Fairtrade data from Traidcraft.
Learning Outcome: To be aware of the strength of empirical evidence and appreciate the difference between evidence and proof.
Resources Needed: The Ups and Downs of Fairtrade sheet, calculators.
Preparation: A general knowledge of Fairtrade, its aims, processes and objectives is necessary.
Starter: Set a discussion question for the class: is Fairtrade a good or a bad thing? 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.
Main Activity: Briefly make a list of the evidence students used in their discussions e.g. 'it helps farmers in poorer countries', 'farmers get a fair amount of money for their products'.
Go through the worksheet with the class, then in pairs, students work together to calculate and evaluate the data.
Feed back as a class. Did any of the statistics surprise them?
Plenary: Repeat the starter activity again. Are the students using different evidence to back up their arguments as a result the data they have examined? Did they have evidence at the beginning of the class? Why is it important to have statistics like these to back up opinions?