Lesson: Advocating for Sweatshop Disclosure
Lesson: Advocating for Sweatshop Disclosure
Canadian and World Politics, Grade 12, University Preparation
Three Periods (225 min)
Rationale
In our ever increasingly globalised world, citizens within North America are connected to people across the globe in many different ways. One such global connection is based upon the very clothes we wear on our backs. However, sweatshop abuses in the garment factories that produce these clothes are a common reality in many countries around the world, including Canada. This lesson is designed to encourage students to become more aware of their civic responsibility to the issue of sweatshops, as well as the economic, human, and social costs associated with it. If students are going to be able to meet the challenges of the new millennium it is imperative that they begin to communicate and exercise their own political views and convictions in a responsible, democratic manner.
Teaching Strategies
Lesson Outline
Period One
1. Present Stop Sweatshops! The Video. Debrief the video with the students, ensuring that that they engage in an open discussion after the screening.
2. Introduce the outline of the lesson and set the agenda for the class period. Put up the Unit Overview (OS 1) on the overhead and outline the unifying thread and the Letter to the Industry Minister Assignment (see HO 2) that will be addressed over the course of the lesson. Students are to copy down in their notebooks the information from the overhead.
3. Ask students to think-pair-share with a partner as to “what is a sweatshop?” Call on random pairs to offer their perspective. Next, ask students to think-pair-share with the same partner as to “where are sweatshops located?”
4. Distribute copies of “What is a Sweatshop? Just the Facts” (Article 1) and call on individual students to read aloud the six question and answer sequences regarding sweatshops. Ensure that students understand that sweatshops exist around the world, including here in Canada in the form of home-based sewing workplaces, and then move on to next activity.
5. Divide students into home groups of four members each. Distribute copies of “Globalisation – who benefits?” (Article 2) to each student, as well as flip chart paper and coloured markers to each group. Students read the article and then collectively construct a chart outlining who benefits and who loses from globalisation. Students work co-operatively on creating the chart. Each home group reports back to the class discussing their chart.
6. Bring closure to class. Instruct students to meet in the computer lab/library for the following class period. Ensure that the computer lab/library has been booked for use by your class and that it has access to the World Wide Web.
Period Two
1. Introduce the outline for the class period (class period to be held in the computer lab/library).
2. Introduce The Label Check Activity. Ask students to pair up with their neighbour and examine the label attached to her/his clothing. Each student is to check the brand name and the country where the item was made. Ask them to look for other information on the label, such as fabric content, washing instructions, size, and the “CA number.”
Together as a class brainstorm answers to the following questions, with teacher acting as the recorder in the creation of a class board note.
· What are the well-known brands?
· What countries do our clothes come from?
· What other information did you find on the labels?
· Is there any information about the factory where the clothes were made?
· Is there any information about wages and working conditions?
Next, using the lists from this activity, rate each according to how often the brands and countries are mentioned. Following from this, enter into a guided discussion around the reasons as to why students think they did not find any information regarding the later two questions.
3. Introduce the Researching the Labour Behind the Label Activity by presenting students with copies of the article “Corporate Research” (Article 3). Working in home groups of four members each, students are to read the article and then compile a list of the brand names and logos found on their clothing, as well as where their clothing was made and the CA registration number.
Next, working in their home groups students are to access the World Wide Web on the computers and visit the Industry Canada website:
<strategis.ic.gc.ca/SSG/cp01120e.html>
Once they arrive at the site, they are to type in the CA number for all articles of clothing identified. Next, they are to work through the steps outlined in Article 3 in order to complete the Researching the Labour Behind the Label Activity.
4. Bring closure to the class and assign student homework. Students are to write a short two to three-paragraph response to the following questions based on the material covered during the class period.
· Why do you think there is no information available on the Ministry of Industry website about the factory where the clothes were made nor the wages and working conditions in that factory?
· Do you think access to this information is important and why?
Period Three
1. Introduce the agenda for the class period.
2. Introduce the Stop Pulling the Wool Over Our Eyes Activity by presenting students with the Maquila Solidarity Network pamphlet (HO 1). As a homework check, facilitate a discussion around student answers to the two questions assigned for homework during the previous class period. Use this discussion to also lead into the No Sweat Campaign being sponsored by the Ethical Trading Action Group.
Next, distribute both copies of “Stop Pulling the Wool” (Article 4) o students. Within their home groups, students are to read the article and answer the Big Three Questions (OS 1) outlined at the beginning of the first class period. Students work co-operatively on answering these questions and record their responses on flip chart paper, post, and present to the class.
3. Distribute the Letter to the Industry Minister Assignment (HO 2) and the Letter to the Industry Minister Rubric (HO 3). Students are to complete the assignment by following the instructions on the Letter to the Industry Minister Assignment (HO 2) and the criteria outlined in the Letter to the Industry Minister Rubric (HO 3).
4. Bring closure to class and to the lesson. Assign the Letter to the Industry Minister for student homework. The assignment is due one-week from the assigned class period.
Assessment and Evaluation
Expectations
/ Class Period / Activity / Assessment / Evaluation Tool1. Describe the rights and obligations of international groups (e.g., Transnational Corporations). / Period Three: Advocating for Sweatshop Disclose
Period Three: Letter to the Industry Minister Assignment / Formative
Teacher Assessed
Observation
Summative
Teacher Evaluated
Rubric
2. Describe the role of agencies responsible for upholding of human rights. / Period Three: Advocating for Sweatshop Disclose
Period Three: Letter to the Industry Minister Assignment / Formative
Teacher Assessed
Observation
Summative
Teacher Evaluated
Rubric
3. Explain the key arguments for and against the processes of globalisation in economics, politics, and culture, as well as their relationship to values, beliefs, and ideologies. / Period One: Globalisation – Who Benefits? / Formative
Teacher Assessed
Observation
4. Draw conclusions based on an effective evaluation of sources, analysis of information, and awareness of diverse political interpretations. / Period Three: Advocating for Sweatshop Disclose
Period Three: Letter to the Industry Minister Assignment / Formative
Teacher Assessed
Observation
Summative Teacher Evaluated
Rubric
5. Communicate and exercise their own political views and convictions in a responsible, democratic manner. / Period Three: Advocating for Sweatshop Disclose / Summative Teacher Evaluated
Rubric
Resources
Lessons at a Glance
Period One
Time / Activity / Assessment / Resource15 min / Introduction/Hook: Stop Sweatshops! The Video
· Debriefing (S/T) / - Video Hook
5 min / Lesson Overview
· Introduction and description of Letter to the Industry Minister Assignment (T) / - OS 1
15 min / Sweatshop Think-Pair-Share Activity
· T-P-S what are sweatshops? (S/T)
· T-P-S where are sweatshops located (S/T)
15 min / What are Sweatshops? Just the Facts
· Direct instruction (T) / - Article 1
20 min / Globalisation – Who Benefits?
· Instructions/handouts/materials (T)
· Co-operative group work on chart (S)
· Report back (S) / Formative Assessment Expectations #3 (T) / - Article 2
- Chart Paper
- Markers
5 min / Closure (T)
Period Two (Computer Lab/Library)
Time / Activity / Assessment / Resources5 min / Introduction/Agenda (T)
30 min / The Label Check Activity
· Introduction (T)
· Label check of clothing (S)
· Brainstorm/Class Note (S/T)
30 min / Researching the Labour Behind the Label Activity
· Introduction (T)
· Co-operative group work (S)
· Internet research (S) / - Article 3
10 min / Closure
· Assign homework assignment (T)
· Answer questions in two-three paragraphs (S)
Period Three
Time / Activity / Assessment / Resources5 min / Introduction/Agenda (T)
50 min / Stop Pulling the Wool Over Our Eyes Activity
· Homework check/discussion (S/T)
· Distribute resources (T)
· Co-operative group work (S) / Formative Assessment Expectations #1, 2, 4 (T) / - HO 1
- Article 4
- OS 1
- Chart Paper
- Markers
15 min /
Letter to the Industry Minister Assignment
· Introduction/distribution of materials (T) / - HO 2- HO 3
5 min / Closure
· Assign student homework (T)
· Homework Letter to the Industry Minister Assignment (S) / Summative Evaluation Expecations #1, 2, 4, 5 (T) / - HO 2
- HO 3
Teacher Resources
Unit Overview (OS 1)
Big Three Questions
1. Do I have any personal responsibility to the issue of sweatshop disclosure?
2. Is the issue of sweatshop disclosure here in Canada and around the world important for me and why?
3. If it is important, what actions can you take to resolve it?
Letter to the Industry Minister Assignment (HO 2)
Rationale
The purpose of writing a letter to the Industry Minister is to exercise your democratic rights as a citizen of Canada to offer your opinion (point of view) regarding the specific issue of sweatshop disclosure and the corresponding amendments to the Textile Labelling Act of Canada.
Specifically, this assignment will allow you to reflect upon your learning throughout the lesson, and in particular require you to reflect upon the big three questions presented at the beginning of the lesson plan:
Ø Do I have any personal responsibility to the issue of sweatshop disclosure?
Ø Is the issue of sweatshop disclosure here in Canada and around the world important for me and why?
Ø If it is important, what actions can you take to resolve it?
Guidelines
1. Date your letter and address it to the Hon. Brian Tobin, Industry Minister.
2. Begin your letter by stating why you feel personal responsibility to the issue of sweatshop disclosure.
3. Include the reasons why or why you do not feel sweatshop disclosure is important here in Canada and around the world and support this opinion using facts and arguments learned throughout the lesson.
4. Discuss Canada’s current policy of sweatshop disclosure under the Textile Labelling Act and your opinion of it.
5. Express a clear and firm position. Avoid vague or flowery language and unnecessary lead-ins (such as “Everyone would agree that ...).
6. If you are being critical:
· Focus criticism on the issues, not individuals
· Do not be abusive or name-call
· Do not accuse others of being wholly ignorant
7. Suggest possible alternatives and actions that Industry Canada should take in order to effectively deal with the issue of sweatshop disclosure.
8. Sign your name at the bottom of the letter and include your telephone number so that you may be reached if the Minister wishes to respond to your letter.
9. The assignment should be no more than 500 words (two typed pages, double-spaced).
Due Date: one-week from the assigned class period.
Oxfam – Canada Developed by David Ast – OISE/UT Intern
Lesson: Advocating for Sweatshop Disclosure
Letter to the Industry Minister Rubric (HO 3)
Overall Learning Expectations
By the end of this lesson, students will:
Ö Describe the rights and obligations of international groups (e.g., Transnational Corporations).
Ö Describe the role of agencies responsible for upholding of human rights.
Ö Draw conclusions based on an effective evaluation of sources, analysis of information, and awareness of diverse political interpretations.
Ö Communicate and exercise their own political views and convictions in a responsible, democratic manner.
Criteria / Level 4Achieves the Standard with Distinction / Level 3
Achieves the Standard
/ Level 2Close to Achieving the Standard / Level 1
Has not yet Achieved the Standard
Knowledge and Understanding / Writer fully analyses the possible impact of sweatshop disclosure on individuals on communities / Writer analyses the possible impact of sweatshop disclosure on individuals and communities / Reference is made to the possible impact of sweatshop disclosure on individuals and communities / Little reference is made to the possible impact of sweatshop disclosure on individuals and communities
Writer makes effective use of reference to current global events regarding sweatshops in building her/his case / Writer makes use of reference to current global events regarding sweatshops in building her/his case / Writer makes some reference to current global events regarding sweatshops in building her/his case / Writer should make some reference to current global events regarding sweatshops in building her/his case
Writer makes detailed reference to documented evidence regarding sweatshop disclosure in building her/his case / Writer makes reference to documented evidence in evidence regarding sweatshop disclosure building her/his case / Writer makes some reference to documented evidence regarding sweatshop disclosure in building her/his case / Writer should make greater use of documented evidence regarding sweatshop disclosure in building her/his case
Criteria / Level 4
Achieves the Standard with Distinction / Level 3
Achieves the Standard
/ Level 2Close to Achieving the Standard / Level 1
Has not yet Achieved the Standard
Thinking/Inquiry / Writer develops a clear, coherent convincing case in support of her/his point of view / Writer develops a convincing case in support of her/his point of view / Writer develops a case in support of her/his point of view / Writer must develop a case in support of her/his point of view
Writer develops arguments by producing a variety (four or more) of types of evidence (eg. statistics, case studies, personal experiences, etc.) / Writer develops arguments by producing three types of evidence (eg. statistics, case studies, personal experiences, etc.) / Writer develops arguments by producing two types of evidence (eg. statistics, case studies, personal experiences, etc.) / Writer develops arguments by using a single type of evidence
Communication / Writer makes no spelling or grammatical errors / Writer makes very few spelling or grammatical errors / Writer makes some spelling or grammatical errors / Writer must make fewer spelling or grammatical errors
Writer organises arguments and evidence for maximum effect / Writer organises arguments and evidence with considerable effect / Writer organises arguments and evidence with some effect / Writer should organise arguments and evidence for effect
Application / Writer raises sensitive questions and proposes practical alternatives / Writer raises questions and proposes some practical alternatives / Writer suggests some questions and some alternatives / Writer must raise some questions and alternatives
Insightful connections are made to other issues and the writer’s own responsibility in social change / Connections are made to other issues and the writer’s own responsibility in social change / Some connections are implied to other issues and the writer’s own responsibility in social change / No connections are made to other issues and the writer’s own responsibility in social change
Oxfam – Canada Developed by David Ast – OISE/UT Intern