3 - The Ups and Downs of Fairtrade
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.
This lesson plan links to Curriculum aims and/or programmes of study in Maths, PSHE and Citizenship.
To interpret and evaluate Fairtrade data from Traidcraft.
To be aware of the strength of empirical evidence and appreciate the difference between evidence and proof.
A general knowledge of Fairtrade, its aims, processes and objectives is necessary.
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 students and discussing. This process can be continued until you have a brief full class debate on the subject.
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?
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?