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Hwk 2: collect info and photographs to use in your leaflet on sweatshops

Hwk 2: collect info and photographs to use in your leaflet on sweatshops. Level 4 – describe the conditions in sweatshops and what can people in HICs do to improve their lives

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Hwk 2: collect info and photographs to use in your leaflet on sweatshops

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  1. Hwk 2: collect info and photographs to use in your leaflet on sweatshops

  2. Level 4 – describe the conditions in sweatshops and what can people in HICs do to improve their lives Level 5 – describe and start to explain why sportswear manufactures set up in LiCs and explain how and why we can improve their lives Level 6 – explain (in detail) why sportswear manufactures set up in LICs and explain and justify how we can help to improve their lives

  3. Resources – dth room please return after use • Sweatshop leaflet – no sweat • Nike and Adidas on Indonesia case study • A3 / A4 paper (not (who changed to get supplied?) supplied by DTH)

  4. L/O: to design a piece of advertising to explain the impact of sweatshop on peoples lives in LICs and HICs. Brief: You work for the Indonesian people’s union of sweatshop workers and have been asked to design a leaflet to explain to someone in a rich country about the working condition of sweatshops and what actions they (you) can take to make their lives just a little better. Read the NO sweat leaflet and the article on Nike and Adidas in Indonesia (10 mins)

  5. L/O: to design a piece of advertising to explain the impact of sweatshop on peoples lives in LICs and HICs. side 1: Catchy title Graph/shoe/T-shirt to visually show where the money goes on a £100 trainer (see next slide) ¼ 2/4 ¼ What is a sweatshop?

  6. Title: If a pair of Nike trainers cost £100, who gets what? Nike Shop £50 Hint: Draw a trainer or T-shirt and divide it up to represent the different amount of money, who gets what! Nike Designer £25 Transporting goods £13 Factory owner £11 Factory worker £1

  7. page 2 Tell the reader about sweatshops (where) who works in them? what problems do workers face? who benefits from the sweatshops? Include interviews with Omar and Rosa to ‘back up’ Your views about sweatshops Page 3 • Nike and Adidas in Indonesia • Tell the reader about Nike and adidas (profits, % of footwear sales etc) • Conditions of workers Rules for Sweatshops

  8. Page 4 You now need to create either a poster, or a cartoon to explain to the reader the core (main) ideas of your campaign. You need to ‘sell’ your ideas (what you think should happen to help people in sweatshops) to the reader.

  9. LEVEL 4 • You include the 3 parts of the campaign • You include limited information from your research • You include images and words that start to get across how bad sweatshop labour is • LEVEL 5 • You include the 3 parts of the campaign • You include information from your research and describe the problems with sweatshops clearly • You include appropriate images that make it clear how sweatshop labour is • LEVEL 6 • You include the 3 parts of the campaign • You include detailed information from your research and explain the problems with sweatshops clearly • You include many images that are appropriate and your campaign clearly shows how bad sweatshop labour is

  10. Task: 1. Complete your self and peer assessment sheet using the big head target levels! (15 mins)2. record ypur level

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