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Fair Trade in the Classroom. Joi Chimera 6 TH grade teacher Kenmore Middle School jchimera@kenton.k12.ny.us. Please sit down if…. …you drank a cup of coffee in the last 24 hours …you drank a cup of tea in the last 24 hours …you’ve eaten a banana in the last 24 hours
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Fair Trade in the Classroom Joi Chimera 6TH grade teacher Kenmore Middle School jchimera@kenton.k12.ny.us
Please sit down if… …you drank a cup of coffee in the last 24 hours …you drank a cup of tea in the last 24 hours …you’ve eaten a banana in the last 24 hours …you’ve eaten chocolate in the last 24 hours …you’re wearing something made of cotton
We are all connected… It really boils down to this: that all life is interrelated. We are all caught in an inescapable network of mutuality, tied into a single garment of destiny. Whatever affects one directly, affects all indirectly. We are made to live together because of the interrelated structure of reality. Did you ever stop to think that you can’t leave for your job in the morning without being dependent on most of the world?
You get up in the morning and go to the bathroom and reach over for the sponge, and that’s handed to you by aPacific islander.You reach for a bar of soap, and that’s given to you at the hands of aFrenchman.And then you go into the kitchen to drink your coffee for the morning, and that’s poured into your cup by aSouth American.And maybe you want tea: that’s poured into your cup by aChinese. Or maybe you’re desirous of having cocoa for breakfast, and that’s poured into your cup by aWest African.And then you reach over for your toast, and that’s given to you at the hands of an English-speakingfarmer, not to mention the baker.
And before you finish eating breakfast in the morning, you’ve depended on more than half the world. This is the way our universe is structured; this is its interrelated quality. We aren’t going to have peace on Earth until we recognize this basic fact of the interrelated structure of all reality. Martin Luther King, Jr. in 1967
Journal Writing What is your definition of the word FAIR? When people are treated fairly, how are they treated? (What does it look like, sound like, feel like…)
The Power of One Everyday people have helped bring about positive change. Can one person’s efforts really make a difference? It’s possible for us to treat the earth and everyone on it with respect. A great deal of suffering is caused by human actions, but can be ended by human actions.
The Power of One Your Task: With your group read the article about the person/people who have made a difference in the world. Complete the graphic organizer. Who? What? Why? When? Where? How?
The Power of One On your own… If you were going to make a difference in the world, what would you do and why? Adapted from Equal Exchange’s Unit 1: Our Choices Matter, Class 2: The Power of One
The Power of One • Your Final Product: • Your group will be creating a FLIP video to inform your audience about: • The person/people you read about. • What did they do? • How did it make an impact on the world? • How do each of you want to make a difference? • Be creative… • You may sing… • Dance… • Act… • Speak… • Or any other way you can think of to present your information via video
What’s Fair? …Game • You are going to be coffee farmers. We’re going to learn a little bit about what it’s like to be a coffee farmer in Nicaragua. • Ask the students to find Nicaragua on a world map and imagine what the weather is like there. -What do you think the weather is like in Nicaragua? -Why?
What’s Fair? …Game • Divide the class into five groups of farmers. • Tell them they are going to pretend they are all farmers growing coffee beans. • Four of the groups are traditional coffee farmers. • Group #5 is a farmer cooperative called CECOCAFEN which sells its beans to Fair Trade companies.
What’s Fair? …Game Activity: Give each group a bowl of beans and an empty bowl as well as a pair of chopsticks, a fork and a spoon. Explain that they will be “harvesting” beans into the empty bowl, using the tools that they have. To Play: Give the group exactly 60 seconds to harvest their coffee beans into the empty bowl. Have each group count their beans and write their total on their Accounting Record. Adapted from Equal Exchange’s Unit 2: Understanding Fair Trade, Class 2: What’s Fair Game
What’s Fair? …Game • Give each group one good and one bad “What’s Fair Game card.” • Go around to each farmer group, asking one student form each to read their cards out loud to the class. • Give or take away beans as required and ask each group to record the number of beans they gained, the number they lost, and the number they ended up with on their Accounting Record. • Tell them that their final total is the number of beans they managed to grow this year.
What’s Fair? …Game Group # ___________ Farmer Group Members:
Understanding Fair Trade: Hard Work Do you AGREE or DISAGREE? “If I work hard, I’ll make a lot of money” AGREE DISAGREE When might this statement be TRUE and when might it NOT be TRUE? Adapted from Equal Exchange’s Unit 2: Understanding Fair Trade, Class 1: Hard Work
Understanding Fair Trade: Hard Work Think of some examples of people who work hard and don’t make a lot of money. How would you feel if someone paid you very little for something that took you a long time to make? Why would you feel this way? How would you feel if the products (items) that you helped make cost more for someone who bought it than what you were paid for in a week to make it?
A Day in the Life How do your mornings compare with this child’s in Kuapa Kokoo? How are your lives different from the lives of children born into cocoa-growing families? What is appealing about their lives? What is appealing about yours? What might be hard about their lives? What’s hard about out lives here in the U.S.? Adapted from Equal Exchange’s Unit 2: Understanding Fair Trade, Class 3: A Day in the Life
My Message to My Students… Don’t wait for the world to change…. …be the change you want to see in the world. Mahatma Gandhi
