• Social Studies (Year 8) – Populations, Development and Environments
  • I can see the importance of buying fair trade products.
• Social Studies (Year 10 Option) – Welfare and Social Exclusion
  • I can explain and analyse different forms of poverty and what causes poverty within the community.
• Ethics (Level 8) – Questions that are fundamental to Human Experience
  • I can explore the idea of justice as related to that of equal consideration, and can equate the absence of the latter with ethical insensitivity.
  • I can evaluate the moral responsibility of making life choices.
• PSCD (Year 7) – Citizenship
  • I can identify and describe how everyday consumption has a direct and indirect effect on the environment.
• PSCD (Year 9) – Citizenship
  • I can explain the concept of ‘Fair Trade’;
  • I know ways in which individuals and organisations can contribute to sustainable development locally and globally
  • I know about Agenda 21.
• Business Studies (Level 8)
  • The Business Environment
    • I can differentiate between the needs and wants of a society and can identify how these are satisfied through business activity.
  • Entrepreneurship
  • I can discuss examples of ethical and unethical business practices.
• Business Studies (Level 9) – The Business Environment
  • I can explain the meaning of fair trade and its importance within the globalised world.
• Cross-curricular themes: 
  • ESD 
  • Education for Diversity

(Take a Step) Moving forward (20 min.):

The educator explains that the class will participate in a game. In this game, different students will take on different roles (list of roles in ‘List of Roles’ on drive, can be edited to the discretion of the educator) according to the paper (or email etc) given to them. They are not to reveal those roles to the others while playing the game. The students need to ‘forget’ who they are in general and take on these roles and imagine how it feels to be that person.

In order to get in character, the educator can put on some calming music and ask students to imagine they are that role and answer for themselves: How was your childhood? What did you dream to become? Did you enjoy school? What do you eat for breakfast? How is your life? 

Note to educators: If there is more time than one lesson, this part can take more time since it gets students to think in someone else’s shoes but if there is only one lesson time, this shouldn’t take more than 5 minutes.

The educator then explains that they will read out statements (from ‘List of Statements’ on drive, this can be added or edited to). The students make use of pen and paper, their fingers or other ways to mark progress. Ideally it should be something visible that they won’t forget like a pen and paper, or blocks or making use of gaming pieces (each student should have their own). The educator will read the statements and if the students AGREE with that statement as their ROLE, they make one mark/move a piece etc.

The aim of this activity is to show that not everyone is equal or has the same opportunities.

Note to educators: When there are no social restrictions, this can be done as taking steps (one tile at a time) with the students starting from the same starting point.

If the activity needs to be carried out online, the education can prepare an online live document (e.g. with Google Drive) with a grid and include the names of the students on a “starting line” in the first column of the grid on the left, asking them to “move forward” by filling blank cells with a colour assigned to them to the right, for positive reply to one of the statements. At the end, the class will have a visual representation of the steps taken forward, and will be able to discuss as per the original activity.  

Statements Suggested (can be added to):

Discussion (10 min):

After the statements finish, the students show others or say how many marks they have. Some will have a lot, some not so much.

The educator then asks questions like:

• How was it?
• How did you feel in the role? 
• What do you think about the position of others? 
• Was it hard to answer the questions as other people? Why?
• What Human Rights did we mention in the statements? 
• Why is it important that Human Rights are respected for everyone?
• Do you see how you can have an effect on discrimination?

Are asked for a debriefing.

Take a Step – Conclusion (10 min):

The roles are revealed by the students if they were not during the discussion. Final comments are taken and the educator explains that we all can have an effect, if not through financial means, through our attitudes towards people. Not everyone is equal but we can all make their situation better. Should there be time, a list of answers to the question(s) ‘Why is it important to realize our own discrimination and not discriminate?’ can be noted down. Explain that we all have our own biases and sometimes we may intentionally or unintentionally discriminate but moving on, we should recognize where our own judgments come from and not discriminate because when it is us being discriminated against, it doesn’t feel great.

Educators Activity Notes

PowerPoint Presentation

Fair Trade Photo Cards

Consumer Power Game

Where does Chocolate come from?

Make a Bar Graph