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Fair Trade Free Trade Lesson Plan-1

This lesson plan aims to teach students about the concepts of free trade and fair trade. Students will begin by defining related terms and sharing their prior knowledge. They will then complete a webquest worksheet independently to research and compare free trade and fair trade. Next, students will watch a video as a class and discuss questions in small groups about issues like workers' rights. Finally, students will demonstrate their understanding by creating a visual to persuade others about supporting either free trade or fair trade.

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chubmelinda97
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22 views2 pages

Fair Trade Free Trade Lesson Plan-1

This lesson plan aims to teach students about the concepts of free trade and fair trade. Students will begin by defining related terms and sharing their prior knowledge. They will then complete a webquest worksheet independently to research and compare free trade and fair trade. Next, students will watch a video as a class and discuss questions in small groups about issues like workers' rights. Finally, students will demonstrate their understanding by creating a visual to persuade others about supporting either free trade or fair trade.

Uploaded by

chubmelinda97
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Free Trade/Fair Trade Lesson

Written by Mallory Langkau

Learning Objective Goal


❏ Students will be able to describe, compare, and contrast free
trade and fair trade.

Standards Used ❏ A.12.5 Use a variety of geographic information and


(Wisconsin DPI - Geography) resources to analyze the ways in which the unequal global
distribution of natural resources influences trade and shapes
economic patterns.
❏ A.12.7 Collect relevant data to analyze the distribution of
products among global markets and the movement of
people among regions of the world.
❏ A.12.8 Identify the world's major ecosystems and analyze
how different economic, social, political, religious, and
cultural systems have adapted to them.

Academic Vocabulary ❏ Free trade


❏ Fair trade
❏ Justice
❏ Economic justice
❏ Environmental justice
❏ NAFTA (North American Free Trade Agreement)
❏ WFTO (World Fair Trade Organization)

Materials Needed ❏ Post-Its


❏ Writing utensils
❏ Webquest Worksheet
❏ Students need Internet access and a computer
❏ Access to Internet to watch video
❏ Computer & projector

Total Time ❏ There is room for flexibility in the lesson. The full lesson
can be 90-120 minutes. I break it up between 2 days.

Step 1 (7-8 minutes) Access Prior Knowledge


❏ Ask students in their tables to define justice without
referencing any sources. Students will write the definition
on a sticky-note and post on the board. Students should
have a basic understanding of justice, though answers will
vary.
❏ Teacher reads aloud answers and holds a brief discussion
about the general idea of justice. (fairness, system of
equality, doing what’s right, following the law, etc.)
❏ Ask students to define economic justice and environmental
justice. This will be more difficult. Ask students again to
post answers on the board.
❏ Teacher reads aloud answers from the board. The teacher
does not elaborate on the answers, simply reads them.
❏ Teacher tells class that we will be embarking on a lesson
today to learn about these two concepts by learning about
free and fair trade.

Step 2 (20-30 minutes) New Information


❏ Students will complete Webquest Worksheet with a partner.
❏ Students may use Internet as a resource to investigate free
and fair trade concepts.
❏ Students must answer worksheet questions in complete
sentences.

Step 3 (7 minutes) ❏ Show YouTube video for whole group to watch together.

Step 4 (15-25 minutes) ❏ Think-Pair Share


❏ In small groups, have students discuss these
questions:

❏ What should be focused on more: worker’s rights


or lower costs of products for consumers?
❏ Typically, middlemen facilitate the production of
goods and control the amount workers are paid. Do
these middle men have a responsibility to treat the
workers well and pay them well?
❏ Do you think it is important to support fair trade?

*NOTE: You can write these on notecards and have each group tackle
one question, or ask that each group talk about all questions. There is
definitely room for flexibility here!

Step 5 (See note to bottom right) Assess


❏ Students are going to decide to support free trade or fair
trade.
❏ Students will create a brochure or poster to persuade their
community to support either free trade or fair trade.
❏ The visual (poster or brochure) must have
❏ A clear expression of an opinion to support either
free trade or fair trade
❏ At least 2 facts to support their opinion.
❏ At least 4 terms from the academic vocabulary list
of words
❏ Students will present their visual product in front of class.
❏ This assessment will provide students with the
opportunity to demonstrate their understanding of free
trade and fair trade.

*NOTE: The length of this section will depend on how in-depth you’d
like students to go. They could simply create a brief verbal pitch
instead of a visual if you’re crunched on time. I plan on giving them
about 30-40 minutes of work time in class to create a visual. If they
want to spend more time on it at home, they may. Students will
present their visual product in class the following day.

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