Lesson: Sweatshops – Case Studies of Globalisation
Lesson: Sweatshops – Case Studies of Globalisation
Geography: OAC World Issues / Canadian and World Issues: A
Geographic Analysis, Grade 12, University Preparation
Four Periods (300 min)
Rationale
In our ever increasingly globalised world, citizens within North America are connected to people
across the globe in many different ways. One such global connection is based upon the very
clothes we wear on our backs. However, sweatshop abuses in the garment factories that
produce these clothes are a common reality in many countries around the world, including
Canada. In order to begin to address these issues students must begin to address the
consumer choices they make as global citizens. This lesson is designed to encourage students
to become more aware of their connections to the issues of sweatshops, as well as the
economic, human, and social costs associated with it. If students are going to be able to meet
the challenges of the new millennium it is imperative that they begin to recognise and
appreciate the multiple alternatives being offered to sweatshops that are being proposed both
in Canada and around the world.
Expectations
By the end of this lesson students will:
 Identify ways in which countries and regions of the world are becoming increasingly
interdependent.
 Demonstrate an understanding of the possibility of a number of alternative solutions to
any geographic problem or issue.
 Use written, oral, and visual communication skills to present the results of geographic
inquiry and analysis effectively.
 Demonstrate an ability to distinguish between fact and opinion in information sources.
 Demonstrate an understanding of how quality of life and employment prospects are
related to the global economy.
 Evaluate the performance of a selected transnational corporation with respect to the
promotion of human rights.
 Evaluate and communicate (e.g. debate) the perspectives and arguments of various
stakeholders involved in a geographic issue.
Teaching Strategies







Think-Pair-Share
Four Corners
Jig-Saw Activity
Co-operative Small Group Work
Debate
Direct Instruction
Brainstorm
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Lesson Outline
Period One
1.
Introduce the “hook.” Put up the Globalisation Poem (OS 1) and ask students to line up
down the centre of the room from left to right, left being that they agree with the
perspective offered by the poem, right that they disagree with the perspective offered by
the poem. Of those students that agree, ask them to move into two corners, left strongly
agree, right just agree. Of those students that disagree, ask them to move into two
corners, left strongly disagree, right just disagree. Ask each grouping of students in each
corner as to why they have positioned themselves accordingly. Facilitate the discussion
that evolves out of this de-briefing.
2.
Introduce the outline of the lesson and set the agenda for the class period. Put up the Unit
Overview (OS 2) and outline the unifying thread and the Letter to the Editor Assignment
(see HO 3) that will be addressed over the course of the lesson.
3.
Ask students to think-pair-share with a partner as to “What is a sweatshop?” Call on
random pairs to offer their perspective. Next, ask students to think-pair-share with the
same partner as to “where are sweatshops located?”
4.
Put up the overhead What is a Sweatshop? Just the Facts (OS 3) and call on individual
students to read aloud the six question and answer sequences regarding sweatshops.
Ensure that students understand that sweatshops exist around the world, including here in
Canada in the form of home-based sewing workplaces, and then move on to next activity.
5.
Divide students into home groups of four members each. Distribute copies of the article
“Globalisation – who benefits?” (Article 1) to each student, as well as flip chart paper and
coloured markers to each group. Students read the article and then collectively construct a
chart outlining who benefits and who loses from globalisation. Students work cooperatively on creating the chart. Each home group reports back to the class.
Period Two
1. Introduce the outline for the class period.
2. Introduce the “Super-Label Debate Activity.” Divide the class into two equal groups, A and
B. Group A will take the “anti” Nike stance, while Group B will take the “pro” Nike stance.
Distribute copies of “Strike Shines a Harsh Light on Nike” (Article 2) to students in both
Group A and Group B. Next, distribute copies of “Nike: image and reality clash” (Article 3)
to students in Group A and copies of “Opening Comments before the Global Compact”
(Article 4) to students in Group B.
Distribute copies of the Super-Label Debate: Nike on Trial (HO 1) and the Debate Checklist
(HO 2) to each student. Outline the rationale and expectations for the debate using HO 1.
Each group must select three to five key points from the resources and divide the
responsibility for preparing for the debate amongst all the group members.
Students work co-operatively within their groups in preparing for the debate, which will take
place during the next class period. If school facilities exist, book time in the computer
lab/library in order for students to conduct Internet research regarding their particular
stance their group is taking regarding the debate.
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
3. Bring closure to the class and assign student homework. Each student must make ½ - 1
page of notes to be used during the debate. Ensure that students understand that the
completion of these notes will be checked the following class period.
Period Three
1. Introduce the agenda for the class period.
2. Introduce the Super-Label Debate: Nike on Trial Activity. Review the instructions and rules
of the debate (HO 1) with the class. Students enter into the debate. Act as moderator and
evaluate students using the Debate Checklist (HO 2).
3. Debrief the debate with the students. Ensure that students discuss and evaluate the
performance of Nike in either promoting or denying human rights among its workers.
4. Introduce Part One of What are the Alternatives? Activity. Distribute Article 5 and HO 3 on
Analysing and Summarising an Article. Read through HO 3 with students to ensure that
they understand the task expected of them. Ensure that students are aware with the fact
that workers, particularly female workers, are taking an active role in various parts of the
world to organise unions and lobby governments for labour codes that protect these very
same workers from sweatshop abuses.
5. Bring closure to the class. Assign student homework. Students are to read and analyse
Article 5 with the use of HO 3. Due the following class period.
Period Four
1.
Introduce the agenda for the class period.
2.
Review homework with the class. Ensure that students have acquired the skill of
distinguishing between fact and opinion in the article, as well as what they think of the
alternatives been offered in the article.
Next, divide students into groups of four to five students each. Put up OS 4 and have
students discuss in their groups what they as individual and global citizens can do in order
to oppose sweatshops here in Canada. Students record their answers on flipchart paper
and report back to the class with their answers to the three questions.
3.
Introduce the Action Campaigns Against Sweatshops Activity. Divide students into home
groups of four people each who letter off A-D. Teacher hands out Articles A-D
correspondingly and asks students to form expert groups from A-D. Each expert group will
read their article and then outline the key points. Each group records their information on
flipchart paper and then reports their findings to the entire class.
4.
Bring closure to class and to the lesson. Distribute the Letter to the Editor Assignment (HO
4) and the Letter to the Editor Rubric (HO 5). Assign student homework. Students are to
complete the assignment by following the instructions on HO 4 and the criteria outlined in
the Letter to the Editor Rubric (HO 5). The assignment is due one-week from the assigned
class period. Students are to hand in the Letter to the Editor Rubric with their assignment.
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Assessment and Evaluation
Expectations
Class Period /
Activity
1. Identify ways in which countries and regions Period One:
of the world are becoming increasingly Globalisation – Who
interdependent.
Benefits?
Period Four:
2.
3.
4.
5.
6.
7.
Assessment /
Evaluation Tool
Formative
Teacher Assessed
Observation
Summative
Homework
Teacher Evaluated
Rubric
Demonstrate an understanding of the Period Four: Action Formative
possibility of a number of alternative solutions Campaigns Against Teacher Assessed
to any geographic problem or issue.
Sweatshops
Observation
Use written, oral, and visual communication Period Four:
Summative
skills to present the results of geographic Homework
Teacher Evaluated
inquiry and analysis effectively.
Rubric
Demonstrate an ability to distinguish between Period Four: What
Formative
fact and opinion in information sources.
are the Alternatives? Teacher Assessed
Part Two
Observation
Demonstrate an understanding of how quality Period One:
Formative
of life and employment prospects are related Globalisation – Who Teacher Assessed
to the global economy.
Benefits?
Observation
Period Four:
Summative
Homework
Teacher Evaluated
Rubric
Evaluate the performance of a selected Period Three: The
Summative
transnational corporation with respect to the Super-Label Debate
Teacher Evaluated
promotion of human rights.
Part Two
Checklist
Evaluate and communicate (e.g. debate) the Period Three: The
Summative
perspectives and arguments of various Super-Label Debate
Teacher Evaluated
stakeholders involved in a geographic issue.
Part Two
Checklist
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Resources
Period One
 Globalisation Poem (OS 1)
 Unit Overview (OS 2)
 Flipchart Paper
 Markers
Period Two
 What is a Sweatshop? Just the Facts” (OS 3)
 “Globalisation – who benefits?” (Article 1)
 “Strike Shines a Harsh Light on Nike” (Article 2)
<http://www.commondreams.org/views01/0117-04>
 “Nike: image and reality clash” (Article 3)
 “Opening Comments before the Global Compact” (Article 4)
<http://nikebiz.com/media/n_compact.sl>
Period Three
 Super Label Debate: Nike on Trial (HO 1)
 Debate Checklist (HO 2)
 “The María Elena Cuadra Movement succeeds in Nicaragua” (Article 5)
 Analysing and Summarising and Article (HO 3)
Resources
Period Four
 “High School Policy for ‘No Sweat’ Uniforms” (Article A)
<http://www.maquilasolidarity.org/campaigns/nosweat/highschool.htm>
 “University Policy for ‘No Sweat’ Licensing” (Article B)
<http://www.maquilasolidarity.org/campaigns/nosweat/univ.htm>
 “Government ‘No Sweat’ Procurement Laws” (Article C)
<http://www.maquilasolidarity.org/campaigns/nosweat/govprocurement.htm>
 “Federal Government ‘No Sweat’ Disclosure Policy” (Article D)
<http://www.maquilasolidarity.org/campaigns/nosweat/disclosure/labelling.htm>
 What are the Alternatives (OS 4)
 Flip Chart Paper
 Markers
 Letter to the Editor Assignment (HO 4)
 Letter to the Editor Rubric (HO 5)
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Lessons at a Glance
Period One
Time
15 min
5 min
15 min
15 min
20 min
5 min
Activity
Assessment
Introduction/Hook: “Globalisation Poem”


Four corners activity (S)
Debriefing (S/T)

Introduction and description of Letter to the
Editor Assignment (T)
Lesson Overview
Resource
- OS 1
- OS 2
Sweatshop Think-Pair-Share Activity


T-P-S what are sweatshops? (S/T)
T-P-S where are sweatshops located (S/T)

Direct instruction (T)
What are Sweatshops? Just the Facts
- OS 3
Globalisation – Who Benefits?
Formative
Assessment
Expectations
#1, 5 (T)
 Instructions/handouts/materials (T)
 Co-operative group work on chart (S)
 Report back (S)
Closure (T)
- Article 1
- Flipchart
Paper
- Markers
Period Two
Time
5 min
65 min
Activity
Introduction/Agenda (T)
Super Label Debate: Nike on Trial – Part One


5 min
Assessment
Introduction/handouts/instructions (T)
Co-operative group work where “pro” and “anti”
Nike sides form their positions (S)
Closure (T)
 Assign homework assignment (T)
 Prepare positions for debate (S)
Oxfam – Canada
Resources
- Articles 2-4
- HO 1
- HO 2
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Period Three
Time
5 min
40 min
Introduction/Agenda (T)
Super-Label Debate: Nike on Trial – Part Two
15 min
Debriefing the Debate
10 min
What are the Alternatives? Part One
- Article 5
- HO 3
Closure
- Article 5
- HO 3
5 min
Activity


Assessment
Review of instructions and rules of debate (T)
Presentation of arguments and debate (S)

Collective question and answer session (S/T)

Review the Analysing and Summarising an
Article handout (S/T)


Summative
Evaluation
Expecations
#6, 7 (T)
Assign homework (T)
Read and analyse article (S)
Resources
- HO 1
- HO 2
Period Four
Time
5 min
20 min
45 min
5 min
Activity
Introduction/Agenda (T)
What are the Alternatives? Part Two
Assessment
Formative
Assessment
 Debrief homework (S/T)
Expectation
 Three questions for discussion (S)
# 4 (T)
Action Campaigns Against Sweatshops Jigsaw Activity Formative
 Division into home groups/instructions/materials Assessment
(S/T)
Expectation
 Expert groups A-D work on analysing the #2 (T)
respective articles using (S)
 Report back to class (S)
Closure (T)
Summative
Evaluation
 Assign student homework (T)
Expecations
 Homework Letter to the Editor Assignment (S)
#1, 3, 5 (T)
Oxfam – Canada
Resources
- OS 4
- Flip Chart
Paper
- Markers
- Articles A-D
- Flip Chart
Paper
- Markers
- HO 4
- HO 5
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Teacher Resources
Globalisation Poem (OS 1)
A loose thread at my shirt cuff.
I pull
and it unwinds around my sleeve.
As I tug, I glance ahead
to guess how far it will unravel.
In the distance, I observe the thread leading to the machine of a
woman in Seoul
who assembled my garment. I hear her voice
above the noise of the factory …
From the bobbin she touches
the thread rolls eastward
to the cotton plants of a man in Texas.
If I kneel where his tractor pulls a plow
through the rich soil
I can see where the thread starts.
A foot or so below the surface
the thread joins the top of a ball of twine
enormous as the planet. If I place my fingers and palm
on this tightly-wound sphere
I can feel its vibrating hum …
This is why I am certain
what passes through our lives
inextricably links us with one another.
And that nothing we encounter is ours alone …
excerpts from "The Thread" by Tom Wayman
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Unit Overview (OS 2)
Big Three Questions
1. Do I have any personal responsibility to the issue of sweatshops?
2. Is the issue of sweatshops here in Canada and around the world a
problem for me and why?
3. If it is a problem, what solutions are there to overcoming it?
What are the Alternatives? (OS 4)
1. What has been done to promote public debate and discussion about
alternatives to sweatshops in your own school/community? What other
actions are needed?
2. What needs to be done in order to raise public awareness about the
impacts of sweatshops, as well as the alternatives to these models?
3. What can you as students do individually and collectively in order to
promote alternatives to sweatshops within your school/community?
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Super-Label Debate: Nike on Trial (HO 1)
Question: Is Nike ending sweatshop labour abuses in the production of its products?
Group A will represent the “NO” side, while Group B will represent the “YES” side
Student Expectations


Evaluate the performance of a selected transnational corporation with respect to the
promotion of human rights.
Evaluate and communicate (e.g. debate) the perspectives and arguments of various
stakeholders involved in a geographic issue.
Assignment


Each group will select 3 – 5 key points from the resources provided and distribute the
responsibility of preparing for the debate equally amongst all group members.
Each student must prepare ½ - 1 page of notes to be used during the debate. These
notes will be checked for completion by your teacher before the debate.
Rules of Engagement
1.
Each group will elect one speaker to state the opening argument for their group’s position.
Five minutes maximum will be allotted to each group.
2.
A coin will be tossed to see which group goes first.
3.
The winners of the coin toss will present their opening arguments for their side.
opposing side is not allowed to speak at this time.
4.
When the first group has finished their opening comments, the second group will state
their opening arguments without any interruption from the opposing team.
5.
After the opening arguments have been presented from both sides, a civilised debate will
occur for about 20 minutes. Both groups will have five minutes to discuss their strategies
before entering into the open debate. During the debate, each person who wishes to
speak must raise their hand and be acknowledged by the moderator (teacher) before
speaking. Only one person may speak at any one period of time.
6.
Group members are encouraged at this time to take notes of the other side’s position in
order to critique the points being made in the debate.
7.
After the 20 minutes of open debate, each side will present their closing arguments. Both
groups will have five minutes to discuss their strategies before presenting their closing
arguments. As with the opening arguments, each side will be allowed to present their
closing arguments for a maximum of five minutes each without interruptions from the other
side.
8.
Both sides must present their arguments in a clear and logical manner, while supporting
their arguments with convincing information.
9.
Any person or group who does not abide by the rules of engagement will be disqualified
from the debate.
Oxfam – Canada
The
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Debate Checklist (HO 2)
Name:
Expectations
Students will:


Evaluate the performance of a selected transnational corporation with respect to the promotion of human rights.
Evaluate and communicate (e.g. debate) the perspectives and arguments of various stakeholders involved in a geographic issue.
Achieves Standard
with Distinction
Does not yet
Achieve the
Standard
The Debate ...
Clearly and succinctly outlines the position of the group regarding
the issue
4
3
2
1
Provides facts, statistics, first-hand testimonials to support arguments
during the debate
4
3
2
1
Effectively represents the information provided and the key arguments
around the issue
4
3
2
1
Follows the rules of the debate and is respectful towards opponents
4
3
2
1
Is well argued and communicated through appropriate voice, projection,
and body language
4
3
2
1
Is well organised, engaging, and persuasive
4
3
2
1
Ensures equal distribution of participation and responsibility among all
Group members
4
3
2
1
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Analysing and Summarising an Article (HO 3)
Use the following questions to guide your analysis of the article provided.
1.
What is the main idea of the article?


2.
What are the important supporting arguments and evidence?

3.
What background information is provided?
What interviews, statistics, observations were used to write the story?
Which points of view are presented?



5.
What are the key ideas, arguments, or pieces of evidence that are presented?
What other research or factual evidence is provided?


4.
What is the key point being made?
State the main idea briefly in your own words?
Who is quoted or otherwise has her/his ideas presented? Who does not?
Which perspectives are put in, left out, or interpreted in a narrow or particular fashion?
Does the author display an evident bias?
What do you think?


Based upon what you already know, as well as on what you have read, what is your
opinion of the event or issue being presented in the article?
What other information or analysis would you want to have in order to understand the
issue better?
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Letter to the Editor Assignment (HO 4)
Rationale
Letters to the editor columns are one of the most read sections of the newspaper, and
therefore are excellent ways to publicise ideas. Newspaper editors are more likely to print their
readers’ letters when they are persuasively written and follow certain conventions.
The purpose of this assignment is to exercise your democratic rights as a citizen in order to
offer your opinion (point of view) regarding the issue of sweatshops.
Specifically, the assignment will allow you to reflect upon your learning, and in particular require
you to reflect upon the big questions presented at the beginning of the lesson:
 Do I have any personal responsibility to the issue of sweatshops?
 Is the issue of sweatshops here in Canada and around the world a problem for me and
why?
 If it is a problem, what solutions are there to overcoming it?
Guidelines
1.
Date your letter and address it to the editor.
2.
Begin your letter by stating why you feel personal responsibility to the issue of sweatshops.
3.
Include the reasons why or why you do not feel sweatshops are a problem here in Canada
and around the world and support this opinion using facts and arguments learned
throughout the lesson.
4.
Express a clear and firm position. Avoid vague or flowery language and unnecessary leadins (such as “Everyone would agree that ...).
5.
If you are being critical:




Try to offer alternatives
Focus criticism on the issues, not individuals
Do not be abusive or name-call
Do not accuse others of being wholly ignorant
6.
Use humour and wit if you wish, but be careful not to be too sarcastic that you’re
misunderstood.
7.
Sign your name at the bottom of the letter and include your telephone number so that you
may be reached if the newspaper wishes to verify authorship before publishing your letter.
8.
The assignment should be no more than 500 words (two typed pages, double-spaced).
DUE DATE: One week from assigned date. Attach the Letter to the Editor Rubric
with your assignment.
Submission of Letters
Once the letters have been graded by the teacher, students will be asked to peer edit the
letters in order to prepare them for submission to the four corporate newspapers in Toronto
(Toronto Star, Toronto Sun, The Globe and Mail, and The National Post).
Oxfam – Canada
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Letter to the Editor Rubric (HO 5)
Student Name:
Overall Learning Expectations
By the end of this lesson, students will:



Identify ways in which countries and regions of the world are becoming increasingly interdependent.
Demonstrate an understanding of how quality of life and employment prospects are related to the global economy.
Use written, oral, and visual communication skills to present the results of geographic inquiry and analysis effectively.
Criteria
Knowledge and
Understanding
Thinking/Inquiry
Oxfam – Canada
Level 4
Achieves the Standard
with Distinction
Writer fully analyses the
impact of sweatshop
labour on individuals and
communities
Writer makes effective use
of reference to current
global events in building
her/his case
Writer makes detailed
reference to documented
evidence in building
her/his case
Writer develops a clear,
coherent convincing case
in support of her/his point
of view
Writer develops arguments
by producing a variety
(four or more) of types of
evidence (eg. statistics,
case studies, personal
experiences, etc.)
Level 3
Achieves the Standard
Level 2
Level 1
Close to Achieving the
Standard
Has not yet Achieved the
Standard
Writer develops a
convincing case in support
of her/his point of view
Reference is made to the
impact of sweatshop
labour on individuals and
communities
Writer makes some
reference to current global
events in building her/his
case
Writer makes some
reference to documented
evidence in building
her/his case
Writer develops a case in
support of her/his point of
view
Little reference is made to
the impact of sweatshop
labour on individuals and
communities
Writer should make some
reference to current global
events in building her/his
case
Writer should make
greater use of
documented evidence in
building her/his case
Writer must develop a case
in support of her/his point
of view
Writer develops arguments
by producing three types
of evidence (eg. statistics,
case studies, personal
experiences, etc.)
Writer develops arguments
by producing two types of
evidence (eg. statistics,
case studies, personal
experiences, etc.)
Writer develops arguments
by using a single type of
evidence
Writer analyses the impact
of sweatshop labour on
individuals and
communities
Writer makes use of
reference to current global
events in building her/his
case
Writer makes reference to
documented evidence in
building her/his case
Developed by David Ast – OISE/UT Intern
Lesson: Sweatshops – Case Studies of Globalisation
Criteria
Level 4
Achieves the Standard
with Distinction
Communication
Application
Oxfam – Canada
Writer makes no spelling
or grammatical errors
Writer organises
arguments and evidence
for maximum effect
Writer raises sensitive
questions and proposes
practical alternatives
Insightful connections are
made to other issues and
the writer’s own
responsibility in social
change
Level 3
Achieves the Standard
Writer makes very few
spelling or grammatical
errors
Writer organises
arguments and evidence
with considerable effect
Writer raises questions and
proposes some practical
alternatives
Connections are made to
other issues and the
writer’s own responsibility
in social change
Level 2
Level 1
Close to Achieving the
Standard
Has not yet Achieved the
Standard
Writer makes some
spelling or grammatical
errors
Writer organises
arguments and evidence
with some effect
Writer suggests some
questions and some
alternatives
Some connections are
implied to other issues and
the writer’s own
responsibility in social
change
Developed by David Ast – OISE/UT Intern
Writer must make fewer
spelling or grammatical
errors
Writer should organise
arguments and evidence
for effect
Writer must raise some
questions and alternatives
No connections are made
to other issues and the
writer’s own responsibility
in social change