I would incorporate this unit into an economics class, perhaps when talking about
supply, demand, and the price of goods. My objective is to help students see social
issues with production beyond just their own experiences as a consumer.
Critical Literacy Planning Template
Frameworks for Building in Experiences
Disrupting the Commonplace
My goal in this phase is to help students see beyond commonplace objects they use
to think about their origin and the people involved in their production. I would start
by a slide show tracing the origin of a pair of Converse. Students would think-pairshare about different questions as they viewed the PowerPoint.
Students would respond with a quick write imagining what life might be like for
factory workers at the Converse factory.
Considering Multiple Voices
In this phase students will read and compare two articles, one describing the history
of the popular shoe brand Converse and one that discusses alleged abuses by
Converse factories in Indonesia.
While students are reading, they will answer the following questions about the texts:
Article 1:
What happened? What caused it to happen?
Who benefited from the changes? Who didn’t?
Whose perspectives are not presented? What might their perspective be?
Article 2:
What happened? What caused it to happen?
Does the author have an attitude, and if so, what about?
How did the author find out? What is the evidence? How can we evaluate this
evidence?
After reading the articles in pairs and answering the questions, students will share
their responses using the Lines of Communication grouping strategy. The teacher will
circulate with an observation checklist to ensure participation.
Article Sources:
(2011). “Nike Faces new abuse claims by contract workers in Indonesia.” The
Oregonian. Retrieved from
http://www.oregonlive.com/business/index.ssf/2011/07/nike_faces_new_abuse_clai
ms_by.html
Ailworth, E. (2008). “Pros and Cons.” The Boston Globe. Retrieved from
http://www.boston.com/news/local/articles/2008/03/02/pros_and_cons/?page=full
Questions taken from:
Beuhl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE:
International Reading Association.
Focusing on the Sociopolitical
In this lesson, students will focus on an issue closer to home—the maquiladoras on
the U.S.-Mexican border. Students will watch a video about the factories, read firsthand accounts from workers, and consider some political cartoons about NAFTA.
While reading and viewing, students will complete an interactive reading guide.
Video:
(2006, October 10). “Maquilapolis: City of Factories”. Point of View. Retrieved from
http://www.pbs.org/pov/maquilapolis/
First-hand accounts:
Students choose between the following two choices.
Iglesias Prieto, N. Beautiful Flowers in the Maquiladora: Life Histories of Women
Workers in Tijuana. Austin: University of Texas Press. (Selections)
Portillo, Loudres. (n.d.) “Maquiladoras: Married to the Maquila.” Retrieved from
https://globallessons.files.wordpress.com/2009/04/handout13-married-to-themaquiladora.pdf
Political Cartoons:
See PowerPoint
Taking Social Action
In this phase, students will reflect on the readings from the week and brainstorm
some ideas of what they can do to work for better factory conditions for workers.
Quick write:
What impacted you most about the texts we looked at this week? What surprised
you? What do you think other people should know about production?
Poster:
Students will work in small groups to make a poster that includes facts about factory
conditions to post in the hallways of the school.
Scavenger hunt:
Students will have to make a list of at least 5 products that are certified fair trade or
that are produced either in the U.S. or from a company with a good reputation for
decent working conditions.
Text Set:
(2006, October 10). “Maquilapolis: City of Factories”. Point of View. Retrieved from
http://www.pbs.org/pov/maquilapolis/
(2011). “Nike Faces new abuse claims by contract workers in Indonesia.” The Oregonian.
Retrieved from
http://www.oregonlive.com/business/index.ssf/2011/07/nike_faces_new_abuse_claims
_by.html
Ailworth, E. (2008). “Pros and Cons.” The Boston Globe. Retrieved from
http://www.boston.com/news/local/articles/2008/03/02/pros_and_cons/?page=full
Iglesias Prieto, N. Beautiful Flowers in the Maquiladora: Life Histories of Women
Workers in Tijuana. Austin: University of Texas Press. (Selections)
Portillo, Loudres. (n.d.) “Maquiladoras: Married to the Maquila.” Retrieved from
https://globallessons.files.wordpress.com/2009/04/handout13-married-to-themaquiladora.pdf
Various cartoons