Unit 1 Making Connections

Unit Global fashion industry

Geography
Year 9

About the unit

In this unit pupils will develop their understanding of the global nature of economic activity.

Through the study of the fashion industry, pupils will investigate the interdependence between people and places. They will investigate and begin to understand the concept of globalisation and identify winners and losers.

Key aspects

Geographical enquiry and skills

Pupils will:

•ask geographical questions

Analyse evidence and draw conclusions
Use the internet to find information
Communicate ideas using word, bulletpoint and publisher.
Use excel to draw graphs and interpret a database
Use extended geographical volcabulary.

Knowledge and understanding of places

Pupils will:

•develop an understanding of LEDC’s

Locate Indonesia, Vietnam, etc
Explore interdependence and global citizenship

Knowledge and understanding of patterns and processes

Explored through:

•economic activity e.g. the chain of production

Identifying different levels of development.

Knowledge and understanding of environmental change and sustainable development

Sustainable development and fair trade

Expectations

At the end of this unit

most pupils will: have an understanding of globalisation, and the roles of TNC’s, be able to identify the winners and losers in this process. Appreciate that different attitudes and values exist between LEDC’s and MEDC’s. Understand the chain of production and their position in it. Suggest relevant questions and carry out investigates into globalisation and reach substantiated conclusions.

some pupils will not have made so much progress and will: have a basic understanding of globalisation and the role of TNC’s. Identify winners and losers and some differences between the roles of LEDC’s and MEDC’s. Start to ask relevant geographical questions and suggest plausible conclusions.

some pupils will have progressed further and will: have a detailed knowledge and understanding of globalisation and the roles of TNC’s. Understand that many factors, including people’s values and attitudes, influence decisions made about fashion clothing manufacture in LEDC’s, appreciate the impact on their lives of decisions made in MEDC’s. Identify geographical questions and carry out investigations into globalisation issues using a range of sources, which critically evaluated, reaching substantiated conclusions.

Prior learning

It is helpful if pupils have:

• understand how development is measured

Studied countries at different stages of development
Undertaken a geographical enquiry
Have used the internet and databases

Language for learning

Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to:

•globalisation, MEDC, LEDC, development, production, consumer, transnational corporation (TNC), human development index (HDI), interdependence.

Resources

Resources include:

• Global eye (Summer 2001)

word document of key words
word document with continuum line and fashion adverts
excel document with HDI index

Future learning

Provides the basis for the GCSE People, Work and Development topic as well as contributing to global citizenship.

Links

The activities in this unit link with:

•other geography units, Bircotes its place in the world, People and Development, and Japan an economic geography.

LEARNING OBJECTIVESPOSSIBLE TEACHING ACTIVITIESLEARNING OUTCOMESPOINTS TO NOTE

PUPILS SHOULD LEARNPUPILS

What is meant by the global fashion industry ?
•to identify and understand the key words

to think about topical issues e.g. manufacture of clothing

/ •use a word document with key words and definition cut and paste activity, pupils match the key words and their definitions.

Word document with a series of statements drag statements onto an opinion line from strongly disagree to strongly agree.
Fashion adverts scanned into a word document, pupils then produce captions to go with adverts.
Homework sheet used to identify countries where brand clothing is oriented from and producing countries.
Video –Globalisation (Geog 2000) can be used to introduce the concept of Globalisation.
Geog 3. can be used to introduce the concept of a global fashion industry pages 62-63

/ •understand the key terms

Identify the elements of the fashion industry
Give and justify their own opinions about fashion

key words and definitions into a word package.

Either use statements as an active exercise or ICT exercise
Homework sheet present

How does the global fashion industry connect people around the world?

to use extended geographical vocabulary
to use an atlas
to select and use appropriate graphical techniques to present evidence
to identify patterns
to classify using socio-economic indicators
to communicate using ICT

Use homework sheet and world map to identify countries where brands are from and countries where they are produced.

•HDI statistics into an excel file, the pupils use this to identify the countries where fashion items are made and identify the characteristics of these countries. Pupils use this information to produce a profile of producing and consuming countries. Pupils then use publisher to produce a newspaper article entitled “Fashion Connects”. Weaker writers may need a writing frame.

Refer back to key word exercise already carried out.
Geog 3. pages 64-65 Nike.

/ •produce a map to show the spatial distribution of production and consumption of selected fashion brands

Use ICT to produce graphs to show the physical characteristics of selected countries
Describe and explain the patterns on the map and explain how differences are related to levels of development

/ •atlases and world maps

File with HDI information already present or pupils could use
Weaker pupils may need to draft statements using the writing frame first
Could produce a poster with main points on

How does world trade work?
•to identify the geographical context of selected countries

To consider other people’s viewpoints/values and experiences
To identify differences in levels of development
To develop an understanding of international trade works

/ •Quiz on “word” about world trade pupils given a choice of answers and they have to pick the correct one. This could either be done as an individual or group exercise. Pupils are asked to produce a fact sheet on world trade, could be done as a power point presentation.

Play trading game (trading trainers game) to develop understanding about the issues surrounding world trade and how poorer nations suffer, consider issues relating to sustainability. Ask pupils to write up the experiences of their group, use of ICT and writing frames.

/ •describe and explain the pattern of world trade and interdependence

identify how world trade effects MEDCs and LEDCs.

/ •need to do some classroom based work on trade could use a reveal exercise. Quiz on a word document and use a projector to present it to the class.

Power point presentation could be done groups and only needs to demonstrate an understanding of world trade
Trading trainers game needs to be purchased

What do we mean by ‘globalisation’?

To ask geographical questions and suggest a sequence of investigation
To select secondary sources of evidence from the internet
To select and use appropriate graphical techniques to present evidence on maps and diagrams
To explore how countries are interdependent

Ask pupils in groups to come up with their own definition of the term ‘globalisation’ i.e. the creation of global systems where what happens in one part of the world affects people and places everywhere.
Using the website research into the link between the top 10 TNC’s and the GDP of selected countries. Develop this investigation further by considering the links between TNC’s and the World Bank, the International Monetary Fund, World Trade Organisationand other political and economic organisations.
Pupils could be asked to place information about TNC’s and GDP’s into excel and produce graphs and then evaluate what this tells them about global wealth and power.
Higher achieving pupils could also investigate much deeper into TNC’s using
Geog 3. pages 66-67 looks at multi-national corporations revenues and compares them with GDP for several countries.

Identify the links between people, places and organisations
Use key terms to answer questions and accurately define globalisation
Select a suitable graph to represent data and interpret it

May want to use A3 paper and pens to come up with a definition of globalisation
Worksheet with instructions and questions available for looking at links

How does globalisation effect the fashion industry?

To ask geographical questions
To use their imagination to consider other people’s experiences and to think about values and attitudes that are not their own
To select and use appropriate graphical techniques
To identify how people and places are interdependent

Put pupils into pairs, then fours then eights (snowballing) ask them to come up with 10 statements about globalisation and the fashion industry. Using a laptop and projector the teacher then reveals their 10 statements.
Give out role cards and ask pupils in groups to put people in the chain of production into the correct place.
Groups are then asked to take on the role of one of one person in the chain and research into their place in the chain of production. The internet could be used here and maybe useful. The findings could then be presented as a power point presentation.
Show the pupils two examples of branded products that are produced in LEDC’s e.g. the jumper and the training shoe. Ask the pupils to put the information into excel and produce a percentage bar chart to show the information then ask them to write a comment to describe the situation.

Work in groups to produce statements about an issue
identify the links in the chain of production
identify research questions and enquire about people and their role
use ICT to produce graphs and interpret them

reveal document on disc use to establish pupil understanding
role cards available, with questions for each group to answer if needed try and get pupils to come up with their own questions
pictures of training shoe and jumper either scanned into the computer or on an OHT. Pupils put their own figures into EXCEL to produce graphs, then paste into WORD to write a comment about what the graph shows.

How does globalisation affect people at a local level? What happens if the chain is broken?

To compare their experiences with those of others
To explore the effect of differences in development on the quality of life of different groups of people
To produce a verbal/television report
To ask geographical questions

Show pupils an OHT of the Development Compass Rose and explain how the aspects of it work. In publisher have a template with the Development Compass Rose and ask the pupils to identify the effects of globalisation on the factory workers and themselves.
Put the pupils into groups and ask them to put together the chain of production using the cards provided, weaker students will require help with this. Drag and drop exercise an alternative here.
Pupils then need to explore the impact of a break in the chain e.g. resulting in a drop in demand, a strike, or closure of a store. In groups ask the pupils to identify who is affected and how.
Ask the pupils to use this information to produce a television report to show how these changes would affect the various people within the chain.
Geog 3. pages 70-71 looks at the global change and the linkages.

Use a DCR exercise to evaluate the impact of change upon different groups of people
Place groups into their correct place in the chain of production
Produce a television report to identify the impacts of change on different groups of people

Put DCR either into laptop and project or OHT. Give weaker students some information about factory worker
Develop drag and drop exercise using the groups identified
Assess understanding using television report
If you require a written summary there is a writing frame for weaker pupils

Is there a fashion victim in the globalisation process?

Use the internet to collect information
To discuss and debate issues as a whole class
To consider the effects of differences on quality of life of different people
To make links between globalisation and levels of development

In groups ask the pupils to decide who the winners and victims of this process are. Use a projector or OHT to show the main groups. Ask them on to generate ideas about how they would make the situation fairer. Pupils write a short summary to put their ideas together, may need a writing frame here, entitled “Is there a fashion victim”.
Geog 3. pages 68-69 looks at who the fashion victims are.
Using pages 16-17 of Global Eye ( Summer 2001) ask the pupils to produce a Code of Vendor Conduct, use either work or publisher to present their results.(see end column for resources)
Introduce the idea of fair trade, use of video (Geo 2000), ask pupils to research fair trade using , , . The idea of sustainable development should also be introduced here.
Pupils then design a flyer using publisher to publicise the benefits of fair trade.

Use video (J. Pilger) showing factory conditions in South East Asia, to introduce the concept of Fashion victims.

Identify how globalisation benefits some groups of people rather than others
Start to question who is producing the material and for what purpose
Use ICT to deliver an appropriate message to a specific audience about code’s of conduct and fair trading

Writing frame required to identify losers and winners
Code of conduct page 16-17 in Global Eye (Summer 2001) good starting point. Activity sheet 6 provides some ideas to consider and provides a range of web sites

What might the future be like?

To present own views on world issues
To consider the social, environmental and economic implications of globalisation
To explore the idea of sustainable development.

Geog 3. pages 72-73 considers whether globalisation is a good thing.
Ask pupils to come up with 10 statements about the global fashion industry, use a projector plus laptop to play reveal. Pupils then present their own views on globalisation this could be done as a cartoon or a speech.
To pull the unit together pupils are asked to produce a formal piece of writing and this should be written in the third person. A draft should be done with key words, a writing frame if appropriate and clear assessment criteria provided. The piece of writing will; explain what globalisation is and what its effects are and the future of world trade.

Use the vocabulary e.g. key words in an appropriate manner
In groups express their opinion about the globalisation process
Write an impersonal overview of the state of globalisation supported by evidence and consider sustainable development

Ensure pupils have access to the key words and remind them of their meaning could play matchmaker
Provide pupils with a clear format of what should be included and how they will be marked. Writing frame and sentence starters provided.