HIGH SCHOOL LESSON PACKAGE
An educator resource to teach
about friendship, ethical consumerism and an introduction to Adopt a Village
Level: High School
Themes: Friendship, international development, Adopt a
Village, ethical consumerism, child exploitation, awareness, communication, advertising
Estimated time: 260 minutes Learning goals:
Students will:
o Participate in active group work, hands-on projects and class discussions.
o Determine how to visually display research findings. o Learn the benefits of communication.
o Learn about diversity around the globe.
o Explore the world of ethical consumerism, discovering its necessity.
o Engage in activities where they become the expert on a topic.
Course connections: Arts, English Language Arts, Health and
Physical Education, Social Studies
Resources required:
o We Bake For Change How-To Guide o Construction paper
o Scissors
o Book binding materials (optional) o Computers with internet connection
Assessment:
o Appendix 1: Assessment rubric
DETAILS
RATIONALE
Changing the world? It’s a piece of cake. Raise awareness in your school with our lesson plans that, for example, look beyond the store shelves and asks students to map out the field to shelf journey of chocolate. Students can spread the word and apply their knowledge by holding a We Bake For Change bake sale that will further their impact as world changes by raising funds to support Free The Children’s Adopt a Village communities overseas. This holistic and sustainable development model empowers communities through five pillars crucial to community development: Education, Clean Water and Sanitation, Health, Agriculture and Food Security, and Alternative Income and Livelihood.
Lesson packages consist of introductory, core, concluding and extension lessons with an assessment rubric and blackline masters. The lessons are grounded in the WE.org: Learning Framework Learning Framework ensuring students develop the core skill sets that help them achieve the learning goals that contribute to the outcomes of creating a global citizen.
ORGANIZATION
INFORMATION LITERACY RESEARCH AND WRITING
CRITICAL THINKING
REFLECTION LEADERSHIP SKILLS
ARGUMENT FORMATION
ACTION PLANNING
Look for these icons at the top of each lesson. The icons identify the most relevant core skills being developed. Learn more about the WE.org: Learning Framework at
www.weday.com/weschools.
INTRODUCTORY LESSON:
A ROSE BY ANY OTHER NAME
Purpose: Free The Children began as twelve students lookingto put an end to child labor. Since 1995 there have been advancements in the eradication of child labor but there is still work to do. Learning the basics of design for advertisements, students will create posters to raise awareness about child labor.
Instructional method(s): Visual storytelling, class discussion,
independant work
Differentiated instruction:
o Bring in some local or ethically produced freshly cut flowers to use as a model for photography and inspiration.
o Rather than posters, students will raise awareness using social media.
o If your school sells flowers as a fundraiser for Valentine’s Day, Mother’s day, or another occasion ensure they are not grown or harvested using child labor or have your class look for an alternative product.
Course connections: Arts, English Language Arts, Social Studies Estimated time: 45 minutes
Steps:
1. Ask students a few introductory questions:
o What do you plan to give or expect to recieve for a Valentine’s Day present?
o Why do we seem to give the same gifts year after year? o If flowers, chocolate and stuffed animals are the
most popular Valentine’s Day presents, how to we choose alternative from a market dominated by these products? 2. Inform students that as the demand for flowers for Valentine’s
Day has grown, supplies look for seemingly perfect and inexpsive flowers to increase their profit margins. Unfortunately
Write their answers on the front board and have students copy the lists into their notes for future reference.
a. Posters tell a story: If effective, they are a sources of information and a conversation starter.
b. Design to your audience: Who should you tailor the information to?
c. Have one key message: What are you saying? Are you trying to say too much? Is there a catchy phrase? A prominent headline? Is there too much text?
d. Use graphics: Are they telling the same story as the text? Have you looked into using infographics? Is there a focal point? Are there too many colours?
4. Have students do preliminary research to learn about the issue or use these quick statistics from a Valentine’s Day article in The Atlantic “There’s a 1 in 12 chance your V-Day flowers were cut by child laborers”:
o Atleast 8.3% of flowers in the United States were cut by child laborers, in in other words, one in a dozen stems. o During the school year 80% of Ecuador’s flower industry
workers are children according to a 2000 report by the International Labor Organization.
o In 2005, 13% of Ecuador’s children were employed. 5. Provide students with 30 minutes to work on their posters. 6. Have students submit their posters for grading. When marked,
hand the posters back and taken ten minutes at the beginning of a class to plaster the walls of the schools to spread the word.
7. Ensure students understand that the rose industry is not the only one with questionable employment practices. Encourage students to research other industries and become smarter, more ethically conscious consumers.
CORE LESSON:
UNWRAPPING THE GIFT OF
CHOCOLATES
Purpose: Uncovering the hidden use of child labor to produce
chocolate, students will become ambassadors for ethically sourcing chocolate.
Instructional method(s): Class discussion, group work,
brainstorming, visual timeline
Differentiated instruction:
o To shorten the activity, stop after the documentary discussion. o Students individually create timelines.
o Add an environmental perspective.
Course connections: Arts, English Language Arts, Social Studies Estimated time: 95 minutes depending on clips selected
Steps:
1. Ask students a few introductory questions to introduce the topic:
o Raise your hand if you have eaten chocolate at some point in your life.
o What words would you use to describe chocolate? o Where does chocolate come from?
o Where are cocoa plants grown?
o What do you know about the production of chocolate? 2. Tell students they will learn about the chocolate production
process, from field to store shelves.
3. Select one or two of the following documentary clips about the field of production of the chocolate industry.
a. The Challenge to Make Chocolate Child Labor Free from BBC World TV Series “Survivors Guide”
(three parts approx. 22 minutes in total) www.youtube.com/watch?v=FRG6NMVKHDs,
www.youtube.com/watch?v=RK1Q0uF_Qyc, www.youtube.com/watch?v=waUi03KyLJE
b. The Dark Side of Chocolate documentary film (approx. 47
minutes) www.youtube.com/watch?v=BeJy3dA4Ahk
c. Darker Side of Chocolate from Global News 16x9 Episode (approx. ten minutes)
www.youtube.com/watch?v=nLfNDhbQfmk
d. “We Want More From Our S’mores” from Global Exchange Fair Trade Campaign (approx. three minutes)
www.youtube.com/watch?v=zRzbjdBENoM
4. Now watch the Discovery Channel’s How It’s Made episode featuring chocolate:
www.youtube.com/watch?v=Yw78F3-CuXY
5. After students have watched the videos, ask a few follow-up questions:
o Are you shocked/surprised/angered by the from-the-field documentary?
o What are a few points that you found particularly interesting?
o What do you think of the contrast in the How It’s Made clip?
o What is fair trade and ethical sourcing?
o t’s been said it is next to impossible to rid the chocolate industry of child labor because rural communities need everyone working together to bring in harvests. Others say that children should be in school focusing
on education rather than working in the fields. What do you think? Is it fair?
o How has learning about the chocolate industry changed your opinion about buying chocolate? How will you shop differently?
6. Have students share their knowledge of the chocolate industry a visual timeline.
7. Create a timeline outline by brainstorming a list of
components, write them on the board. The timeline should be easily understood by people who pass the display and have content for those who stop to learn more. Items may include, but are not limited to:
a. A day-to-day chronicle of chocolate production that marks how many days it takes from planting seeds to consumer purchase. Some milestones include planting, harvesting. fermentation, drying, to market,
to confectioner, to store.
b. Visual representation of stages where child labor may be used, such as colour variation.
c. Visuals that accompany milestones. For example, pictures of the cocoa plants, maps of countries that grow cocoa, the dangers present for child laborers, a collage of popular chocolate brands and packages, pictures of ethically sourced brands.
Educator’s Note:A visual timeline is a chonological catalogue that uses words and pictures.
d. Fast facts: What are the problems with this system? What are statistics about child labor and chocolate production?
e. An appealing title.
8. Divide the project into three parts and create a team for each: the writers, the artists and the project leader. Students should sign up for the team that best suits their abilities. The writers and artists are responsible for researching necessary content and making it display-ready. The projects leaders (two to three students) will design a display concept they will share with the whole class. They are responsible for putting everything together and creating the nished display. Although there are three groups, ensure everyone is communicating, so the nished timeline projects a cohesive message.
9. Have each student research three facts about any part of chocolate production for homework. Next class, give students ten to 15 minutes to put their work together.
10. Compile all timeline components. Create the display in a busy hallway near the entrance of your school to share your timeline with the entire student body and school visitors. 11. Let students know that by making socially conscious
purchases for Valentine’s Day and the rest of the year, they are part of the solution to end child labor. By sharing their knowledge through their timeline with the rest of the school, the message of love will spread.
CONCLUDING LESSON:
GLOBE TOUR
Purpose: Each country and community Free The Children
partners with has unique qualities; students will delve deeper into the eight Adopt a Village countries through collaborative research and presentation.
Instructional method(s): Group work, research, gallery tour Differentiated instruction:
o Ask students to create an electronic presentation. o Open your gallery tour to the greater school.
Course connections: Arts, English Language Arts, Social Studies Estimated time: 90 minutes plus presentation time
Steps:
1. Post a map of the world for all students to see. Ask students if they have any connections with countries on the map through travel, emigration, desire to travel, etc. Invite students to point out these countries on the map and explain their connection with them.
2. Explain that every country is unique not just because of people’s experiences, but also due to geography, geology, culture, history and more.
3. Similarly, each country and community Free The Children partners with through the Adopt a Village program is unique. Explain that students will be learning about the countries with a gallery tour.
4. Divide students into eight groups. Write the eight Adopt a Village countries (rural China, Ecuador, Ghana, Haiti, India, Kenya, Nicaragua and Sierra Leone) on separate scraps of paper, fold them, and place them in a jar. Each group selects a slip of paper from the jar. This will be their country to research and report on.
5. Now students should think of the information they want to include. Hold a class brainstorm session to create a list of suggestions on the front board. Information may include but is not limited to:
a. Location b. Population c. Climate d. Languages e. Government f. Culture g. General fashion
h. Food and agriculture i. Education of population j. Indicators of populations’ health k. Access to clean water
l. Employment patterns
6. Direct students to develop a plan for gathering, organizing and presenting the information. Presentations should have easy-to-read written information, visually appealing graphics and ad additional presentation component such as food, music, dress, etc. Have them write the plan up and hand it in for approval. Ensure all students are involved and sharing the work equally.
7. Provide students with class time to work on their projects. Assign what is not completed in class for homework. Set a due date for the gallery tour.
8. Hold a gallery tour. Move desks to the outer edges of the classroom. Have students set up their presentations around the room. Encourage students to take pride in their work and share their new knowledge with their peers. Instruct groups to take turns touring the classroom so each booth has presenters ready to explain their country to visitors. Open the tour up to other classes and guests in the school.
Educator’s Note: What is a gallery tour? This gallery tour consists of student-created presentations with written and visual content. Student groups take turns circulating a room set up like a gallery. Students stationed with their presentation boards describe their work and answer any questions their peers may have.
EXTENSION LESSON:
WE BAKE FOR CHANGE
Purpose: Students will have the opportunity to take action with
Free The Children’s We Bake For Change campaign.
Instructional method(s): Class discussion, reflection Differentiated instruction:
o Give students the We Bake For Change How-To Guide and ask them to discuss campaign ideas in groups.
Course connections: Arts, English Language Arts, Health and
Physical Education, Mathematics, Science, Social Studies
Estimated time: 30 minutes Steps:
1. Ask students to reflect on what they have learned throughout the campaign lessons. Explain that it is easy to feel helpless when learning about the barriers people face in other countries because it is difficult to determine how to help. Let students know that Free The Children’s We Bake For Change campaign is a way for them to take action and help empower community members to break the cycle of poverty.
2. Show the following video to help students visualize what the campaign supports with Adopt a Village:
player.vimeo.com/video/74836171
3. Keeping in mind all they have learned through the course of the lessons, ask students the following questions:
o What are the goals of this campaign? o Why is this campaign important?
o How can you get involved and participate in this campaign?
4. Distribute the How-To Guide and ask students to review the guide quietly.
Reflection
Distribute a cue card to each student or have students use their notebooks. Instruct the class to think of the material covered in the previous lessons as well as what they learned from holding the We Bake For Change bake sale. Then ask them to record the following:
• Three new ideas, concepts or resources they learned about. (E.g., there is a story to know about products you buy in stores, it is possible to give gifts that are ethical, the How it’s Made TV show, etc.)
• Two new connections to something they knew before. (E.g., child labor exists but it’s not just in clothing and carpet factories, the high demand of products at specific times of the year creates issues with supply, etc.)
• One goal for the future. (I will share messages of friendship more often with the people around me, I will look for products that are ethically produced, etc.)
ADDITIONAL RESOURCES
In addition to the lesson plans, share these resources with your students:
Free The Children’s We Bake For Change webpage: www.freethechildren.com/webakeforchange
Telegram history: www.telegrams4u.co.uk/history
Kate Thomas. The Independent. “The last post: The telegram is dead. Stop.” February 3, 2006.
www.independent.co.uk/news/world/americas/the-last-post-the-telegram-is-dead-stop-465428.html
Global Exchange: www.globalexchange.org/campaigns/fairtrade/cocoa/smoresproject.html
Fair Trade: www.fairtrade.net
Rainforest Alliance: www.rainforest-alliance.org
Utz: www.utzsnacks.com
Appendix 1
ASSESSMENT RUBRIC
This assessment rubric is based on Bloom’s taxonomy, a multi-tiered model to classify cognitive levels of complexity to evaluate students’ comprehension of issues and participation with the lessons.
Level 1 50-59%
Level 2 60-69%
Level 3 70-79%
Level 4 80-100%
KNOWLEDGE AND
COMPREHENSION
Demonstrates limited knowledge and understanding of the relationships among facts, ideas and conceptsDemonstrates some knowledge and understanding of the relationships among facts, ideas and concepts
Demonstrates considerable knowledge and understanding of the relationships among facts, ideas and concepts
Demonstrates thorough knowledge and understanding of the relationships among facts, ideas and concepts
APPLICATION AND
ANALYSIS
Uses critical and creative thinking processes and develops examples with limited effectiveness
Uses critical and creative thinking processes and develops examples with some effectiveness
Uses critical and creative thinking processes and develops examples with considerable effectiveness
Uses critical and creative thinking processes and develops examples with a high degree of effectiveness
SYNTHESIS AND
EVALUATION
Demonstrates knowledge and makes connections with limited effectiveness
Demonstrates knowledge and makes connections with some effectiveness
Demonstrates knowledge and makes connections with considerable effectiveness
Demonstrates knowledge and makes connections with a high degree of effectiveness
ORGANIZATION
AND
COMMUNICATION
Expresses and organizes information while using appropriate language for different audiences and purposes with limited effectivenessExpresses and organizes information while using appropriate language for different audiences and purposes with some effectiveness
Expresses and organizes information while using appropriate language for different audiences and purposes with considerable effectiveness
Expresses and organizes information while using appropriate language for different audiences and purposes with a high degree of effectiveness
