Lesson Plan

Date: Class/Group: Time: P1

16 June 2017 Year 8-3 HASS Extension Room: 122

Topic: Rana Plaza - Responsibilities of consumers boycotts

Curriculum links: Specific Objectives/Learning Goals:
The rights and responsibilities of Students will:
consumers and businesses in 1. Investigate and list companies who do not purchase ethically.
Australia (ACHEK029) 2. Write a persuasive letter to a company.

General Capabilities:
ICT
Personal and social capability
Ethical Understanding

Cross-curriculum priorities:
Asia

Skills Student Diversity:

Questioning and Researching This class is an extension class. All students are very capable
Analysing and classroom management is relatively easy.
Evaluating
Communicating and Reflecting

Prior Learning: Resources/Materials required:

Students understand types of BYOD laptops
markets, market structures, Class iPads
types of economies, government Teacher laptop and wireless mouse
intervention. Internet via WIFI
Previous lessons on Rights and
Responsibilities of the Consumer
Class website: cbchass8.weebly.com
Teacher resources:

https://learning.blogs.nytimes.com/2013/05/14/corporate-irresponsibility-fashions-hidden-cost-in-
bangladeshs-garment-industry/comment-page-1/?_r=0

Student Resources:
iPads
cbchass8.weebly.com

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Lesson Steps
Time: Procedure Comment
Pre- Turn on TV, connect laptop and turn on Bluetooth speaker
lesson
Bring up class web site on the screen.

5 mins Welcome and discuss lesson objectives.

Video Hook - Watch this brief video Divided Over Bangladesh

about how two different clothing companies are responding to the
recent building collapse in Bangladesh.
https://www.nytimes.com/video/world/asia/100000002208157/divided-
over-bangladesh.html

15 Activity Worksheet 1 - Divided Over Bangladesh

mins
Review answers with students
Hand out iPads
Activity Worksheet 2 - Letter to a company
40
mins Collect letters for review Walk around class and
help as required.

Evaluation of Student Learning:

1. Were the students engaged during the lesson?
2. Were the objectives met? If not, why not?
3. Were they able to successfully create their own Excel spreadsheet?
4. Was there sufficient scaffolding leading up to the lesson, i.e. were the students in the ZPD?
5. What was the feedback from the students? Did they enjoy it - was it fun?

Self-Evaluation/Reflection:
1. How did the overall lesson seem to go?
2. Did I stay on time?
3. What was the feedback from the students? Did they enjoy it - was it fun?
4. Did any students struggle to meet the objectives?
5. What would I do differently next time?

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 Worksheet 1 - Divided Over Bangladesh
For discussion and reading comprehension:

1. What responsibility do Western companies have to ensure the health and safety

of the workers who manufacture the clothing they sell?

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2. Which response is better: the Walt Disney Companys decision to stop

manufacturing in Bangladesh or Loblaws decision to stay in Bangladesh and

push for tougher safety standards? Why?

___________________________________________________________________

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3. Do we as consumers have any responsibility for the workers in other countries

who make our clothing? If yes, how do we exercise that responsibility? What

should or can we do?

___________________________________________________________________

___________________________________________________________________

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___________________________________________________________________

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 Worksheet 2 Letter to a company
Students to write your own personal persuasive letter to a company
below advocating a course of action to improve worker safety and rights
around the world.
In yours letter students can:
Introduce yourself and why you like the brand.
Explain the issues you identified in your research.
Advocate for a particular policy to address problems in the
garment industry.
Suggestions:
Gap, Childrens Place, Walt Disney Company, Walmart, Joe Fresh
(Loblaw), Tommy Hilfiger (PVH), Calvin Klein (PVH), H&M, Benetton,
J.C. Penney, Nike, Cato Fashions, Target, American Eagle, Quicksilver,
Oroton, Billabong

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Part I: Research Your Company

Begin this project by exploring the corporate or social responsibility

page on your companys Web site if they have one, and do a search on
their site for keywords like Bangladesh, Pakistan, labor or
safety. You can also search Google using the companys name and
similar terms, and see how their statements are handled in media
reports.

Does your company have an official policy about making sure that its
clothing is manufactured in factories that are safe? Has it joined efforts
aimed at maintaining high workplace standards? Has your company
issued statements in the wake of the Bangladesh building collapse or
other garment factory disasters?

Take notes on what you learn about your company. You will use these
notes later during this project when you draft your companys proposal
and then represent your company in an international conference.

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Part II: Research the Issues and History

The second step is for students to research issues in the Bangladeshi

garment industry, and to understand how Bangladesh fits into a long
history of the evolving apparel trade.

We have created three research topics: fire and building safety, wages
and worker rights, and historical parallels. If students have enough time,
they can research all three topics. Or groups may want to assign
students to research different issues, and then report back to one another
when they finish their research. Students may want to use the Problem-
Solution graphic organizer (PDF) to take notes as they research.

Resources: Go to cbchass8.weebly.com

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Part III: Research the Solutions

After students have a more complete picture of the issues involved with
the Bangladeshi garment industry, they should then research how their
company might try to address worker safety and rights in Bangladesh
and around the world.
For example:
1. Stop Doing Business in Countries With Poor Safety Records.
2. Improve Safety and Working Conditions.
3. Increase Transparency About Clothing Origins.

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Dear_____________,

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