Issues in Globalisation: Environmental Impacts ... in Globalisation TM.pdf · Issues in Globalisation: Environmental Impacts & Sustainability ... Teacher Resource Page 6 Role Play:

Issues in Globalisation: Environmental Impacts & Sustainability

This is the second of two programmes from Pumpkin Television about industry in Bangla-

desh. Each will suit GCSE and post-16 Geography courses, including AS, A2, Scottish High-

ers, IB and Pre-U.

This programme deals with environmental impacts of the textile industry. It focuses upon two

areas:

· Clothing manufacture in Bangladesh, currently the third largest global supplier of

clothing. It shows how globalisation has led to increasing manufacturing in Bangla-

desh, and the pollution caused. Factory processes are shown in Bangladesh, and

environmental impacts assessed, both in terms of ecosystems and especially in

terms of water quality for people living near the factories. There have been reforms

to enforce pollution control in Bangladesh but many factory owners fear that the costs

of pollution control will lead to increased costs. They fear that overseas buyers will

move elsewhere to countries which can produce clothing more cheaply by avoiding

pollution controls.

· Axminster Carpets, a small but significant carpet manufacturer in south Devon in the

UK. Here, there are strict pollution controls enforced by the Environment Agency, a

government quango responsible for environmental pollution controls such as water

quality and factory waste. However, the costs of water emissions into local rivers can

be saved by recycling water and heat produced within the factory. The company aims

to save 20% of energy costs through recycling. Its costs are also being reduced in

producing carpet underlay using recycled materials from old car tyres, and fibres

produced during carpet manufacture.

Teachers’ notes

There are three Teachers’ Guidance Sheets, providing guidance and background information about:

· Using video resources in classrooms · Bangladesh, its economic development, changes affecting it, and issues that it faces. · Links between this programme and GCSE, AS and A2 specifications.

Teachers should read the information about Bangladesh (Teacher Guidance Page 2), which

provides:

· A geographical outline of Bangladesh, its level of development, and recent economic

growth.

· Background data about levels of economic development in the country.

The notes will assist teachers in handling some of the follow-up activities.

The basis of the programme and follow-up exercises here are that students should:

· know about the location of Bangladesh, and about industries in Dhaka, the capital city;

· understand reasons why clothing factories have grown in Dhaka, and for the envi-ronmental impacts of industrialisation;

· develop skills in analysing impacts of pollution upon areas of Dhaka, and comparing Bangladeshi factories with a carpet factory in Devon;

· be able to judge whether pollution controls are an acceptable cost of consumer goods.

Resource Pages are numbered 1-9, and indicate whether they are intended for teachers or

students.

Bob Digby, April 2011

Contents

A Teacher Guidance:

Teachers’ Guidance 1 Using this DVD for active learning

· This consists of ideas to help students learn effectively while watching the pro-

gramme.

Teachers’ Guidance 2 Background information on Bangladesh

· This provides background information about Bangladesh, and its economic develop-

ment.

Teachers’ Guidance 3 Exam course specification links

· This shows how the programme matches different pre- and post-16 specifications.

B Resource Pages:

Teacher Resource Page 1 Outline map of Bangladesh and introductory exercise

• A blank outline map and a chance to get to know Bangladesh through the atlas!

Teacher Resource Page 2 Finding out about Bangladesh

• Guidance on setting up small group enquiries in getting to know Bangladesh before

students watch the programme (this activity is also suggested for programme 1).

Student Resource Page 3 Notes from the programme

• A framework for student notes on the programme

Student Resource Page 4 Remembering the programme

· Remembering the names and what people said

Student Resource Page 5 Understanding the programme

· Knowing the key terms

· Understanding the key points.

Teacher Resource Page 6 Role Play: Greater pollution controls – right or wrong?

· A class enquiry into how different people feel about factory conditions in Bangladesh.

Student Resource Page 7 Role play cards

· Cards spelling out the roles for students and help them prepare for the role play.

Student Resource Page 8 Is controlling pollution a simple matter?

· Analysing the arguments about greater pollution controls in Bangladesh and the UK.

Teachers Guidance 1 Using this DVD for active learning

Watching a TV programme can often be interpreted by students as a passive experience.

Jane Ferretti (2009) has followed Margaret Roberts’ research (1986) on the attention given

to narration rather than pictures on a DVD. Asked to make notes, students usually make

notes on what is said and not what they see. The strategies below help to engage students

in different ways to help them make sense of the programme.

1 Describing

· Select scenes (e.g. scenes showing living conditions in Dhaka slums) and ask stu-dents to describe in detail – e.g. ’20 words to describe what is happening’.

· Ask students to describe a scene and to devise a script (e.g. for the street scenes in

Dhaka). This is especially effective if done without sound.

· Reverse the process; ask students to predict what pictures are being shown, and de-tails about these, by listening to the narration but with the screen picture turned off. This could be done for scenes showing working conditions inside the clothing factory .

2 Understanding

· Before a clip, (e.g. conditions inside the factory) give students specific things to look for. This is especially effective if you ask the class to think about an interview with a factory worker – ‘what do you think she will say?’, ‘do you think working conditions will be good in her factory?’, ‘what do you think the trade union is campaigning for?’

· Freeze-frame scenes and discuss students' understanding of what is being shown.

· Give students comprehension questions – but beware that they may be listening to

the narration, with eyes down, rather than watching the picture. If you choose this strategy, watch the class carefully to ensure that they are watching, and give them time afterwards to make any notes that you want.

3 Listening

· Give students a list of key words to listen out for, and then identify their meaning.

· Ask students to identify key words or phrases, and define these, based on the narra-tion. Some ideas for these are given in Student Resource Page 3 ‘Understanding the programme’.

4 Creative follow-up

· Role-play Interviews. Here, students work in interview pairs. One acts as a journal-ist, devising questions for the second, who acts as the person being interviewed e.g. a factory worker in Bangladesh. A 5-minute interview follows which can either be done privately in pairs or by ‘hot seating’ in front of the class. Students then feed back about the interviews.

· Information Gap. You need two rooms for this. Half the class watches part of the

programme without sound, while the other hears it without pictures. Each then dis-cusses what they think will be in the script (one group), and shown as pictures (the second group). Students then return to class, pair up, discuss the situation and char-

acters, and put together sounds and pictures. The teacher then shows the complete part of the programme.

· Fractured scenes. Write parts of the dialogue (included in this DVD) on strips of pa-

per; place these in random order in envelopes, and ask students to re-sequence. Or, distribute strips randomly among students, and ask them to describe the scene in which their script occurs.

Further reading

· Ferretti, Jane (2009) ‘Effective use of visual resources in the classroom’ in

‘Teaching Geography’, Autumn 2009

· Roberts, Margaret (1986) ‘Using video’ in ‘The Geography Teachers’ Handbook’,

Geographical Association

Teachers Guidance 2 Background information on Bangladesh

Map reproduced courtesy of CIA Factbook

With an area just under 150 000 square km, Bangladesh is about 60% of the size of the UK,

though with 2.5 times its population. It has just under 600 km of coastline, but those 600km

are critical to the country’s future. Almost all the country is low-lying alluvial floodplain from

the confluence of some of the world’s largest rivers, the Ganges, Brahmaputra and Meghna.

Only in the hillier south-east – inland from Chittagong – is there any significant highland,

around Keokradong, the highest point (1230m).

Bangladesh is developing rapidly and has all the characteristics of a Newly Industrialising

Economy (NIC). Its economy grew by 5.7% in 2009, the 18th fastest in the world in spite of a

slight reduction in growth rate from over 6% for the previous three years. Explore with stu-

dents what their pre-conceptions are about Bangladesh, as they may be surprised; its popu-

lation growth rate has fallen rapidly and in 2010 was 1.3%, about the same as that of Austra-

lia. However, what they will probably not be surprised to know is that more than 36% of the

population lives at or below the poverty line as defined by the UN and World Bank.

Economic growth has resulted from a willingness by the Bangladeshi govt to allow large

multi-national clothing companies into the country to take advantage of low wage rates there.

These are exemplified in the programme, but in 2010 were 98% lower than average wages

in the EU and US. Poverty is rife, but there is no shortage of workers willing to work up to

100 hours a week in factories for – on average – about US$40 per month basic, or up to

US$65 with overtime. The slums of Dhaka are among the worst in the world; waterborne

diseases are prevalent with infected drinking water, and cholera and typhoid common

causes of death. Pollution by factories is an increasing problem – the subject of the second

programme in this series, entitled ‘Globalisation – Environmental Impacts and sustainability’.

Bangladesh Development Data

Population

158 million (July 2010 est.), the world’s 7th most populated country.

Age structure:

· 0-14 years: 34.1% (male 27,014,859/female 26,861,334)


· 65 years and over: 4.1% (male 3,161,943/female 3,385,250) (2010 est.)

Its population growth has slowed; at 1.3% (2010), it is about the same as that of Australia.

· Birth rates have fallen sharply to about 24 per 1000 population (2010)

· Death rates have fallen to about 9 per 1000 (2010), like many developing countries.

· Net migration is significant, and was about -2 per 1000 population in 2010.

Welfare data

· Population below poverty line: 36.3% (2008)

· Infant mortality rate: 57.8 deaths/1,000 live births

· Life expectancy (2010) 60.6 years, placing Bangladesh in the world’s the lowest

10%.

· Fertility rate: 2.65 children born/woman (2010 est.)

· Literacy 48% (male 54%, female 41.4%) (2001)

· School life expectancy (primary to tertiary education) 8 years

· Education expenditure 2.7% of GDP (2005)

GDP

· GDP growth rate: 5.6% (2009) – 18th fastest in the world (2008 6%, 2007 6.2%)

· GDP - per capita (PPP): $1,600 (2009)

· GDP - composition by sector:

Sector Value of GDP 2009 Proportion of labour force 2008

Agriculture 18.6% 45%

Industry 28.6% 30%

Services 52.8% 25%

• Many workers leave to go overseas to Saudi Arabia, Kuwait, UAE, Oman, Qatar, and

Malaysia; their remittances earned Bangladesh nearly $5 billion in 2005-06.

Teacher Guidance 3 Exam course specification links

The following links show how this programme matches different GCSE and AS/A2 specifica-

tions.

1. Pre-16

AQA GCSE Geography A

* Unit 2 Changing Urban Environments; Effects of rapid urbanisation and industrialisa-

tion.

* Unit 2 Changing Urban Environments; Effects and management of air and water pol-

lution.

AQA GCSE Geography B

* Unit 3 Section B The urban environment. Investigate the environment hazards (pollu-

tion) linked to urban/industrial concentrations and the challenges these present.

* Unit 3 Section B The urban environment Urban growth in developing countries can

create opportunities and challenges.

* Unit 4 Controlled Assessment How can water supply and quality be improved?

Edexcel GCSE Geography A

* Unit 2 Topic 6 A watery world: Water supply problems in LICs, including lack of avail-

able ‘clean’ piped water, waterborne disease and water pollution.

* Unit 3.3 Rapid Growth in LICs - A study of an LIC urban area to assess the effects of

rapid growth.

Edexcel GCSE Geography B

* Unit 1 Topic 4 Water World

Edexcel iGCSE

* Section A Topic 1 River environments – Reasons for differences in water quality.

Sources of pollution (sewage, industrial waste, agriculture).

* Section C Topic 7 Fragile Environments – Environmental abuse has serious conse-

quences.

WJEC GCSE Geography B

* Theme 3 Key Idea 7 Economic activity and the environment.

2. Post-16

Edexcel A level Geography

* Unit 4 A2 Option 5: Pollution and Human Health at Risk

OCR A level Geography

* Unit 2 AS What are the environmental issues associated with urban change?

* Unit 3 A2 Option B3 Development and Inequalities - In what ways do economic ine-qualities influence social and environmental issues?

WJEC A level Geography

* Unit G3 A2 Theme 4 Development

* Unit G3 A2 Theme 5 Globalisation

IB Geography

* Environmental change

Teacher Resource Page 1 Outline map of Bangladesh

Use an atlas to help you complete this map to show:

• The names of Bangladesh’s neighbours

• The location of Dhaka, the capital

• The course and names of three major rivers – the Ganges, Jamuna, and Meghna

• The Bay of Bengal

• Any features – physical or human – which you think are significant about Bangladesh


Before seeing the programme, it is useful if students have some prior knowledge of Bangla-

desh, and of the level of economic change occurring there.

Aim

This activity is designed for small groups of students who, together, can produce either a

PowerPoint or a web page presentation. Seven enquiry themes are given. With a class of

30, this should mean about 4 students per question, and you can split some of the ques-

tions. For each search, tell students to search under Google Images as well as web sites for

information and data. As a general introduction, the CIA Factbook has up-to-date data about

all countries in the world.

Time allowed

To develop this enquiry, you need to allow two one-hour lessons as a minimum;

· a homework preparation with students doing their research,

· one lesson in which groups get together to prepare presentations,

· a final lesson in which each group is given about 5 minutes to present their findings.

To develop this more fully, you could allow up to four one-hour lessons:

· one lesson’s research time;

· two lessons for the development of student presentations;

· finally, one lesson for group presentations, with self-assessment of each presenta-

tion.

Group Enquiries

1. Where is Bangladesh?

e.g. which country? Which latitude? Which other places have a similar latitude? What’s its

capital? Who are its neighbours? Does it have good links and relations with its neighbours?

Guidance: Use sources such as atlases, Google Maps, CIA Factbook. To get to CIA

Factbook, key ‘CIA Factbook’ into Google, then click on Bangladesh.

2. What is Bangladesh like?

e.g. Are there mountains, rivers; is it flat or hilly? Is it a mainly urban or rural country? What

is its climate like? Is there ‘summer’ and ‘winter’ weather? What is the ‘monsoon’? What

would it be like as a country to live in?

Guidance: Use sources such as atlases, Google Maps, Wikipedia. Key in ‘Bangladesh’ into

Google; for a Bangladeshi view of the country try the ‘The Bangladesh Today’ newspaper –

www.thebangladeshtoday.com

http://www.thebangladeshtoday.com/

3. How developed is Bangladesh?

e.g. what is Bangladesh’s level of economic development? How do people make a living? Is

its countryside (rural areas) developed? What are its cities like? What changes are taking

place there?

Guidance

• Use the CIA Factbook on Bangladesh. Key ‘CIA Factbook’ into Google

• Use development websites such as USAID in Bangladesh (usaid.org/bd) and United Na-

tions Development Program (UNDP) (undp.org.bd)

• Use the BBC news page, www.bbc.co.uk/news and search ‘Bangladesh’.

4. What kinds of work are there in Bangladesh?

e.g. What is Bangladesh’s economy based on? What are the most common types of jobs

done by people who live and work there? Is the economy changing? Is it industrialising?

What are working conditions like for people at work? Who are the biggest employers in

Bangladesh?

Guidance

• Use the CIA Factbook on Bangladesh. Key ‘CIA Factbook’ into Google

• Type ‘Bangladesh economy’ into Google; also Wikipedia (key in ‘Bangladesh’ into

Google); use the CIA Factbook.

• For a Bangladeshi view of the country try the ‘The Bangladesh Today’ newspaper –


• For job adverts, key ‘Bangladesh jobs’ into Google

5. What environmental problems does Bangladesh face?

e.g. which natural hazards that affect Bangladesh? When do they occur most and why? How

do these affect the country?

Guidance

• You will need to do a general search using Google on phrases such as ‘flooding in

Bangladesh’.

• YouTube is excellent for hazards in Bangladesh. Type ‘Bangladesh floods’ or ‘Bangla-

desh hazards’ into YouTube’s search facility. You may get some results!

http://www.bbc.co.uk/news


6. How do floods affect Bangladesh? Which parts are most affected?

e.g. When do floods affect Bangladesh? What times of year of flooding a problem? Which

parts of Bangladesh are most affected? Which years have been most affected by flooding?

Guidance

• Type ‘flooding in Bangladesh’ into Google, and find examples of recent floods, espe-

cially the flood in 1998. Find out what happened.

• What are the causes of floods in Bangladesh? Key ‘flooding in Bangladesh’ and ‘Bang-

ladesh monsoon’ into Google.

7. What future threats does Bangladesh face?

e.g. how will the country change in future? What threats does it face? Are there any envi-

ronmental threats that it faces e.g. from climate change?

Guidance

• Type ‘environmental threats to Bangladesh’ into Google, also ‘climate change Bangla-

desh’.

• Use the CIA Factbook to see what environmental problems and future threats the coun-

try faces.

• For a Bangladeshi view of the country try the ‘The Bangladesh Today’ newspaper –




Use this framework as an A3 sheet to make brief notes on the programme using a) the pic-

tures, b) the commentary.

Pictures Commentary

Part 1 The Boom-

ing Clothing in-

dustry

Part 2 Environ-

mental Impacts –

Pollution

Part 3 Reducing

Pollution

Part 4 Can Indus-

try be Sustain-

able?

Part 5 Recycling

Waste

Part 6 Who

Should Pay?


A Can you remember .....

1. the name of the two countries in which this programme is set?

2. The name of the two cities / towns?

3. The name of the two companies where this was filmed?

4. The names of the UK government agency that is responsible for pollution control?

B Remembering what people said

What was said Who said it, and what they were talking about

1. “I would say to the consumer from the devel-

oped world, they are polluting our environment

so they can get their clothes at a cheap rate.”

1. “Some have installed ETPs but they don't use

them because their competitors aren't using

them.”

1. “And the other thing is the buyers – they come

here, ask questions and physically check the fac-

tory. They even check fire systems and health

and safety, and only then will they place an or-

der.”

1. “A vicious circle of disease is slowly killing the

people here.”

1. “This is the only place they can afford to live –

and the environment's getting worse all the

time.”

1. “This used to be a clean river but you can see the

colour of the water – it's getting worse.”

1. “I have seen in the west that they care for their

environment, they keep their rivers clean, they

keep their environment clean. So they care for

their environment, but it's not fair if they don't

care for our environment.”

1. “All of the hot water that was coming out of the

dye vats was coming out at 98 degrees so very

close to boiling. That was all going straight

down the drain.”


A Knowing the key terms Define these terms: Aeration tank Anti-pollution laws Biologically dead Contaminated Dissolved oxygen Dyeing Effluent Effluent Treatment Plants (ETP)

Fleece Globalisation Hydrogen Peroxide Industrialisation National Park Pollution Raw cotton Tannery

Textiles The Environment Agency Untreated waste Waste treatment Weaving Wet processes Yarn

B Understanding the key points Part 1 The Booming Clothing industry

• Why does ‘the desire to develop often mean that environmental concerns don't make it onto the agenda’?

• Why does running a textile factory need huge amounts of energy and resources? • Why do Bangladesh’s low tax rates mean that the government there is less able to

control pollution? • Why, in Bangladesh, do ‘Factories often get priority over people for water’?

Part 2 Environmental Impacts – Pollution • Why do the ‘wet processes’ in textile production involve harmful chemicals? • Why does the programme claim that Dhaka’s rivers are ‘an open sewer’? • Why does the colour of river water get ‘worse day by day’? • Why, as industrialisation increases, so does pollution? • Why around Dhaka are most rivers ‘biologically dead’? • Why do lots of industrial processes release harmful gases? • How are many textile factories ‘treating their waste before it leaves the factory’?

Part 3 Reducing Pollution • Why is ‘pressure from Government and buyers mean that environmental concerns

are becoming impossible to ignore’? • Why do buyers increasingly visit factories in Bangladesh, ask questions and check

the factory before placing an order? • How do ‘Effluent Treatment Plants’ work? • Why does pollution control ‘add 2p to every metre of fabric Padma produces’?

Part 4 Can Industry be Sustainable? • What difference does it make that Axminster Carpets is next to a National Park? • Why does turning fleece into yarns ready for weaving involve a lot of water? • How and why does Axminster Carpet’s water treatment plant save the company

money? • Why does the company now discharge very little water into the river? • What is the Environment Agency doing to help companies become more

sustainable? • Why is the company seeking 20% energy reduction?

Part 5 Recycling Waste • What have waste wool from the factory, latex, and old truck tyres got to do with

carpet underlay?

• Why does recycling their own waste save Axminster Carpets money in two ways? • Why does Bangladesh sometimes gain from European Pollution laws?

Part 6 Who Should Pay? • Why does recycling waste help a lot of those living in poverty? • Why have many developing countries yet to pass any anti-pollution laws? • Why do some people believe that consumers in developed countries should pay for

polluting developing countries?

Teacher Resource Page 6 Role Play Greater Pollution controls – right or wrong? Aim and process

· This is a role play which is designed for a whole class.

· Its question is ‘Should there be more pollution controls for the textile indus-

try?’

· Eight roles are suggested, though you can of course devise more or limit to

fewer if you like. With a class of 30, this should mean about 3-4 students per

role.

Time allowed

To develop this enquiry, you need to allow three one-hour lessons as a minimum;

· one lesson in which roles are allocated, and in which groups prepare presen-

tations,

· one lesson in which the role play takes place

· one lesson to debrief and follow up the role play.

Lesson 1 Planning and preparation For this lesson, you will need

· A copy of each role (Student Resource Page 7). There are nine roles in total. Before the role play, you will need to have shown the full programme. Before the lesson, consider how you will allocate the nine roles. Rather than random distribution, you need to decide in advance upon groups that you select, since some differentiation may be required. Numbers suggested are for a class of 30; you can adjust numbers according to your class. You will need 3+ students per role. You need to decide –

a) Are students capable of the role? The role of government officers is the most demanding, since a questioning ability and ability to think on their feet is essential. At the end they will decide whether further pollution controls are needed for Bangladesh and the UK. This is an opportunity to differentiate by ability. Least able students may be best suited to roles of Bangladeshi work-ers or those living in the slums close to factories there. Those with the role of factory owners will have to be fairly hardheaded, because they are likely to receive some flack if they argue for fewer pollution controls. Students with an interest in Science will make good pollution experts from the Environment Agency.

b) What is the role of each group member in the preparation stage, and in the

role play itself? Will each group member have to speak? Will each person have a role in advance, so that there is a division of labour? The role of gov-ernment officers will be different, since it involves preparing questions and perhaps interviewing each group in advance of the role play to get an idea of feelings, and how they might prepare questions.

In addition, you will need a chairing role to manage the agenda during the role-play itself, to invite questions and keep order. You can do this yourself – or why not invite in a sixth form mentor to do this? Especially important too is the need to allow stu-dents time in which to prepare their role. The nine roles are –

1. Independent judges. They will listen to all the arguments, ask questions, and at the end will make recommendations about whether Bangladesh and the UK should have greater pollution controls.

2. Clothing manufacturers from Bangladesh. These are up against global competition from other countries who can also produce clothing cheaply, such as India, China, VietNam.

3. Clothing workers from Bangladesh. What will happen to them if goods be-come more expensive to produce in Bangladesh and it is overtaken by other countries?

4. Those representing consumers in the UK from big clothes retailers such as Next, Top Shop and the supermarkets e.g. Tesco and ASDA-Walmart.

5. Representatives from the Bangladeshi Government who can work out what increasing pollution controls could mean for Bangladeshi factories

6. Carpet manufacturers from Axminster Carpets in Devon. These are up against global competition from other countries who can produce carpets more cheaply, but have chosen to go for the high-value product instead of mass market.

7. Carpet workers from the UK. What will happen to them if pollution controls increase costs, and make carpet more expensive to produce in Devon. Will it be overtaken by other countries?

8. Those representing consumers in the UK from big stores such as IKEA, John Lewis and the mass retailers e.g. Carpetright.

9. The UK Environment Agency who can advise what effects bleaches, dyes, and hot water have on rivers and on river ecosystems

Provide pupils with a copy of their role card, which will help them to consider who they are, and to identify how they feel about the issue. They will need time to prepare some of the technical detail. In addition, you might want to allow time for alliances to develop – e.g. between the factory owner roles or between the slum residents and the UK Environment Agency.

Lesson 2 The role play The following is the time allocation for a one hour lesson. Within it, about 10 minutes should be allowed for debriefing, followed by a homework or lesson follow-up in which students can write an evaluation of what happened. The written evaluation al-lows pupils to reflect on their learning about the issue, what happened in the role-play, and how they feel about it.

Pollution and the Environment

Should there be more pollution controls for the textile industry?

Agenda

1. Welcome and introduction of each party by the Chair (1 minute)

2. The eight groups are invited to present their case – no more than two minutes each, with one minute to allow for two questions from the Independent judges. (8 x 3 minutes = 24 minutes): in order

3. Open questions are allowed between each of the groups and the independent judges. The Chair must promote fair play during this part of the meeting. (10 minutes)

4. The Chair briefly sums up each role (1 minute)

5. The Chair asks the judges to leave the room, and consider their verdict for no more than 5 minutes. (5 minutes)

While the judges are out of the room, the Chair takes over, asking what verdict they think the judges will reach, and why. This is an important part of the role-play and should be conducted with students still in role.

6. The judges return and deliver their verdict whether or not there should be more pollution controls, and their reasons. (5 minutes)

7. The teacher debriefs the role play (10 minutes – see below)

3. Debriefing the role play Debrief is a vital stage for role-play and should not be rushed. Its purpose is to allow pupils to reflect on what they have learnt. The teacher should allow pupils to reflect in open but structured discussion in which rules of debate are kept to. A full debrief should take about 15-20 minutes. Possible questions for exploration –

a) how did each group feel about the verdict delivered by the judges?

b) Which case won the day, and why?

c) Which group’s role was strongest during the role-play? Did this help to win the case?

d) Which roles do the judges feel were carried out well? Why?

e) Were these actually the strongest cases, or were they cleverly played by those in role?

f) Did anyone find themselves arguing for something they didn’t believe in? What was this like? Why?

g) Did anyone change their beliefs during the role play? Why?

h) Do you think that this is like the real enquiry that would take place in countries like Bangladesh or the UK? What would have been similar? What would have been different?

Lesson 3 Follow-up work A written evaluation of the role-play could take place here, using the following frame-work of questions –

a) What was the role-play about? How did the issue arise?

b) Whom did it involve? Why were these people involved? How did each person feel about pollution issues?

c) What was your role? Were you for or against? Describe your role. How good was your case? Was it an easy case to prepare? Why?

d) How good were other cases put forward at the meeting? What made them good? Who made the strongest case? Were these easy cases to prepare? Why?

e) How did you feel about the decision made by the judges? Why? Why do you think they made this decision?

f) What did you find you learnt during the role-play? Why?

g) Did you change your views about pollution during the role-play? Why?

h) How do you now feel about pollution in Bangladesh? How far do you think that pollution should be controlled more?

Student Resource Page 7 Role Play Cards

Independent judges.

You must listen to all the arguments and ask questions of each group. At the end you will leave the room and decide what recommendations to make about whether Bangladesh and the UK should have greater pollution controls. While other groups are writing their presentations, you can visit each one and ask about what they feel. Then devise your own questions to ask each group after their presenta-tion.

Consumers in the UK.

You work for the big UK clothes re-tailers such as Next, Top Shop and the supermarkets e.g. Tesco and ASDA-Walmart. How will you feel if Bangladesh clothes are more expensive if more pollution controls are introduced? Will you look elsewhere for cheap clothes? Or will you take a lead in persuad-ing your customers to pay more for clothes produced in factories where pollution is controlled?

Clothing workers from Bangla-desh.

You work in a large clothing factory in Bangladesh. What will happen to your jobs if more pollution controls make the clothes you produce more expen-sive. Would you be overtaken by other countries?

Clothing manufacturers in Bang-ladesh.

You produce clothes in Bangladesh. You are up against global competi-tion from other countries who can also produce clothing cheaply, such as India, China, VietNam. Will you support more controls on pollution? Write a 2-minute presen-tation to describe what you think about this.

The Bangladeshi Government

You have to work out whether bet-ter pollution controls are needed in your country. What would increasing pollution controls mean for Bangladeshi fac-tories? Would they sell as much? Would you get as much tax in-come? Would workers be put out of work? Or do you think your country should take a lead in cutting pollution?

Carpet manufacturers from Ax-minster Carpets in Devon.

You are up against global competi-tion from other countries who can produce carpets more cheaply, but you have chosen to go for the high-value product instead of mass mar-ket. You sell to high-spend stores such as John Lewis. What do you think of greater pollu-tion controls? Can you continue to sell your car-pets if they cost more?

Carpet workers from Axminster

Carpets in Devon What will happen to your jobs if pol-lution controls increase costs, and make carpet more expensive to produce in Devon. Will your company be able to match prices in other countries? Or will Axminster carpets be forced to relocate overseas to obtain cheaper carpets?

Consumers in the UK You represent large carpet retailers in the UK such as IKEA, John Lewis and the mass retailers e.g. Carpetright. Will your customers be able to af-ford carpets that are more expen-sive if greater pollution controls are introduced?

UK Environment Agency

You have to advise the people at the meeting what effects bleaches, dyes, and hot water have on rivers and on river ecosystems. You have to decide whether to rec-ommend to the independent judges that greater controls are needed on pollution in Bangladesh and the UK

Student Resource Page 8 Is controlling pollution a simple matter? After watching the programme, summarise the arguments for and against the further control

of pollution in Bangladesh and the UK.

Impact Arguments in favour Arguments against

Freedom from

pollution con-

trols

Government

laws and regu-

lations con-

trolling pollu-

tion

Recycling

waste heat

and water

produced by

factories

Summary: Now explain in about 500 words whether further pollution controls in Bangladesh

would bring benefits or problems.

Issues in Globalisation – How Fair is Fashion?

This is the first of two programmes produced by Pumpkin Television about industry in Bangladesh. Each will suit GCSE and post-16 Geography courses, including AS, A2, Scottish Highers, IB and Pre-U. This programme deals with the globalisation of the fashion industry, focusing upon manufacture of clothing in Bangladesh, currently the third largest global supplier of clothing. It shows how globalisation and technology allow clothes to be designed in one country and manufactured in another. Working conditions and living conditions are shown for factory workers in Bangladesh, and weekly and annual incomes com-pared. Trade Union reforms and pressure have resulted in changes to wage levels in Bangladesh but there is still a 98% discrepancy between average incomes of European and US consumers and those making clothes in Bangladesh. Working conditions are described, with footage from inside one clothing factory – but the management were present throughout the interviews with workers! However, there are alternatives to clothing produced in this way. Interviews with Ethical Trading Initiative show that, although conditions are improving for many workers, they are nowhere near as good as for those who work for Swallows, a Fair Trade co-operative, just an hour from Dhaka. Clothing products are compared, and the impact on consumer prices in the west discussed.

Teachers’ notes There are three Teachers’ Guidance Sheets, providing guidance and background in-formation about:

· Using video resources in classrooms · Bangladesh, its economic development, changes affecting it, and issues that it

faces. · Links between this programme and GCSE, AS and A2 specifications.

Teachers will find it especially helpful to read the introductory information about Bangladesh (Teacher Guidance Page 2), which provides:

· A geographical outline of the geography of Bangladesh, its level of development, and its recent economic growth

· Background data about levels of economic development in the country. The notes will assist teachers in handling some of the follow-up activities. The basis of the programme and follow-up exercises here are that students should:

· know about the location of Bangladesh, and about life for many in Dhaka, the capital city;

· understand the reasons why clothing factories have grown in Dhaka, and why Bangladesh is now the world’s third largest textile producer;

· develop skills in analysing impacts of cheap clothing in the west for producers in Bangladesh;

· be able to judge whether or not Fair Trade offers a realistic alternative to clothing.

Resource Pages are numbered 1-9, and indicate whether they are intended for teachers or students. Bob Digby, April 2011

Contents A Teacher Guidance: Teachers’ Guidance 1 Using this DVD for active learning

· This consists of ideas to help students learn effectively while watching the programme.

Teachers’ Guidance 2 Background information on Bangladesh

· This provides background information about Bangladesh, and its economic development.

Teachers’ Guidance 3 Exam course specification links

· This shows how the programme matches different pre- and post-16 specifications.

B Resource Pages: Teacher Resource Page 1 Outline map of Bangladesh and introductory exercise

· A blank outline map and a chance to get to know Bangladesh through the atlas!


· Guidance on setting up small group enquiries in getting to know Bangladesh before students

watch the programme (this activity is also suggested for programme 2).


· A framework for student notes on the programme


• Remembering the names and numbers


• Knowing the key terms

• Understanding the key points.

Teacher Resource Page 6 Factory conditions in Bangladesh – right or wrong?

• A class enquiry into how different people feel about factory conditions in Bangladesh.

Student Resource Page 7 The benefits and problems of the textile indus-try for Bangladesh

• A summary of the benefits and problems of industrialisation for Bangladesh.

Student Resource Page 8 What are the arguments about cheap labour in Bangladesh?

• Analysing the arguments about cheap labour in Bangladeshi factories.

Teacher Resource Page 9 Discussing the issues

• A discussion exercise about student attitudes and values towards cheap labour in Bangladesh

and Fair Trade.

Teachers Guidance 1 Using this DVD for active learning Watching a TV programme can often be interpreted by students as a passive experi-ence. Jane Ferretti (2009) has followed Margaret Roberts’ research (1986) on the attention given to narration rather than pictures on a DVD. Asked to make notes, students usually make notes on what is said and not what they see. The strategies below help to engage students in different ways to help them make sense of the pro-gramme. 1 Describing:

· Select scenes (e.g. scenes showing living conditions in Dhaka slums) and ask students to describe in detail – e.g. ’20 words to describe what is happening’.

· Ask students to describe a scene and to devise a script (e.g. for the street scenes in Dhaka). This is especially effective if done without sound.

· Reverse the process; ask students to predict what pictures are being shown, and details about these, by listening to the narration but with the screen picture turned off. This could be done for scenes showing working conditions inside the clothing factory .

2 Understanding:

· Before a clip, (e.g. conditions inside the factory) give students specific things to look for. This is especially effective if you ask the class to think about an interview with a factory worker – ‘what do you think she will say?’, ‘do you think working conditions will be good in her factory?’, ‘what do you think the trade union is campaigning for?’

· Freeze-frame scenes and discuss students' understanding of what is being shown.

· Give students comprehension questions – but beware that they may be listening to the narration, with eyes down, rather than watching the picture. If you choose this strategy, watch the class carefully to ensure that they are watching, and give them time afterwards to make any notes that you want.

3 Listening:

· Give students a list of key words to listen out for, and then identify their meaning.

· Ask students to identify key words or phrases, and define these, based on the narration. Some ideas for these are given in Student Resource Page 3 ‘Understanding the programme’.

4 Creative follow-up:

· Role-play Interviews. Here, students work in interview pairs. One acts as a journalist, devising questions for the second, who acts as the person being interviewed e.g. a factory worker in Bangladesh. A 5-minute interview follows which can either be done privately in pairs or by ‘hot seating’ in front of the class. Students then feed back about the interviews.

· Information Gap. You need two rooms for this. Half the class watches part of the programme without sound, while the other hears it without pictures. Each

then discusses what they think will be in the script (one group), and shown as pictures (the second group). Students then return to class, pair up, discuss the situation and characters, and put together sounds and pictures. The teacher then shows the complete part of the programme.

· Fractured scenes. Write parts of the dialogue (included in this DVD) on strips of paper; place these in random order in envelopes, and ask students to re-sequence. Or, distribute strips randomly among students, and ask them to describe the scene in which their script occurs.

Further reading · Ferretti, Jane (2009) ‘Effective use of visual resources in the classroom’ in ‘Teaching

Geography’, Autumn 2009

· Roberts, Margaret (1986) ‘Using video’ in ‘The Geography Teachers’ Handbook’,

Geographical Association

Teachers Guidance 2 Background information on Bangladesh Map reproduced courtesy of CIA Factbook

With an area just under 150 000 square km, Bangladesh is about 60% of the size of the UK, though with 2.5 times its population. It has just under 600 km of coastline, but those 600km are critical to the country’s future. Almost all the country is low-lying alluvial floodplain from the confluence of some of the world’s largest rivers, the Ganges, Brahmaputra and Meghna. Only in the hillier south-east – inland from Chit-tagong – is there any significant highland, around Keokradong, the highest point (1230m). Bangladesh is developing rapidly and has all the characteristics of a Newly Industri-alising Economy (NIC). Its economy grew by 5.7% in 2009, the 18th fastest in the world in spite of a slight reduction in growth rate from over 6% for the previous three years. Explore with students what their pre-conceptions are about Bangladesh, as they may be surprised; its population growth rate has fallen rapidly and in 2010 was 1.3%, about the same as that of Australia. However, what they will probably not be surprised to know is that more than 36% of the population lives at or below the pov-erty line as defined by the UN and World Bank. Economic growth has resulted from a willingness by the Bangladeshi govt to allow large multi-national clothing companies into the country to take advantage of low wage rates there. These are exemplified in the programme, but in 2010 were 98% lower than average wages in the EU and US. Poverty is rife, but there is no shortage of workers willing to work up to 100 hours a week in factories for – on average – about US$40 per month basic, or up to US$65 with overtime. The slums of Dhaka

are among the worst in the world; waterborne diseases are prevalent with infected drinking water, and cholera and typhoid common causes of death. Pollution by fac-tories is an increasing problem – the subject of the second programme in this series, entitled ‘Globalisation – Environmental Impacts and sustainability’.

Bangladesh Development Data Population 158 million (July 2010 est.), the world’s 7th most populated country. Age structure:



· 65 years and over: 4.1% (male 3,161,943/female 3,385,250) (2010 est.)

Its population growth has slowed; at 1.3% (2010), it is about the same as that of Aus-tralia.

· Birth rates have fallen sharply to about 24 per 1000 population (2010)

· Death rates have fallen to about 9 per 1000 (2010), like many developing countries.

· Net migration is significant, and was about -2 per 1000 population in 2010.

Welfare data

· Population below poverty line: 36.3% (2008)

· Infant mortality rate: 57.8 deaths/1,000 live births

· Life expectancy (2010) 60.6 years, placing Bangladesh in the world’s the lowest 10%.

· Fertility rate: 2.65 children born/woman (2010 est.)

· Literacy 48% (male 54%, female 41.4%) (2001)

· School life expectancy (primary to tertiary education) 8 years

· Education expenditure 2.7% of GDP (2005)

GDP

· GDP growth rate: 5.6% (2009) – 18th fastest in the world (2008 6%, 2007 6.2%)

· GDP - per capita (PPP): $1,600 (2009)

· GDP - composition by sector:

Sector Value of GDP 2009 Proportion of labour force 2008

Agriculture 18.6% 45%

Industry 28.6% 30%

Services 52.8% 25%

· Many workers leave to go overseas to Saudi Arabia, Kuwait, UAE, Oman, Qatar, and

Malaysia; their remittances earned Bangladesh nearly $5 billion in 2005-06.

Teacher Guidance 3 Exam course specification links The following links show how this programme matches different GCSE and AS/A2 specifications.

1. Pre-16 AQA GCSE Geography A * Unit 2 Changing Urban Environments; Effects of rapid urbanisation and in-dustrialisation. * Unit 2 The Development Gap; The contributions of Fair Trade and Trading Groups. * Unit 2 Globalisation; Globalisation has meant the development of manufactur-

ing and services across the world. The advantages and disadvantages of TNCs.

* Unit 2 Globalisation; The relative importance of manufacturing to different countries is changing.

AQA GCSE Geography A * Unit 3 Section A Why has industry become increasingly global? How does in-

dustrial growth create challenges? Edexcel GCSE Geography A * Unit 3 Topic 1 Economic Change Edexcel GCSE Geography B * Unit 2 Topic 3 Living Spaces * Unit 2 Topic 4 Making a Living Edexcel iGCSE * Section C Topic 8 Globalisation and migration – The global shift in manufac-

turing and the reasons for it (labour costs, resources, profiteering). OCR GCSE Geography A * Unit 2: You as a Global Citizen – the impact of our decisions * Unit 4: Trade, aid and superpowers OCR GCSE Geography B * Theme 4c What determines the location of different economic activities? * Theme 4d How do multinational companies affect development?

WJEC GCSE Geography A * Unit 1 Theme 5 Interdependence – impacts of globalisation * Unit 2 Theme 11 Retail and Urban change WJEC GCSE Geography B * Theme 3 People, Work and Development, Key Ideas 5 and 6

2. Post-16 AQA A level Geography * Unit 3 A2 Development and Globalisation – Globalisation – factors and di-

mensions. Newly industrialised countries (NICs) Edexcel A level Geography * Unit 3 A2 Bridging the Development Gap OCR A level Geography * Unit 3 A2 Option B2 Globalisation * Unit 3 A2 Option B3 Development and Inequalities WJEC A level Geography * Unit G3 A2 Theme 4 Development * Unit G3 A2 Theme 5 Globalisation IB Geography * Economic Interactions and Flows Pre-U Geography * Paper 3 Global Themes – The World of Work

Teacher Resource Page 1 Outline map of Bangladesh

Use an atlas to help you complete this map to show:

· The names of Bangladesh’s neighbours

· The location of Dhaka, the capital

· The course and names of three major rivers – the Ganges, Jamuna, and Meghna

· The Bay of Bengal

· Any features – physical or human – which you think are significant about Bangladesh

Teacher Resource Page 2 Finding out about Bangladesh Before seeing the programme, it is useful if students have some prior knowledge of Bangladesh, and of the level of economic change occurring there. Aim This activity is designed for small groups of students who, together, can produce ei-ther a PowerPoint or a web page presentation. Seven enquiry themes are given. With a class of 30, this should mean about 4 students per question, and you can split some of the questions. For each search, tell students to search under Google Im-ages as well as web sites for information and data. As a general introduction, the CIA Factbook has up-to-date data about all countries in the world. Time allowed To develop this enquiry, you need to allow two one-hour lessons as a minimum;

• a homework preparation with students doing their research, • one lesson in which groups get together to prepare presentations, • a final lesson in which each group is given about 5 minutes to present their

findings. To develop this more fully, you could allow up to four one-hour lessons:

· one lesson’s research time; · two lessons for the development of student presentations; · finally, one lesson for group presentations, with self-assessment of each

presentation. Group Enquiries

1. Where is Bangladesh? e.g. which country? Which latitude? Which other places have a similar latitude? What’s its capital? Who are its neighbours? Does it have good links and relations with its neighbours? Guidance: Use sources such as atlases, Google Maps, CIA Factbook. To get to CIA Factbook, key ‘CIA Factbook’ into Google, then click on Bangladesh.

2. What is Bangladesh like? e.g. Are there mountains, rivers; is it flat or hilly? Is it a mainly urban or rural country? What is its climate like? Is there ‘summer’ and ‘winter’ weather? What is the ‘mon-soon’? What would it be like as a country to live in? Guidance: Use sources such as atlases, Google Maps, Wikipedia. Key in ‘Bangla-desh’ into Google; for a Bangladeshi view of the country try the ‘The Bangladesh To-day’ newspaper – www.thebangladeshtoday.com


3. How developed is Bangladesh? e.g. what is Bangladesh’s level of economic development? How do people make a living? Is its countryside (rural areas) developed? What are its cities like? What changes are taking place there? Guidance · Use the CIA Factbook on Bangladesh. Key ‘CIA Factbook’ into Google · Use development websites such as USAID in Bangladesh (usaid.org/bd) and

United Nations Development Program (UNDP) (undp.org.bd) · Use the BBC news page, www.bbc.co.uk/news and search ‘Bangladesh’.

4. What kinds of work are there in Bangladesh? e.g. What is Bangladesh’s economy based on? What are the most common types of jobs done by people who live and work there? Is the economy changing? Is it indus-trialising? What are working conditions like for people at work? Who are the biggest employers in Bangladesh? Guidance • Use the CIA Factbook on Bangladesh. Key ‘CIA Factbook’ into Google • Type ‘Bangladesh economy’ into Google; also Wikipedia (key in ‘Bangladesh’ into

Google); use the CIA Factbook. • For a Bangladeshi view of the country try the ‘The Bangladesh Today’ newspaper –

www.thebangladeshtoday.com • For job adverts, key ‘Bangladesh jobs’ into Google

5. What environmental problems does Bangladesh face? e.g. which natural hazards that affect Bangladesh? When do they occur most and why? How do these affect the country? Guidance • You will need to do a general search using Google on phrases such as ‘flooding

in Bangladesh’. • YouTube is excellent for hazards in Bangladesh. Type ‘Bangladesh floods’ or

‘Bangladesh hazards’ into YouTube’s search facility. You may get some results!

6. How do floods affect Bangladesh? Which parts are most affected? e.g. When do floods affect Bangladesh? What times of year of flooding a problem?

http://www.bbc.co.uk/news


Which parts of Bangladesh are most affected? Which years have been most affected by flooding? Guidance • Type ‘flooding in Bangladesh’ into Google, and find examples of recent floods,

especially the flood in 1998. Find out what happened. • What are the causes of floods in Bangladesh? Key ‘flooding in Bangladesh’ and

‘Bangladesh monsoon’ into Google.

7. What future threats does Bangladesh face? e.g. how will the country change in future? What threats does it face? Are there any environmental threats that it faces e.g. from climate change? Guidance • Type ‘environmental threats to Bangladesh’ into Google, also ‘climate change

Bangladesh’. • Use the CIA Factbook to see what environmental problems and future threats

the country faces. • For a Bangladeshi view of the country try the ‘The Bangladesh Today’

newspaper – www.thebangladeshtoday.com


Student Resource Page 3 Notes from the programme Use this framework as an A3 sheet to make brief notes on the programme using a) the pictures, b) the commentary.

Pictures Commentary

Part 1 Glob-alisation at work

Part 2 A Fair Wage?

Part 3 Fair conditions?

Part 4 Fair Trade?

Student Resource Page 4 Remembering the programme A Remembering the names

• The name of country in which this programme is set?

• The name of its capital city?

• The name of the person filmed working and living in the slum areas?

• The name of the suburb in which she lives?

• The name of the company with five factory floors making clothing?

• The names of at least three UK, EU or American companies for whom they provide clothing?

• The name of the Fair Trade co-operative?

B Remembering numbers

5. The value of exports from Bangladesh in 2009-10 (in US$)

2. The number of people who work in textiles in the city of Dhaka

2. The proportion of wages that Bangladeshi workers are paid compared to

those in Europe or the USA

2. The annual average income of clothing workers in the USA or Europe (in

US$)

2. The annual average income of clothing workers in Bangladesh (in US$)

2. Bangladesh’s world rank in world clothing producers

2. The number of assembly floors in Rupashi’s factory in Dhaka

2. The number of clothing items made on each assembly floor in Rupashi’s

factory each day

2. The total number of clothing items made in Rupashi’s factory per day

· The percentage of all Bangladesh’s earnings taken up by textiles

· The total number of textile workers in Bangladesh

c) The total number of workers who are connected in some way to the

textile industry

Choose from these numbers: 1/50th 3 5 80

600 20 000 30 000 100 000

4 million 6 million 40 million 13 billion

Student Resource Page 5 Understanding the programme A Knowing the key terms Define these terms:Assembly floor Child labour Compliance Consumer Pressure Design Ethical Fair Trade

Fire exits Garment Globalisation Labour Low cost manpower Manufacturing Minimum wage

Multinational retailer Public Relations / PR Retailer Textiles Trade union

B Understanding the key points Part 1 Globalisation at work

10. What are the benefits of making clothes in Bangladesh instead of the EU or the USA?

11. What part has computerisation played in allowing industries to be set up in Bangladesh producing goods for Europe and the USA?

Part 2 A fair wage?

12. Why did Jorna start work at the age of 11? 13. Why does Jorna have little choice but to work the overtime given to her by the

factory owners? 14. Why does Jorna and her husband only have one room (and shared facilities) in

which to live? 15. Why are the streets full of rubbish and sewage? Who is at fault over this, in your

opinion? 16. What would have to happen to reduce and eventually prevent dumping of rubbish

and sewage in the streets? How likely is this to happen and why? 17. What is a trade union? What are trade unions trying to achieve in Bangladesh and

why? Do they have your support in doing this? 18. What are the possible benefits and problems created by having a minimum wage in

Bangladesh? Part 3 Fair working conditions?

19. Why can factory conditions in Bangladesh sometimes result in ‘a public relations disaster’ in Europe and the USA?

20. How do the girls view the trade union – as a good or bad thing? Why? 21. Why is it difficult to enforce the inspection of factory conditions in Bangladesh? How

could this be done more effectively? 22. How and why have the managers persuaded the factory workers interviewed in the

programme to lie? 23. Who’s hiding in the bathrooms when the inspectors visit, and why? 24. How does pressure on retailers to keep prices down affect a) factory owners, b) the

workers who were interviewed? Part 4 Fair Trade?

25. Complete the table below to outline the differences for those working in a factory

and working for Swallows:

Urban factory Swallows

Machinery used

Hours worked

Where workers work

Workers pay

Facilities at the factory

Relationships between

managers and workers

Other differences

26. Why do Fair Trade textiles at Swallows take longer to produce? 27. If prices paid to producers per item were trebled, would they treble in shops in the

EU and the USA? Explain why.

Teacher Resource Page 6 Factories in Bangladesh – right or wrong? Aim and process

b) This is a class enquiry into how different people feel about factory conditions in Bangladesh. The

enquiry is designed for small groups of students who, together, can produce either a PowerPoint or a

web page presentation.

c) Four enquiry themes are given. With a class of 30, this should mean about 7-8 students per question,

and you can split some of the questions.

Time allowed To develop this enquiry, you need to allow two one-hour lessons as a minimum;

• a homework preparation with students doing their research, • one lesson in which groups get together to prepare presentations, • a final lesson in which each group is given about 5 minutes to present their findings.

Group Enquiries Group 1 Meeting the trade unions! (Good for students with a liking for drama, acting, creative writing) Prepare a short play of about 5 minutes length to show the discussions between factory owners (3 people), factory workers like Jorna (3 people) and the Trade Union (2 people). This can be done in stages –

i) Factory owners, workers and trade union separate in order to decide what they want to say in the

play. Write ideas down on paper!

j) Meet together to put their ideas into a sequence. They could script a meeting between both sides and

the Trade Union trying to sort out differences, or could create a scene where the Trade Union uses

the workers to put forward a case for higher wages, and how the factory owners feel about this.

k) Rehearse it 2-3 times

l) Perform!

m) Ask for feedback from the rest of the class. What went well? What was positive? How strong were

the arguments on each side? Who was most persuasive?

Group 2 Campaign! (Good for students with a liking for current affairs, politics, public speaking) Prepare a presentation – in role – of about 5 minutes length to show how team of Factory Inspectors (4 people) might report on the conditions they found in the factory when they met the owners (4 people). The factory is the one you have seen in the programme. This can be done in stages –

i) The four Factory Inspectors meet and decide what they want to ask the Factory owners. At the same

time, the four Factory owners meet and decide what they think the Inspectors will ask and how

they’ll reply.

j) The two teams meet. The Inspectors ask questions, and the owners reply.

k) The two teams separate and discuss what they’ve learnt.

l) A second, and final, meeting occurs in which Inspectors find out anything else form the owners.

m) The two groups part and write up their own reports for a presentation to the class under the following

headings:

Inspectors Factory Owners

What the aims of the Inspectors were What we thought the Inspectors were after

What we wanted to ask the Factory Owners

The changes we thought Inspectors would want to impose on us

What we found out How we coped with the Inspectors’ questions

The attitude of the Owners towards us The attitude of the Inspectors towards us

What we think the Owners need to do to their factory in future

How we’ll try and respond to the In-spectors demands

n) Present the rest of the class. What went well? What was positive? How strong were the arguments on

each side? Who was most persuasive?

Group 3 Enquiry ! (Good for students with a liking for activity, finding out, face-to-face meeting with people) Design a questionnaire which you can ask the following groups of people about clothing, about factories in countries such as Bangladesh, and about Fair Trade. Write your own questions, but here are a few ideas for topics for questions:

Do you ever look to see where clothes have been made?

Do you care where your clothes are made?

Do you buy Fair Trade goods?

Would you buy Fair Trade goods, even if they were more expensive

If you had the choice between something that looked great (but which was made in a factory paying low

wages) and something that looked OK (but which was made under Fair Trade conditions) then which

would you buy?

Should the UK Government ban clothes made in sweatshop conditions?

Question these people –

a) People in your class

b) People in your year group

c) Adults e.g. parents and family friends so that you get a different age group

Tabulate all the results and present them to the class. Group 4 Researchers! (Good for quieter students with a liking for research!) Prepare a survey of several clothes companies – one per student or per pair of students – to see where they get their clothes from, and whether they have any policies about where they buy the clothes they sell to us. Examples – Specialist clothes shops e.g. Next, Top Shop, Gap Supermarkets with their own brands of clothes e.g. Tesco, ASDA Sports clothes shops e.g., Nike, Adidas

High-end, high value fashion clothes e.g. Christian Dior, Gucci

Student Resource Page 7 The benefits and problems of the textile industry for Bangladesh After watching the programme, summarise the benefits and problems of industrialisa-tion for Bangladesh.

Impact Benefits Problems

Economic

Social

Environmental

Summary: Now explain in about 500 words whether industrialisation in Bangladesh has brought more benefits than problems.

Student Resource Page 8 What are the good and bad arguments about cheap labour in Bangladesh? For each of the following statements, complete the table below as follows:

a) In Column B, say whether the statement is a strong reason or a weak reason why factories in Bangladesh should pay very low wages,

b) In Column C, explain your reasons.

Column A Statements about low wages in Bang-ladesh

Column B Column C

There are plenty of workers who are queuing up for fac-tory jobs in Bangladesh

People in Europe and America want cheap clothes

Companies like Gap and Primark need to keep prices low to keep their customers

Paying workers more in Bangladesh would almost certainly mean that Euro-pean and American compa-nies would go elsewhere for their clothes

Having more expensive clothes in Europe and America would mean the companies would sell less, and so workers there would lose their jobs

People in Bangladesh have a choice – they don’t HAVE to work in factories

Fair Trade has only a very small part of the clothes market in Europe and America

Teacher Guidance Page 9 Discussing the issues

Should Bangladesh continue to produce mass clothing at the cheapest prices by paying its workers low wages? Should there be greater attention paid to Fair Trade?

· If wages in Bangladesh were increased, would the world’s largest clothing companies move elsewhere?

· Should more clothing be produced under Fair Trade conditions?

Stage 1 Preparing for the discussion

For this lesson, you will need to prepare as follows:

· Five A4 cards or sheets of paper; these should read ‘Strongly agree’, ‘Generally agree’, ‘Not sure or No Opinion’, ‘Generally disagree’ and ‘Strongly Disagree’.

· A small amount of blu-tak to enable these to be stuck on to the classroom walls.

· The classroom; use all the space for students to move about by moving tables to the sides.

Stage 2 Discussing the issues

· Blu-tak the five cards around the classroom wall, from ‘Strongly agree’ to ‘Strongly Disagree’.

· Explain to students that you are going to read out statements, one by one, and that you will allow about five minutes to discuss each one. Each time they hear a statement, they should go and stand beneath the card that most clearly describes how they feel about it – e.g. ‘Generally agree’.

· Once there, they should justify why they are there, and listen to others doing the same.

· If at any time they change their opinion, they can move to another position, and justify it.

· Read out the statements from the list below. Add your own if you are feeling inventive or other issues have occurred in class.

Stage 3 De-briefing and Concluding

· Debrief students towards the end of the lesson about the views expressed. How far are people willing to change? Do we have to change or should we just let things be as they are now? Should the government force changes?

· To conclude, ask each person to write about 500 words ‘My clothes – does it matter to me where they are made?’.

Statements

1. I don’t look to see where clothes have been made

2. I don’t care where my clothes are made

3. It’s good that trade unions in Bangladesh are fighting for higher wages and shorter hours

4. Fair Trade is great – but not for me

5. Fair Trade goods are too expensive

6. If I had the choice between something that looked great (but which was made in a factory

paying low wages) and something that looked OK (but which was made under Fair Trade

conditions) then I’d go for looking great

7. I’d be happy to pay more if all clothes could be made under Fair Trade conditions

8. The UK Government should ban any clothes not made under Fair Trade conditions

Documents

Issues in Globalisation: Environmental Impacts ... in Globalisation TM.pdf · Issues in Globalisation: Environmental Impacts & Sustainability ... Teacher Resource Page 6 Role Play: