Key stage 2, lesson plan 2
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Objectives/desired outcomes for students
to know what a supply chain is
to know that slavery is part of the supply chain for some familiar everyday goods and to understand how this occurs
to consider the barriers to doing something to challenge it
to plan a campaign to remove slavery from the supply chain
Citizenship 1a); 2a); 2b); 2h). Find out more about how this links to the curriculum.
Campaign, labour, product, supply chain
Introduction to lesson
Recap what was discussed and learnt from previous session. Ask pupils to suggest what kinds of goods might have been made from slave labour (from examples given in the plenary last time).
Explain what a supply chain is by using the example of how a banana gets to the supermarket/shop from the tree. Outline the different steps: growing, harvesting, packing, shipping, importing, storing at wholesalers for packaging, supplying to supermarkets/shops, and show that there are several “middle-persons” between the producer and the seller.
Discuss how and why slavery might be involved in part of the supply chain for a product. (Supermarkets compete with each other to offer lower prices and try to buy products more cheaply; slave labour may be involved in growing, harvesting or packing.) Find details of supply chain here.
Explain that in recent years it has been found out that slavery is involved in some parts of the chocolate industry.
Hand out worksheet 2.2.1 (pdf) with a (fictional) blog about a (fictional) new chocolate bar that a journalist has discovered used slave labour. (Let the students discover this in their independent reading of the blog.)
Ask the students to read the sheet about this fictional product and discuss it with their “talk partners”. After they have talked to each other, find out what questions they would like to ask or what comments they wish to make.
Explain that you want the class to do something about the child slavery involved in making this chocolate bar. You would like them to plan a campaign.
Discuss what a campaign is. Ask them about campaigns they know of in their local area, or something they have campaigned for through the School Council.
Split the class into groups and give each group a copy of worksheet 2.2.2 (pdf) which gives them prompts to help them plan their campaign.
Give the students a set time to spend in groups planning their campaign and explain that they will be reporting back to the class with their plan for their campaign. Encourage each group to appoint a scribe and a timekeeper and one or two students to report back.
Groups share their ideas for campaigns, and other students comment on what they like about other groups’ campaigns.
Tell the class about some real campaigns - such as fair-trade labels (refer to fair-trade bananas which ensure that no illegal child labour has been involved), GoodWeave, and the International Cocoa Initiative. There are lots of examples in the campaigns section of this website.
Write a letter to a fictional newspaper or make a campaign poster for the campaign against slave labour in “Supermunch Chocolate”.