Fashion and Globalisation Year 9 Fashion and the

Fashion and Globalisation Year 9, Fashion and the World

Fashion and Globalisation What you will learn in this unit: • • • How fashion links us to other countries. The processes involved in making jeans. What world trade is and how it works. Globalisation and fashion Winners and losers in fashion. The future…

Fashion and Globalisation Today We are learning to: Develop an understanding of the ways fashion links us to the world. We will do this by: Thinking about our own clothes. Talking about and Sharing ideas. Working in a group on a Graffiti poster.

The Global Village

The Global Village A term used to describe how the world appears to be getting smaller through advances in technology, especially technologies that allow the transfer of information. What happens in one corner of the globe can rapidly and significantly affect people elsewhere.

Globalisation A term used to describe the way countries are becoming more interconnected, both economically and culturally. It means it is possible to produce a product anywhere, using resources from anywhere, by a company located anywhere to be sold anywhere.

He watches • NBL basketball via satellite TV — USA • Friends — USA • Home and Away — Australia • The Bill — UK • American and British movies Plays basketball, loves skiing and snowboarding and hopes to complete a ski instructors’ course in Canada when he finishes the HSC Listens to • Metallica — USA • Eminem — USA • Ja Rule — USA • Blink — USA • POD — USA • Grinspoon — Australia Preferred fast foods Mc. Donalds and KFC — USA

She watches • The Bold and the Beautiful — USA • Friends — USA • The Secret Life of Us — Australia • Home and Away — Australia • American and British movies Plays Practises martial arts, plays touch football and plans to go on a surfing holiday in Hawaii Listens to • Eminem — USA • Red Hot Chilli Peppers — USA • Craig David — USA • Destiny’s Child — USA • George — Australia Preferred fast food Mc. Donalds

Am I a Global Teen? • • • What do I eat? What do I wear? What music do I listen to? What sport do I play? What technology do I use?

Where do our clothes come from in this class? China 111111 Japan thailand 1 india 1 Indonesia No country? 111

What to put on your Page Title: Geography and Fashion What ma kes fashion t o with geog do raphy? Writing and pictures Picture of you in the middle! pieces e t i r u o v Our fa g of clothin …. … … … are ist. l d n a e m Na Most of the Why do most of us clothes in this not care where our class come from clothes are made? ……………… Why might this be? s e advert. r u o h Y t clo r British shop? a t u r e v d a o r u o y ? • Is e by? d a m n e ould ngland e b e v a w h • Who might they clothes? e h t How et to E t u o b a y a s t advert no g • What does the

The true cost of cheap clothes

'cheap chic' • Its popularity means there's a good risk of running into someone else in the same outfit. But with a price tag of £ 10 it's a chance worth taking for the fashion hungry. • BUT If the UK shopper is paying two pounds for a T-shirt - how much is the person who's making it being paid?

Ethical edge • The sweatshop scandals of the 1990 s have left a lasting impression and top names want to get rid of that image. • Sweatshop scandals prompted shoppers to think hard about their buys

Ethical edge • Many High Street stores - including Primark and Peacocks - now belong to the Ethical Trading Initiative (ETI), which makes sure they stick to a code of conduct covering working conditions, wages and the right to belong to a union. • It also carries out unannounced visits to factories and nowadays very few fail the test, says its chief executive.

People Tree

People Tree There are firms that market their clothes as being totally ethical. Firms like People Tree which used to rely on internet sales are now moving into London stores. The company's founder, Safia Minney, wants to do more than pay a decent wage. "Generally we're paying between two and three times more for a product than a High Street name would be paying to a factory in Bangladesh. "

Origins tagged • But unless clothes are advertised as ethical there is no way of knowing how they were made. • There are growing calls for a label which would show fashion lovers they can hand over their £ 2 with a clear conscience. • The Fraser Consultancy, which asks shoppers how ethical they think stores are, says a lack of a logo is a problem.

Origins tagged • But the bottom line remains price. • With shops now offering six or eight collections a year rather than the staple winter and summer lines, shoppers want price tags in single figures. • The question for the High Street is whether it can convince us we're salving our consciences as well as saving the pennies.

Design a logo to send to: Ethical Trading Initiative (ETI)

Homework: Pick your favourite piece of clothing what geographical story does it tell? • Where in the country did you buy it? • Which country could it have been made in? • Is it a label/brand? • How would it get to the shop you bought it from? • Does it make you think of a place when you wear it?

Fast fashion facts In 2000, people in th e UK spent £ 28 billion on clothing … Almost £ 470 for every p erson…

Sweatshop shame In focus – The GAP Use the information around the room to complete your fact file Information about Amitosh: Information about Jivaj and Manik: What GAP says: What GAP did:

Sweatshop shame In focus – Nike Use the information around the room to complete your fact file Information about Nike’s worst mistake: Breakdown of costs for a pair of shoes: What Nike says: Breakdown of cost for a sweatshirt:

Compare and contrast GAP and NIKE

News Feature: The Big Issue Oct 2003 Are those jeans worth the hurt and pain that these workers face? Levelled writing assessment advert cartoon

Sweatshop shame in focus – Tarrant factory in Mexico Use the information to complete your fact file Information about Oscar: Information about Florescel: Socio-economic problems: Environmental problems:

Create a charity (including name, logo and poster) Produce a charity campaign to raise awareness of the problems that people face to produce cheap clothes for shops like Primark and Tesco.

This is the ‘utilitarian approach’ Mum of three, clothes shop manager and fashion lover My approach to ethical dilemmas: Weigh up the benefits and costs and choose the option that makes most people happy. Michelle cracked “I love clothes and I love children but I am a busy mum- I can’t always be running out to special ethical shops. The price of an ethically produced clothes is three times the amount of normal high street fashion. I have a budget and can only spend so much on clothes but I am also concerned about what message I give to my children. ”

This is the ‘utilitarian approach’ Factory owner My approach to ethical dilemmas: Weigh up the benefits and costs and choose the option that makes most people happy. Factory owner I don’t think people are worried about the children – yeh they are crammed in but that’s how the public get a “cheap” deal, ha ha ha! Clothes are dear enough as it is. Hell – you can get a wardrobe out of my factory and I am helping families reduce their shopping bills so they don’t have to live off a budget.

This is self-centred thinking High street shop owner – divorced My approach to ethical decisions: I simply choose the option that turns out best for me – “rack em up!”. If I don’t sell affordable clothes then I will lose customers. Anyway a child in an LEDC has no feelings like those in an MEDC – Chain em up! If people wanted the children to have a better life then they should dig deeper into their pockets

This is self-centred thinking Owner of the multimillion pound empire – GAP My approach to ethical decisions: I simply choose the option that turns out best for me What's all this about the children? Children were put on this Earth for man to flourish. If man was not supposed to flourish due to their off-spring then he wouldn’t reproduce!

This is care-based thinking Psychology student – vegetarian My approach to ethical decisions: Be caring and compassionate about people, animals and relationships. Holly Wood I do not wear clothes made of animals but I don’t know if they are made by children. I think it is wrong how we treat animals for clothes. I think it is about time the government change the legislation on child labour and animal cruelty. I am going on a peaceful demonstration next week to let the public know what happens in these sweatshop factories and then they can make their own mind up on what to do.

This is care-based thinking Child sanctuary owner – against abuse works with the children Welfare Trust "Working to inspire a free range future" My approach to ethical decisions: Be caring and compassionate about people, animals and relationships. Sue Flay I understand that Most factories DO like their child labourers and many recognise that conditions are not the kindest method of production. Every single factory owner we deal with is friendly, helpful, courteous and most importantly many are willing to consider change. Several we know are currently switching production to eco friendly methods, some are due to retire but remain keen to see Sons and Grandsons continue the family business and to move in step with changing trends to ethical systems.

This is rights-based thinking Chico Saeed – factory worker My approach to ethical decisions: Before I do anything, I make sure it does not violate other people’s rights. I just get on with my job. I would like to be a supervisor one day. I have a mortgage and two young children. And we are never short of clothes.

What must I decide about? For or against Against What are the benefits (pros) of doing this? What are the problems (cons) of doing this? Utilitarian Conclusion My approach to ethical decisions: Weigh up the benefits and costs and choose the option that makes most people happy.

What must I decide about? For or against Against What are the benefits (pros) of doing this? What are the problems (cons) of doing this? Utilitarian Conclusion My approach to ethical decisions: Weigh up the benefits and costs and choose the option that makes most people happy.

What must I decide about? For or against Against What rights do we want to protect? (e. g. choice, freedom, life) Will the decision violate (go against) any rights? How? Rights-based Conclusion My approach to ethical decisions: Before I do anything, I make sure it does not violate other people’s rights.

What must I decide about? For or against Against How will doing this make their life better? How will doing this make their life worse? Care-based Conclusion My approach to ethical decisions: Be caring and compassionate about people and relationships.

What must I decide about? For or against Against How will doing this make their life better? How will doing this make their life worse? Care-based Conclusion My approach to ethical decisions: Be caring and compassionate about people and relationships.

What must I decide about? For or against Against Is this a good thing for me or a bad thing for me? How important is this to me? Self-centred Conclusion My approach to ethical decisions: Simply choose the option that turns out best for me.

What must I decide about? For or against caged hens Against Is this a good thing for me or a bad thing for me? How important is this to me? Self-centred Conclusion My approach to ethical decisions: Simply choose the option that turns out best for me.

GROUP 1 GROUP 2 GROUP 4 GROUP 3 GROUP 5 GROUP 6 WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTO RY/ UNSATISFACTORY WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/ UNSATISFACTORY WERE A NUMBER OF issues for and against MENTIONED? GOOD/SATISFACTORY/ UNSATISFACTORY All members took part in presentation? All members took part in presentation? YES/NO YES/NO WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST WERE THERE ENOUGH GEOGRPHICAL WORDS? YES/NO/ALMOST WAS THE content EASY TO UNDERSTAND? Y/N Y/N WAS THE content EASY TO UNDERSTAND? Y/N WAS THE content GEOGRAPHICALLY ACCURATE? Y/N WAS THE Content GEOGRAPHICALLY ACCURATE? Y/N WAS THE content GEOGRAPHICALLY ACCURATE? Y/N MARK MARK /10 Star pupil? Why? /10 /10 Star pupil? Why?

Cartoon Draw two or more boxes in your book using a ruler. Each box should be 7 cm wide and 7 cm long. Draw a cartoon strip of your own to show either an advantage or disadvantage of child labour.

More forced child labour LO: To understand that there are many different reasons for why children work.

Phase one imagine this situation: You are 16 years old. You live in an area where different armed groups are fighting. Your father receives a tip-off from a neighbour. One of the groups is looking for new recruits and they plan to come to your house during the night. They want to take you or younger brother.

Phase one Dusk is fast approaching and you have to make a decision. What will you do?

Phase two The situation described is not fictional but true. It happened to an Ethiopian boy during the conflict that lasted from 1974 to 1992. It was then common practice for armed groups to abduct children, forcing them to fight or take part in dangerous activities. This is what happened to him next:

Phase two Your father decides you and your brother must go into hiding. He takes you both to a remote place where you can’t be found, and returns home alone.

Phase two “On the third or the fourth day, my younger brother urged me that he should go back home and find out what has happened. . .

Phase two “When he reached home, he found out that our house was searched at the said night and the people's militia trying to find either of us, have detained both of our parents as hostages…

Phase two “He went straight to the police station, where they were detained, submitted himself for recruitment, and demanded the release of our parents. Upon their release, my parents came to take me home because they have got an assurance that not more than one person will be recruited from a single family. ”

Phase two Who of all the characters would you prefer to be now? Is it worse to be the brother with the soldiers or the brother at home? What might be going through the younger brother's mind?

Phase three “When I learned the fate of my brother I felt like crying. It felt as if I was guilty of betraying my younger brother. What is more, I could not bear the sight of my mother and sisters crying, and the thought of my younger brother being recruited to spare me, made me restless. In short I hated myself. . .

Phase three “In the evening I somehow managed to sneak out of the house and went to the recruiting officials with the intention of substituting my younger brother. They did not show him to me then. It was several months later, at the training camp, that I learned my brother was not released and was in fact placed in a different training centre. He died a year later while in combat. ”

Phase three pick a character and a point in the story and write the best argument they can to persuade someone not to do something they did do. Try it as a drama or role play. Choose from the following list or decide on your own angle: • The mother arguing with the father not to try to hide the boys, saying there will be reprisals. • One of the sisters trying to persuade the younger brother not to hand himself over, saying you cannot trust the soldiers. • The parents arguing with the elder brother not to try to substitute himself for his younger brother.

Homework – levelled assessment Writing extension To conclude, set a piece of creative writing. Choose from these two ideas: Talk about how the surviving boy might have felt when he discovered that his brother had died fighting. Imagine he kept a diary. Write his diary entry for the day he found out. Imagine you are the best friend of the surviving brother. What might you say to him. Write a conversation dialogue or a letter designed to help him comfort him and reassure him that he did the best he could.