This animation shows Frank buying a T-shirt and learning from his friend Jed about products from different countries. Jed tells him about fairly traded products that do not use exploitative labour and give profits back to producers. The animation covers the QCA schemes of work Unit 10: Debating a global issue and Unit 21: People and the environment.

Ask students to look at the 'Frank Does Fair Trade' activity and explore the issues raised there, on their own or in a small group discussion. These questions may help, to answer orally or writing in their books:

1. Why are some things cheaper when made in other countries?
2. What sort of products are being fairly traded now?
3. How can the purchaser know that a product has been fairly traded?
4. Would you be prepared to pay more for a fairly trade product?

Working in pairs, divide tasks so that half the pairs prepare a presentation as 'Quality Coffee Co' that offers good profits to shareholders in the UK and 'Kind Coffee Co' that offers good profits to producers in a coffee-growing country like Brazil or Kenya.

Students can find more background information about fair trade from The Lowdown.

As a whole class, ask some pairs to present from either side, so that general debate takes off like a simulated 'global coffee conference'. After the 'conference' it is useful to de-brief with questions like:

1. Which side had the most convincing case?
2. Is it possible for both sides to benefit?
3. Are there really two 'sides' in global trade?
4. Is this activity over-simplified or does it show economic truth?
5. How can consumers in the UK act to improve lives for producers on other countries?

Students may like to build this scenario up into a drama for performance to other classes or as a visual display to promote discussion of fair trade issues around their school. This can be linked to setting up a fair trade stall selling snack products like juices, nuts or chocolates.

Research tasks on fair trade could include finding out about a community project to promote fair trade of, for example, cocoa from Ghana:

1. What is the project?
2. What crop or item is produced?
3. How do the workers or producers benefit from the project?
4. Who runs the project?
5. Where are the goods sold?

Students can 'Go off on a tangent!' with audio and video clips, find out more on 'Get the lowdown' or test themselves with the quizzes.

Encourage students to explore active citizenship with the learning journeys. There are examples of Citizenship Action by other schools. They can 'Go off on a tangent!' with audio and video clips, find out more on 'Get the lowdown' or test themselves with the quizzes. Students who finish early can add their own ideas about global community issues on the messageboard.

Ask students to print out different pages from the 'Frank Does Fair Trade' animation. They bring these to a whole class discussion, so that they story can be built up from the pictures. Discussion of fair trade issues can then be developed from the story. Stop for recording information in exercise books, or develop written tasks:

1. Change the animation into a playscript, presenting it as a dialogue between Frank and Jed. Act out one or more of these dialogues.
2. Write a mini-essay about the benefits of fair trade.

Adapt the suggestions for using the School global animation, so that it is shown as a series of scenes.

Project the animation onto the board, stopping at each page to give discussion questions. Ask individual students to add their own questions or graphics on the board. These can be referred back to as the story develops. Use the quiz in the same way, projecting each question and inviting answers.

Make OHP transparencies from the animation and the quiz. Project each of these in turn, as suggested above. Ask students to make posters to persuade people to buy fairly traded products. These could also be projected on OHP transparencies and discussed as a whole class.

1. Display a large map of the world. Call out the names of food products like ‘bananas’ or ‘chocolate’ and ask a student to come to the map and show where they think these are grown. Then ask where they are processed. An enlarged printout of the world map showing products from the animation could help this stage of the activity.



2. Set up a highly simplified version of a ‘trade game’. For this, invite five students to line up in front of the class holding notices as ‘growers’, ‘traders’, ‘processors’, ‘retailers’ and ‘consumers’. Make clear how this chain operates from the ‘growers’ to the ‘consumers’. The best way to do this is by inviting the rest of the class to question each person in turn. This person tries to explain what their part in the process is and what percentage of the profits they expect to get. Give prompting information if anyone is having difficulty with this.



3. There could be scope next to play a fuller version of trade games available from organisations like Christian Aid or Oxfam.



4. Introduce the idea of ‘fair trade’ and the story 'Frank Does Fair Trade' and what his friend Jed tells him about work conditions and profits in poorer countries. Encourage students to do the Fair trade activity online when they have an opportunity to do so.

1. Where do your clothes come from?
2. Where do your tea and coffee come from?
3. What is fair trade?
4. How does it help the global community?

Suggested tasks for more able students:

1. Carry out research to put the current fair trade movement in the context of world trading history. This could, for example, compare the trade triangle across the Atlantic during the time of slavery with Atlantic trade today to show who were and are the main profiteers from trade. Results could be presented in graphic form or as an essay.



2. Choose one commodity like pineapples and trace a typical production line from growing fruit to marketing as fruit or fruit juice. Use this information to write an imaginary conversation between a producer (eg in Malaysia) and a consumer (eg in the United Kingdom). Bring in discussion about costs and profits.