Poverty 2 Prosperity - Challenge Pack

Thinking Skills Objective REASONING To make links between concepts and reality and the complexity of assessing their impact. Economic dependence - exists when the costs and/or revenues of one project depend on those of another. A community being economically reliant on income from selling a limited range of products/ resources. Global trading - buying or selling securities or commodities throughout the world. Fairtrade - items marketed and sold in such a way that all producers of the product receive a fair wage for their work. Take, make, throw product - intended for a single use prior to being discarded. Closed loop thinking - a way of manufacturing that allows the recycling of materials and resources back into the production process, without any losses such emissions of toxic materials. Sustainable - meeting the needs of the present without compromising the ability of future generations to meet their own needs. Capitalism - an economic system that encourages private investment and business, rather than a government controlled economy. Economy - the system of production and distribution and consumption. CL IMATE CHANGE AND ECONOMY Action Active Citizenship Evaluation Reasoning Information Processing Enquiry Creative Thinking Key Words 26 Moving Forward CLIMATE CHANGE AND ECONOMY Ignorance IsBliss Moving Forward TheClimate AndMe Changing World Imagining Change NearlyallApple iPodsaremadeabroad,mostly in Chinaand thepeoplewhomake themsee littleof theprofit thatApplemake. Takea lookat these facts– • ATaiwanese runcompany inHongKong is the largest factorybuilt inmainlandChina,withan annual turnoverof£20billion. • It isahugeplacewhere200,000people (over 16)workandsleep–morepeople than live in Newcastle.A 15hourdaywillearnanemployee just£27amonth.This isabouthalf thewage that weaversearned inLiverpoolandManchester in 1805,allowing for inflation. • Workers live indormitories, 100people toa room.Theyhave fewpossessionsandabucket towash theirclothes.Theaccommodation is free,butno-oneoutside theplant isallowed to visit theworkers. Security ishigh,especially in the factorywhichmakes the iPodNano. Police, notsecurityguardscheck thoseenteringand leaving thesite. • Theworkerssuffer fromailments ranging from rashes tobreathingdifficulties,boneandspine problems,eye,earandhanddamage. • The iPodNanocontains400parts that together costabout£41.The tinyflashmemorycard that stores thousandsofsongs is themostexpensive partat£25. InBritain theysell forbetween£109 and£179. • Theamplifiercomes fromEdinburgh-based company,who turn thedigital information into buzz-freeanaloguesound.Thiscomponent cost85pandmakesan8,500-mile journey tobe assembled inChina. • Themicrochip’score technology in the iPod is licensedbyaBritishfirm, thenmodified byaprogrammingcompany inCalifornia, Washingtonstateand India.Thefinisheddesign issent toa ‘foundry’ inTaiwan. Thesesitescan costup to£1.5billion tosetup.Theyproduce thousandsofwafer-thinmetaldiscs imprinted withhundredsof thousandsofchips.After testing thechipsare thenencased inplasticand readied forassembly inTaiwanandKorea. • Thefinishedmicrochip issent toawarehouse inHongKong, transported to theplants in mainlandChina,where the iPodsareput together,beforebeingshippedworldwide. • BecauseChinahasno independentunions, subcontractors like the factorymaking iPod’sare able tokeepwagesartificially low.Workerswill be lucky if theymake twopercentof theprofit froman iPod.The factorywillmake less than ten percent.Farmoremoney isspentbyAppleon marketing theproduct thanmaking it. • It isargued that if theChinesemade theirown versionof the iPodandsold itata fractionof theprice,noonewouldbuy it.This isbecause consumers respond to the imageAppleportrays, not thepeople inChinese factoriesmaking the products. Groupwork -Journey of an iPod REASONING Moving Forward CLIMATE CHANGE AND ECONOMY Moving Forward Imagining Change Ignorance IsBliss TheClimate AndMe Changing World Groupwork -MindMap REASONING Moving Forward CLIMATE CHANGE AND ECONOMY Moving Forward Imagining Change Ignorance IsBliss TheClimate AndMe Changing World But But Could Could Search for Finda Contact Need Needa To To Go Get Avoid Fuel isexpensive Drive Takeabus Cheapaircraft Book travel Plana trip Hiking? Goodboots Sunburn Beach? Mountains? Time to Acclimatise? Friends Campground Place tostay Groupwork -ConceptMap AConceptMapexaminesasetof ideasand their relations. Avoid Avoid REASONING -> -> Action half hour -SolutionTree Moving Forward CLIMATE CHANGE AND ECONOMY Ignorance IsBliss Moving Forward TheClimate AndMe Changing World Imagining Change Effectsofactionson thebranches Issue on the trunk Individual actionon theshallow roots Widercommunity actions on thedeep roots REASONING -> REASONING Plenary Pick out the things from the concept map that may contribute to climate change and illustrate this by creating a Problem Tree (effects on the branches, issues on the trunk, causes on the roots). Share your ideas with others. Extension Explore the shift in economic dependence from local to further afield (regional, national and global) . Research some examples of change. e.g. bread - how much is made in you local community? Look at implications for providers and consumers. Who are the winners? Who are the losers? Does this matter for climate change and communities across the world? (You may wish to check the emissions from container ships). 10 mins - list where your five favourite personal belongings come from. Half an hour - create a Solution and Action Tree that you can add to over time: issues on the trunk; individual actions on the shallowroots; community actions on the deeper roots; effects of actions on the branches to resolve what has been placed on the Problem Tree . Two hours - carry out a baseline audit of purchasing habits in school. Then plan and do a presentation to another class encouraging them to think about their purchasing habits and how changing these can ease climate change. Longer - return to the baseline survey group and carry out another survey to see if their purchasing habits have changed at all. Share the good practice that you have found to encourage others to adopt this approach. Present this information to your head teacher/school council/bursar and ask if you can assess the school purchasing policy as part of this audit. What recommendations can you make for improvements?