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This resource was developed as a one-day event to raise awareness of the social and economic dimensions of the global fashion industry. Through participation in a variety of engaging activities students will develop a better understanding of the quality of life issues faced by those involved in producing and making available, the clothes we wear.
Students begin by exploring their own understanding of the fashion industry. They examine labels to learn where their clothes are made. A role play activity introduces the fashion chain and how it affects the different players involved. Students take part in a clothing revamping exercise and they also create and perform a drama sketch based on case studies that detail the lives lived by garment workers in different parts of the world. As a culminating activity students develop and implement an action plan to raise awareness and/or improve the quality of life for the most vulnerable participants in fashion industry.
Although it's presented as a one day, workshop-style event, the activities in the pack can be easily integrated into a variety of subject and classroom formats.
Students have an opportunity to strengthen their skills related to
The resource derives its strength in part from
Passion for Fashion may be used in
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The resource promotes a particular message - garment workers in the developing world are being exploited; we have an obligation to understand who makes our clothes, where they are made and how; and students have choices and can take action to demand fairer conditions for the people who make their clothes.
A role playing activity is intended to have students think about how trade effects different people (the cotton companies, the cotton farmers, and shoppers) within the fashion chain and to that extent allows for the possibility of understanding the competing perspectives involved but the authors of the resource would probably argue that they are bringing greater balance to a conversation dominated by the clothing industry.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource encourages students to consider the problems and possible solutions to the fashion industry with reference to
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
If pursued in sufficient depth, the resource can help students appreciate
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The resource includes three activities designed to have students make positive changes.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Since the students are major consumers in the clothing industry, ethical issues related to that industry have a direct rather than an esoteric link to their lives. The resource helps students realize that the choices they make in this area have real consequences for others and consideration of those choices will require they examine their values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The aim of the lesson plan is to create empathy for the workers in the garment industry, particularly the women and children therein by helping students recognize the conditions faced by some in that industry and by understanding that taking action would serve to improve those conditions.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
The focus of the lesson plans is on the human condition within our current economic structure .
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The link between the issue addressed by the lesson and the students is direct. They are major players in the fashion industry and can, by their actions influence what happens in that industry.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The resource allows for the possibility of students exploring the historical expansion of trade and colonization in the cotton and clothing industry, the current globalization which has greatly reduced barriers to international trade, and the impact fair trade, codes of conduct and ethical sourcing may have on the future of that industry.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The resource combines elements of directed learning (examination of clothing labels) with more open-ended activities (role playing) to ensure that students have the required background information and are allowed to explore the implications of that information in terms of the perspectives of those involved in the fashion industry.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
The resource has relevance for a number of curriculum areas
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The students are major players in the fashion industry and the exploration of that industry provides a case study in globalization, interdependence, international trade, and north-south relations. It also offers students an opportunity to consider the concept of social justice and individual and collective responsibility.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
The combination of teacher-directed learning, student constructed learning through role playing and drama, and action-oriented leaning involving re-vamping old clothes and creating T-shirts with a message allows for a variety of student talents and interests.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The students participate in authentic learning because clothing fashion is central to their lives. Their participation in the role - playing and drama activities included in the lesson will help them understand the perspective of others involved in the industry and the implications of the choices they as consumers make.
|Experiential Learning: |
Authentic learning experiences are provided
A number of the introductory activities (what does 'fashion' mean to us?; look at your labels; and winner take all) have students working in groups. The drama activity designed to have students experience what it feels like to be a garment worker requires students to work collaboratively in devising the sketches based on the case studies provided.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
The evaluation tool provided by the resource is intended for students to reflect o what they have learned and how. Teachers may use this as part of their formative evaluation along with their observations as students participate in the variety of activities required by the resource.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students have an opportunity to learn from others as they participate in or observe the role playing and drama activities and engage in the brainstorming and reflection activities.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
The fashion industry provides an effective case study to investigate larger issues related to globalization, fair trade, responsible consumerism, and sustainable development within the context of north-south trade
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
The resource strikes a balance between teacher-directed learning and student discovery learning as represented by the role playing, drama and campaign activities
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|