Search for Resources

Passion for Fashion

An Exploration of the Global Fashion Industry

Secondary

Description

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.

General Assessment

What skills does this resource explicitly teach?

Students have an opportunity to strengthen their skills related to 

  • perspective analysis
  • persuasive messaging

Strengths

The resource derives its strength in part from

  • the relevance of the topic for students
  • the use of a case study to introduce larger issues related to globalization and sustainable development
  • using simulations/role playing to introduce competing perspectives
  • the inclusion of an action component to complete the lesson 

Recommendation of how and where to use it

Passion for Fashion may be used in 

  • Home economics courses that include units on clothing
  • Religious/Ethics units focusing on social justice 
  • Social Studies units that examine responsible citizenship responsibility, responsible consumerism, globalization, sustainable development

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • British Columbia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Textiles: Factors Affecting Textile Choice and Use
    • Grade 11
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Textiles:Factors Affecting Textile Choice and Use
      • Social Studies
        • Step 4Relevant matches
        • Civic Studies: Civic Action
        • Social Studies 11: Human Geography
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Economics 12: Factors of Production
        • Economics 12: Role of Markets
      • Home Economics
        • Step 4Relevant matches
        • Textile Studies: Consumerism
        • Textiles: Factors Affectng Choice & Use
      • Social Studies
        • Step 4Relevant matches
        • Social Justice 12: Defining Social Justice
        • Social Justice 12: Moving Toward a Socially Just World
        • Social Justice 12: Recognizing and Analyzing Injustice
  • Manitoba
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canada in the Contemporary World: Opportunities and Challenges
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geogarphic Issues of the 21st Century: Industry and Trade
    • Grade 12
      • Step 3Select a subject
      • English as an Additional Language
        • Step 4Relevant matches
        • English as an Additional Language for Academic Success: Global Village
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Interdependence
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Consumerism
        • Citizenship and Sustainability: Area of Inquiry: Poverty, Wealth and Power
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Global Issues
        • Global Issues
        • Global Issues
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Economics 120: Distribution
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Sustainable Development
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Issues Facing the Global Village
        • World Issues 120: The Future of the Global Community
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Home Economics Intermediate: Clothing Module
      • Religious Education
        • Step 4Relevant matches
        • Global Concerns
        • Social Justice
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Global Issues n Canadian Geography
    • Grade 11
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Canadian Economics 2203:Global Economic Concepts
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Entrepreneurship 3209: Social Entrepreneurship
      • Family Studies
        • Step 4Relevant matches
        • Textiles 3101: Fashion and Fashion Trends
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Canadian Response to Globalisation?
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Human Rights in the Global Community
        • Atlantic Canada in the Global Community: Interdependence
        • Atlantic Canada in the Global Community: Trade & the Global Community
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Canadian Economics :Global Economic Concepts
      • Geography
        • Step 4Relevant matches
        • Global Geography:Resources and Commodities
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  • Ontario
    • Step 2Select a grade level
    • Grade 9
    • Grade 11
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • The Individual and the Economy (Univ./College Prep.): Interrelationships Among Economic Citizens
        • The Individual and the Economy (Univ./College Prep.):Economic Interdependence
      • English/Language Arts
        • Step 4Relevant matches
        • Media Studies (Open) Media and Society
      • Social Studies
        • Step 4Relevant matches
        • Equity, Diversity, and Social Justice (Workplace Prep.) Promoting Equity and Social Justice
        • Gender Studies (Univ./College Prep.): Gender Issues and Gender-Related Policy in Context
        • Gender Studies (Univ./College Prep.): Implementing Change
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Analysing Current Economic Issues (Univ. Prep.) Firms, Markets, and Economic Stakeholders
        • Analysing Current Economic Issues Univ. Prep.) Global Interdependence and Inequalitites
        • Making Personal Economic Choices (Workplace Prep.) Markets, Consumers, and Producers
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
      • Social Studies
        • Step 4Relevant matches
        • Challenge and Change in Society (Univ. Prep.) Global Social Challenges
        • Equity and Social Justice: From Theory to Practice (Univ./College Prep.) :Personal and Social Action
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Atlantic Canada in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Human Rights in the Global Community
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography of Canada 421A: Canada’s Global Connections
      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies 401A: Canada's Global Connections
    • Grade 11
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 521A, Global Studies: Cultural Patterns of the World
        • Geography 531A (World Geography): Cultural Patterns of the Worl
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • What can I do?
        • Geography 621A Global Issues
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What Can I Do?
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Roots of Society: Resources and Wealth
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Creative Writing 20: Popular Culture
        • English Language Arts 20: Compose and Create
        • Media Studies 20: Exploration of Other Media and/or Advertising
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 20: World Issues -Human Rights
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies 30: Globalization
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Civic Studies 11: Civic Action
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Justice 12: Defining Social Justice
        • Social Justice 12: Moving Toward a Socially Just World
        • Social Justice 12: Recognizing and Analyzing Injustice

Themes Addressed

  • Citizenship (2)

    • Alternative Globalisation
    • Sustainable Consumption
  • Economics (4)

    • Corporate Social Responsibility
    • Globalization
    • Poverty Reduction
    • Trade
  • Human Health & Environment (1)

    • Quality of Life
  • Human Rights (2)

    • Poverty
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
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:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource encourages students to consider the problems and possible solutions to the fashion industry with reference to

  • their responsibilities as citizens/consumers in taking action to bring about positive change
  • the global and environmental impact of products consumed
  • the economic factors that shape the decisions made in the fashion industry
  • the social/economic conditions of many of those who work in the garment industry
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

If pursued in sufficient depth, the resource can help students appreciate

  • development issues - including interdependence, globalization, quality of life and sustainable development
  • the power of advertisement in shaping consumer choices
  • social and moral issues wwithin the context of social justice
  • the power of the consumer
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.

  • The re-vamping old clothes activity has students "revamp" or adapt clothing items to create new fashion items
  • The campaign activity has students reflect on their learning about the fashion industry and what can be done about the situation by having them make their own campaign T-shirts
  • The drama activity uses role play to convey to convey to others what it feels like to be a garment worker.
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

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.

Open-Ended Instruction :

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

  • Citizenship - understanding the world as a global community and taking action to bring about positive change
  • Language Arts - response to the media and advertising; persuasive writing; discussion and debate
  • Social Studies - development issues; globalization and interdependence; quality of life and sustainability
  • Religious Studies/Ethics - social justice; "fairness"
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

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.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

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.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

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

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

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.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.
Peer Teaching Satisfactory

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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.