Year 9 Fair Trade           WEB QUEST CAFETELEROS

Learning Intentions     By completing the Web Quest Cafeteloros tasks I will:

·          Develop knowledge, skills and understanding about informed citizenship.

·          Raise awareness that pupils are also consumers, linked to people in other parts of the world through the goods that they consume and they are able to make choices as informed citizens.

·          Raise awareness of Fairtrade as an alternative to conventional world trade in order to understand the world as a global community

·          Develop skills of enquiry, communication, ICT, literacy, numeracy, information analysis and be able to present the information in a relevant, accurate and neat manner.

·          Develop action skills to make a difference on a personal level.

·          Use imagination to consider other peoples’ experiences and be able to consider, express and explain views that are not my own.

Student Instructions

Go to the following site, familiarise yourself with all pages and links, then work through the following tasks. Keep all work in a clearfile, you will be handing in finished tasks regularly so you must keep up to date. Aim to complete one or two tasks each session, if you do not finish, you must finish at home.

http://www.globaleye.org.uk/secondary_autumn04/eyeon/coffeetrade.html

1. Coffee Culture find 5 interesting facts about coffee and explain their importance.

2. World Distribution of Coffee Producers Construct a world map to show the 10 main

     producers and explain what they have in common.

3. Glossary Enter “quotas” to find words you do not understand. Briefly explain what each

     concept means. Either add these to your pre-existing glossary or start a glossary.

4. Futures markets Imagine you are a trader in the London futures markets.  Drag the events

     to decide how you think they might affect the price of coffee – print out or draw your table.

5. Coffee prices Construct a line graph to illustrate the change in coffee prices from 1984 to 

     2003. Remember to label all axes and title.

6. Who gets the largest cup/cut? Diagrammatically show who gets the largest profits from

     a cup of coffee. Discuss how this distribution effects a cafetelero, the economy and society.

7. What can be done on a large scale? Discuss in writing,  what can be done on a national or international

     level to help these producers. What are the problems they encounter?

8. What can I do? Explain in detail how you or your family could help this situation.

9. Ethiopia’s coffee production: Construct a table showing what the Fair Trade mark guarantees and how

    this was achieved/or not in Ethiopia. Review Justin McArthur’s letter in terms of a first person

    experience of these guarantees being achieved.  https://jofraser.tripod.com/

10.Extension activity – Analyse the two opposing views of Body Shop – evaluate the information presented

     to decide for yourself if you feel that their advertising and image is valid. Does this affect your

     purchasing habits?   http://www.mcspotlight.org/beyond/companies/bodyshop.html

                                     http://www.mcspotlight.org/beyond/companies/bshop_faq.html

                                     http://www.thebodyshopinternational.com/web/tbsgl

Webquest Cafeteleros Assessment

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Webquest Cafeteleros Assessment

                                                          A                                         M                                         E