Unit 18 The global fashion industry
Geography
Year 9
About the unit
In this unit pupils develop their understanding of the global nature of economic activity and development through a study of the fashion industry.
They investigate the interdependence between people, places and environments in this industry and through this study begin to understand the concept of globalisation, ie how what happens in one part of the world affects people everywhere.
The activities are developed around the focus of the fashion industry, but if this topic is not suitable for pupils in a particular school an alternative could be ud, eg toys, electrical equi
pment, procesd foods.
Many of the activities rely on using material from development education centres and particular internet websites. The are listed in the ‘Resources’ ction.
This unit is expected to take 8–11 hours.
Key aspects
Geographical enquiry and skills
Pupils will:
• ask geographical questions
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• suggest investigation quences
• analy evidence and draw conclusions
• appreciate values and attitudes
• communicate appropriately
• u extended geographical vocabulary
• u atlas/globes/maps
• u condary evidence
• draw maps, plans and graphs
• communicate, including using ICT
Knowledge and understanding of places
Pupils will:
• describe scale contexts过七里滩
• explore interdependence and global citizenship
Knowledge and understanding of patterns and process
Explored through:
• economic activity
• development
Knowledge and understanding of environmental change and sustainable development
Pupils will study:
爱情与婚姻• sustainable development
Expectations
At the end of this unit
most pupils will: describe and explain a range of human process and recogni that the interact to produce distinctive characteristics of economic activity, such as the global fashion industry; appreciate the many links and relationships that make countries in different states of development, involved in the fashion industry, dependent on each other; appreciate that different values and attitudes, including their own, may have different effects on people’s lives, especially in less economically developed countries (LEDCs); suggest relevant geographical questions and an appropriate quence of investigations into globalisation issues; lect and u effectively a range of skills and sources of evidence; prent well argued summaries and begin to reach substantiated conclusions
some pupils will not have made so much progress and will: describe and begin to explain human process and recogni that the interact to produce some distinctive characteristics of economic activity, such as the global fashion industry; recogni some of the links and relationships that make countries in different states of development, involved in the global fashion industry, dependent on each other and how people in LEDC
s may be affected by actions of people in more economically developed countries (MEDCs); begin to suggest relevant geographical questions and begin to lect and u appropriate skills and sources of evidence to help them investigate globalisation issues; begin to suggest plausible conclusions and prent their findings both graphically and in writing
some pupils will have progresd further and will: describe and begin to explain interactions within and between human process and identify how the interact to produce distinctive characteristics of the global fashion industry; understand that many factors, including people’s values and attitudes, influence the decisions made about fashion clothing manufacture in LEDCs; appreciate that the lives of the people who live there are affected by actions and changes in other places, especially MEDCs; appreciate that considerations of sustainable development affect planning and management of resources; identify geographical questions and establish their own quence of investigations into globalisation issues; lect and u accurately a wide range of skills and evaluate critically sources of evidence; prent full and coherently argued summaries 球蛋白低
of their investigations and reach substantiated conclusions
Prior learning
It is helpful if pupils have:
• studied two countries in different states of development
• explored reasons why differences in development exist
• ud socio-economic indicators to compare places
• undertaken a geographical enquiry using different source material
• practid asking and answering geographical questions
• developed skills of data prentation, cartography and interpretation of statistical data
光棍树怎么养• played a trading game/completed a role-play simulation of real-life events
Language for learning
Through the activities in this unit pupils will be able to understand, u and spell correctly words relating to:
• international trade and development, eg globalisation, development, trade, production, consumption, corporation, transnational corporation (TNC), gross domestic product (GDP), human development index (HDI), socio-economic indicators, export, import, interdependence, MEDC, LEDC, International Monetary Fund, World Bank, World Trade Organisation (WTO), United Nations, balance of trade
• manufacturing, eg technology, resources, supply and demand, negotiation, competition, perception
Speaking and listening – through the activities pupils could:
五色衣• ask different sorts of questions, to extend their thinking and refine ideas
Reading – through the activities pupils could:
• recogni the author’s viewpoint and how it affects meaning
秦始皇女儿Writing – through the activities pupils could:
• write cloly argued text where preci links and connections are made within ntences
Resources
Resources include:
• fashion advertiments (magazine or video)
• writing frames for a variety of genres
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• world maps
• atlas
• dictionaries
• development statistics sourced from textbooks or CD-ROMs
• TNC information from textbooks, magazine/newspaper articles or the internet
• global economic data and information
• ‘heads and tails’ cards for the word wall/glossary activities
