Lesson no. !!x!! / !!n!!
\nInterdisiplinary topic: sustainability
\nCompetence aim: assess how people have related to nature, managed and used resources and used historical perspectives in dialogue on sustainable solutions
\nLearning goal: Understand how textile production has changed and reflect on the positive and negative aspects of textile production in the past and the present.
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Introductory activities: brainstorm in pairs and plenary.
Repetition: Introductory reflection questions:
\nIn the past:
\n1) In what types of manufacturing did the industrial revolution start?
\n2) How are imperialism and the industrial revolution connected?
\n3) What were the positive outcomes of the industrial revolution?
\n4) What were the negative outcomes of the industrial revolution?
\n5) What were the working conditions like?
\nToday:
\n1) How are clothes manufactured today (where, how, why)?
\n2) What are the positive outcomes of how clothes are currently manufactured?
\n3) What are the negative outcomes of how clothes are currently manufactured?
\nIndividual reading
Discussion in pairs
Summing up and concluding in plenary
\nD2G3O2H1 Identify omissions, i.e. relevant information that is left out.
\nD2G3O2H4 Identify one-sided presentations that are disguised as neutral reporting.
\nTask 1
\nRead the text below and study the illustration on Shein's sustainability strategy:
\nEverything starts with our evoluSHEIN strategy.
\nSHEIN's evoluSHEIN strategy anchors our commitment to being more responsible for our environmental impact and improving lives in the communities we reach. It comprises three strategic pillars that drive our mission to provide inclusive and affordable fashion for all, regardless of culture, gender, age, body type, ability, or economic status.
The three strategic pillars are Equitable Empowerment (People), Collective Resilience (Planet), and Waste-Less Innovation (Process). With these three pillars, we focus on the most material risks and opportunities for SHEIN and our stakeholders within the ecosystem, and develop strategies to ensure our long-term business resilience.
Source: https://www.sheingroup.com/sustainability
\nIn pairs: Discuss and take notes.
\n1) Identify the positive loaded words Shein uses to get its message across.
\n2) Identify which issues the illustration focuses on.
\n3) Determine which issues related to fast fashion that are not focused on / mentioned in the text and illustration.
\n4) Discuss and decide if this is a good source to use to find information about Shein's sustainability effort.
\nTask 2
\nRead the excerpt below from The Library of Economics and Liberty (Econlib)
\nIndustrial Revolution and the Standard of Living
\nBy Clark Nardinelli
\nBetween 1760 and 1860, technological progress, education, and an increasing capital stock transformed England into the workshop of the world. The industrial revolution, as the transformation came to be known, caused a sustained rise in real income per person in England and, as its effects spread, in the rest of the Western world. Historians agree that the industrial revolution was one of the most important events in history, marking the rapid transition to the modern age, but they disagree vehemently about many aspects of the event. Of all the disagreements, the oldest one is over how the industrial revolution affected ordinary people, often called the working classes. One group, the pessimists, argues that the living standards of ordinary people fell, while another group, the optimists, believes that living standards rose.
\nAt one time, behind the debate was an ideological argument between the critics (especially Marxists) and the defenders of free markets. The critics, or pessimists, saw nineteenth-century England as Charles Dickens's Coketown or poet William Blake's "dark, satanic mills," with capitalists squeezing more surplus value out of the working class with each passing year. The defenders, or optimists, saw nineteenth-century England as the birthplace of a consumer revolution that made more and more consumer goods available to ordinary people with each passing year. The ideological underpinnings of the debate eventually faded, probably because, as T. S. Ashton pointed out in 1948, the industrial revolution meant the difference between the grinding poverty that had characterized most of human history and the affluence of the modern industrialized nations. No economist today seriously disputes the fact that the industrial revolution began the transformation that has led to extraordinarily high (compared with the rest of human history) living standards for ordinary people throughout the market industrial economies.
\nThe standard-of-living debate today is not about whether the industrial revolution made people better off, but about when. The pessimists claim no marked improvement in standards of living until the 1840s or 1850s. Most optimists, by contrast, believe that living standards were rising by the 1810s or 1820s, or even earlier.
\n\\[…\\]
\nSource: https://www.econlib.org/library/Enc/IndustrialRevolutionandtheStandardofLiving.html
\nIn pairs: Discuss and take notes.
\n1) Identify which aspects of the industrial revolution Econlib focuses on.
\n2) Identify the positive loaded words Econlib uses to get its message across.
\n3) Determine which issues related to the industrial revolution that are not focused on / mentioned in the text.
\n4) Discuss and decide if this is a good source to use to find information about the outcomes of the industrial revolution.
\nTeacher-led, indvidual reading, discussing in groups, summing up in plenary
\nLaptop, digital/printed material, discussion questions
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