Understanding Fair Trade

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UNIT 2 UNIT 2 Understanding Fair Trade

Focus “Fair Trade keeps farmers on their land. While low coffee prices have forced Many farmers in the world own their farms, but thousands of farmers to emigrate to Mexico more and more large corporations are buying an and the U.S., none of our members have had increasing number of farms—both in the United States and abroad. They then hire farmers to work to give up their land.” for low wages. Most of the time, large companies Jerónimo Bollen, former General Manager, do not have the best interest of small farmers Manos Campesinas, Guatemala and workers in mind, since their main goal is to increase their profits. Farmers in other countries may work long hours without health care or proper while producing food for others. Fair Traders housing while the corporations and their senior become partners with the farmers whose products employees prosper. they buy. They care about improving farmers’ lives and treating them with the respect they deserve. Over time, small producers and farmers working Fair Trade is also a set of practices meant to help for these large companies for low pay can no protect natural resources near farms, such as longer support themselves or their families forests, soil, and water supplies. through farming. They are forced to abandon their land and their homes to seek factory work in Through Fair Trade, we can become more familiar cities. Sometimes they are driven to find jobs in with the lives of the farmers on whom we depend another country, like the U.S., where salaries are and the challenges they face in bringing crops from substantially higher. their remote farms across the world and into our kitchens. It’s easier to treat people fairly when we The Fair Trade system provides the means for see the effects we have on their lives. A shopper Solutions Win Win farmers to stay on their own land by cultivating it who understands the benefits of Fair Trade to small for decent pay. It is an economic system that finds farmers, producers, and the environment is more creative ways to support small farmers so they can likely to be a Fair Trade shopper. feed their families and send their children to school “We don’t want charity. We want to be empowered, to be proud, to be free at last, and to be independent. That’s why we’re so excited about Fair Trade.”

Barend Salomo, Wupperthal Chairperson and rooibos farmer, South Africa

41 UNIT 2: Understanding Fair Trade UNIT 2: Understanding Fair Trade

Summary of Classroom Activities In this unit students learn about Fair Trade and find out how they can support it.

CLASS #1: Hard Work Students analyze the assumption, “If you work hard, you’ll make a lot of money.” They read about the lives of cocoa farmers and find out that sometimes people work hard but don’t make a lot of money.

CLASS #2: What’s Fair Game Students get to be cocoa farming families and the buyers and bankers involved in the system. They experience first-hand the difficulties of making a living growing cocoa and learn how Fair Trade can make a significant difference.

CLASS #3: A Day in the Life Students learn about a morning routine for one cocoa farmer’s child.

CLASS #4: Jigsaw Students work cooperatively in five groups to become “experts” on the information their group has on Fair Trade. They then share this information with the rest of the class.

CLASS #5: Fair Trade Mural Students create a mural to show how products get from remote small farms to their homes.

CLASS #6: The Farmer’s Ballad Have a local farmer come in and talk about what s/he plants and how s/he sells the things s/he grows. Students write a ballad about the farmer’s life.

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qual E rade was created stabilize to the prices that international farmers get so they know ozyne, and Jonathan xchange would be: urope in the 1960s. Since then, has it turned an into international with movement Ex Fair T kindwhat expect. to income of T Fair and daily needs; the prices, therefore, are usually higher than the going market rates. Coffee was the firstcommodity Fairsold T under thousands participating of businesses and co-ops, and millions consumers of make who choices based standards. its on in E qual E ual ground Eq raders are make to out as as money much they can these on commodities, and they when k e ision ision ac ickinson, Michael R tory ink, Michael, and Jonathan left their and jobs osenthal–all had farmers their in of the forefront n addition, small-scale farmers living villages in remote have access the to technology don’t that would * A company that* A company would be controlled the by did who people the actual work. farmers and their families gain over control more their futures. economic * A group that would consumers educate about trade issues affecting farmers. high-quality* A provider of foods that would nourish the body and the soul. of friendsof and family provided $100,000 needed startto and after the new endeavor, three years of discussion, the three created a plan the new for organization. E * A social change organization that would help S The threefoundersof E minds they when started the in company 1986. R invested their own create to a company money with a vision fairness of farmers. for group A core Th A V share our story often because we believe exemplifies it the of kind determination, vision, cooperationand necessarythat’s make to Fair T farms. determine the cost the prices, it much farmers how they consider not do make to the goods. As a result, thatthe money farmers amount of their get for hard often cover their does work not production costs. I inform the them of latest commodities prices. They accept what middlementell up end them and without clean to money enough their up drinking books for pay and uniforms water, school, their for improve or B awareManyaren’t that people the prices edible commodities for such as raw cocoa beans fluctuate drastically because even That’s from hour hour. goodsthe from to day day, to on internationalare sold commodities markets, factors, of a host where such and supply demand, as world determine the current price. T For more than more 20For years, E D R UNIT 2: Understanding Fair Trade

customs officials. Each time the coffee cargo was the company partners with eight different faith- released, it was a small victory. After two years it based organizations: American Friends Service became clear that Equal Exchange wasn’t going Committee, Church of the Brethren, Lutheran away. Now attention could be focused on building World Relief, Mennonite Central Committee, this alternative business. Presbyterian Church USA, Unitarian Universalist Service Committee, United Church of Christ, and United Methodist Committee on Relief. Farmer Partners In those early Not wanting to stop there, Equal Exchange years, the created a hot cocoa mix in 2001, which helped founders spent the company reach out to a different group of much of their farmers and provide options for consumers who time trying want to be certain that their cocoa is not being to identify harvested by slave or child labor. The next logical democratically step was to introduce Fair Trade chocolate bars, run farmer which happened in 2004. This required sourcing groups, ingredients from many places around the world. understand the internal structure of farmer co-ops, and determine product quality. Slowly but steadily, Equal Exchange located farmer groups and added coffees from cooperatives in Latin America and 20-plus Years and Counting Africa. By 1991, Equal Exchange had become part Today, Equal Exchange is a of the European Fair Trade network, aligning with thriving model of Fair Trade. Equal groups that were at least a decade ahead of what Exchange offers coffee, tea, and was happening in the U.S. chocolate products from 38 farmer cooperatives in 20 countries. With Tea seemed like an appropriate next step. First, more than 70 worker-owners in the it was a commodity consumed by millions, and U.S., a broader network that includes second, it was a natural complement to coffee. 400 loyal investors, more than 300 The founders were already in close contact with food cooperatives, hundreds of cafés and other representatives from a village movement in Sri stores, and more than a million consumers, Equal Lanka, and by 1987, Equal Exchange brought in Exchange exists despite the odds. its first high-quality black tea. Over the next few decades, Equal Exchange will Around 1991, Equal Exchange established itself continue to collaborate with like-minded partners as a Fair Trade specialty coffee company. By 1994, and stakeholders throughout the Fair Trade system Equal Exchange had become a worker-owned to transform how business is done. Its vision cooperative with 20 members. Another exciting includes the idea of bringing Fair Trade home by benchmark was 1996, when Equal Exchange joined fostering direct relationships with family farmers with Lutheran World Relief in a ground-breaking here in the U.S. Collective achievements of the collaboration to launch what has now become past 20 years prove that together folks can create our Interfaith Program. This major initiative change beyond their wildest dreams. helped Equal Exchange create partnerships with communities of faith throughout the U.S. Today,

44 UNIT 2: Understanding Fair Trade UNIT 2: UNDERSTANDING FAIR TRADE

CLASS Hard Work1

Materials Needed Five cards, each with a picture and accompanying information representing the five steps of cocoa farming.

Classroom Narrative DIALOGUE: Tell me if you agree or disagree with the statement, “If you work hard, you’ll make a lot of money.” Can you think of examples of people who work hard and make a lot of money? Can you think of examples of people who work hard and don’t make a lot of money? When might this statement be true and when might it not be true?

How would you feel if someone paid you very little for something that took you a long time to make? How would you feel if the product that you helped to make cost more than what you were paid for in a week? A month?

ACTIVITY: Tell students we’re going to look at what it takes to be a cocoa farmer. Have students look Hard Work at the steps for growing cocoa by dividing the class into eight groups. Give each group an information card to study. Then call each group up, in order, to hold up the picture to the class. The rest of the class asks questions to find out more about the pictures which the representative group can answer. Begin with the picture showing the cocoa pods growing on the tree, then follow in order. CLASS 1: UNIT 2: Understanding Fair Trade Win Win Solutions Win Win

45 UNIT 2: Understanding Fair Trade • CLASS 1: Hard Work

Hard Work Growing Cocoa Win Win Solutions Win Win

00047 UNIT 2: Understanding Fair Trade • CLASS 1: Hard Work Hard Work Growing Cocoa å

COCOA Cocoa comes from the cocoa tree or Theobroma cacao (Theobroma actually means “food of the gods”). It is grown by over two million small producers who are mostly small farmers. These trees are not yet fully grown. It can take up to five years for a tree to produce cocoa pods, at which point a farmer can harvest the cocoa.

THE COCOA TREE The tree is an evergreen and grows in about 50 tropical countries along the equator, such as the Dominican Republic, Peru, and some countries in West Africa. The tree can grow up to 30 feet but is normally trimmed to make harvesting easier for the farmers. A tree can continue to produce pods year round until it is 25 or 30 years old.

00048 UNIT 2: Understanding Fair Trade • CLASS 1: Hard Work Win Win Solutions 49 Hard Work CLASS 1: rade •

nderstanding Fair T U UNIT 2: Hard Work Hard Work Cocoa Growing Hard Work Growing Cocoa é

THE COCOA POD Every year a cocoa tree grows thousands of flowers on its trunk and branches. Only a small percentage, as low as 1%, of these flowers will actually produce a cocoa pod. The cocoa pod, which is the fruit from the tree, can be similar to the size and shape of a football. It grows out of the trunk and branches of the tree. Cocoa pods begin to ripen in five to six months and once they are ripe they are harvested carefully by hand, often with the help of a machete.

HARVESTING When ripe, the pods are cut down from the trees, typically using machetes or knives on long poles. They are cut with care so that the stalks are not damaged. Though pods can be harvested year round, there are typically two major harvest times, called “Main” and “Mid.” In the Dominican Republic the Main harvest typically occurs from April to July and the Mid harvest occurs from October to January.

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nderstanding Fair T U UNIT 2: Hard Work Hard Work Cocoa Growing Hard Work Growing Cocoa ê

THE COCOA BEAN Each pod contains beans surrounded by a sweet pulp, which attract animals (and humans, too, since it’s so tasty!). Pods are cracked open, often with a machete or wooden club, to remove the beans, surrounded by white pulp. There are roughly 30-50 beans in a typical pod and these beans are what ultimately get transformed into cocoa powder or chocolate.

FERMENTATION Once the pods are harvested, they are cracked open. For a higher quality bean, the beans are fermented (they undergo a chemical conversion) to remove the pulp, to stop the bean from germinating, and to begin flavor development.

52 UNIT 2: Understanding Fair Trade • CLASS 1: Hard Work Win Win Solutions 53 Hard Work CLASS 1: rade •

nderstanding Fair T U UNIT 2: Hard Work Hard Work Cocoa Growing Hard Work Growing Cocoa í

DRYING After fermentation the beans are dried. Cocoa beans are often dried in the sun, which can happen on tarps, mats, or raised flat surfaces, and they are raked so that they will dry more evenly. The drying process can take up to a week. If the beans are dried too long they will become brittle, and if they’re not dried long enough they run the risk of becoming moldy. Once dried, cocoa beans can be stored for four to five years.

CHOCOLATE The chocolate company uses the beans to make chocolate bars.

54 UNIT 2: Understanding Fair Trade • CLASS 1: Hard Work

What’s Fair Game Fair What’s 2: CLASS UNIT 2: Understanding Fair Trade Fair Understanding 2: UNIT

Win Win Solutions 55 2 DE A ell them their ominican TR ncourage them to

IR ASS epublic peso, and that L NG FA ecord.” ecord.” xplain they will be drawing ou canou give younger students DI Y ominican R C AN Give each group a stack scrap of T What’s Fair Game S ell them their finaltotal is number the What’s Fair Game ITY: V DER N CLASS 2: xplain that the currency in the D ecord.” T ecord.” epublic is the D ell the groups farmersof have a that they don’t U

paper andscissors. E you areyou the going pretend market to cocoa price for is two pesos per cocoa bean. T bank account and that would it take them weeks travelingand of lots around find to bank a that would cash a check them, so for they should do theywhat can get to paid in cash. how theyhow are going getto a good crop this year. TO PLAY: Give the groups exactly 60 draw seconds to and cut cocoa beans.out ( timemore if Askthey each are working slowly.) farmer the up group count beans to they have grown and write the total theiron “What’s Fair AccountingGroup R Then give each good one bad one group and “What’s Fair Game Go around Card.” each to farmer asking group, student one from each group read to their cards the to class. out Give or take away beans as required and ask each group the record beansto number of they gained, the number they lost, and the number they’ve ended withup their on “What’s Accounting Fair Group R beansof they have managed grow to this year. E R cocoa beans the on paper and cutting them out instead really of growing them. E draw outlines simple cocoa beans of because speed is important in cocoa production. T together draw to work is to job and as cut many out beans them as an minute. in Show possible one example the of kind cocoa bean of they are going Give each group grow. a fewto discuss minutes to ACTI

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ell UNIT 2: e rade ecord,” ecord,” v ominican epublic. nstructions” xchange DO which qual E NACA ominican R nderstanding Fair T O arrati eeded U xchange, a Fair T onnections. ell #5 is them a Group N N qual E xchange chocolate bar nearby UNIT 2: ou areou going be cocoa to farmers. What the about notice you do Ask students find to D the Y qual E ITY: V aterials lassroom id you know you id chocolate is made from cocoa beans? ivide the class five into of farmers. groups T o you likeo you chocolate? What is your favorite epublic on a world map and map imagine a world epublic on the what f cocoa beans are available, pass them around to R ACTI and the a copy of “Buyer and Banker I of theof “What’s Accounting Fair Group R DIALOGUE: beans? they do How feel? What they do smell like? D cooperative.others The are traditional cocoa farmers. I each group and ask them examine to the beans. weather is like there. D them they are they going pretend to are all farmers growing cocoa beans. T grown in Africa, and South and Central America, hot.) it’s where going learnto like a little it’s what about We’re bit be cocoato farmers in the D farmer cooperative called C kind chocolate? What of chocolate is made from? (Have an E so students can read the ingredients if they don’t know them: milk, cocoa beans Where and sugar.) thesedo ingredients from? (Milk come comes from all over the Cocoa world. beansand sugar are C WARM UP: D sells beans its E to Cocoa beans an available), (if E scrap scissors, of paper, chocolate a lot bar, five the a copy of calculators each for group), (one “What’s Fair Game five Cards” cut copies up, cut up. Adapted from a lesson by Global C M UNIT 2: Understanding Fair Trade • CLASS 2: What’s Fair Game

Choose five students to pretend they are Cocoa Buyers. Have each Buyer meet with their group one by one and act out the transaction described in the “Buyer Instructions” while the other groups watch. Have the farmer groups write down on their “What’s Fair Group Accounting Record” how much they earned for their beans.

Then choose five students to pretend they are the Bankers for each group who have lent the farmers the money they needed to support their families and to grow their crops for the last year. Have each Banker meet with their group one by one and act out the transaction described in the “Banker Instructions” while the other groups watch. Have the farmer groups write down on their “What’s Wrap up by telling students: Fair Group Accounting Record” how much they paid in expenses last year and how much they The world price for cocoa is often not high earned at the end of the year after paying their enough for farmers to live on. Sometimes expenses. farmers are paid even less than the market price because that’s what their buyers pay them. Sometimes farmers are cheated if they Dialogue: Encourage students to reflect on can’t read weighing scales, do math, or know what they experienced in the game. Ask them: if the buyer has tampered with the scale. Farmers are sometimes paid by check, even How did it feel to play the roles they played? though they have no bank account. It can What was fun? What was hard? take weeks to cash the check. Sometimes farmers lose their land when they can’t get What did you notice about the growing enough money for their crops. Fair Trade season? About the buyers? About the companies like Equal Exchange try to bankers? About their Accounting Record? ensure that farmers have enough money to What role did luck play? What role did support their families, stay on their land, cooperation play? grow their crops in a way that is good for the environment, and strengthen their What did you learn about being a cocoa communities. farmer? What might be fun? What might be hard? What felt fair? What didn’t?

What did you learn about Fair Trade? How did it help the farmers?

Which farmer group would you want to be in?

56 UNIT 2: Understanding Fair Trade • CLASS 2: What’s Fair Game ✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

What’s Fair Group Accounting Record

Group #

Farmer Group Members:

Number of cocoa beans harvested:

Extra cocoa beans earned:

Subtotal:

Cocoa beans lost:

Total beans harvested:

Pesos we earned for the cocoa beans we grew:

Pesos we paid to support our families and grow our crops:

Pesos we earned after paying out expenses:

Check one: This felt fair to us. This didn’t feel fair to us.

57 UNIT 2: Understanding Fair Trade • CLASS 2: What’s Fair Game

Win Win Solutions 59 eans

eans eans eans eans eans f your b th o 10 b k 10 b k 10 f i ac ac black pod. black pod. Your hoe breaks Your hoe breaks Your Your hoe breaks, hoe breaks, Your diseases this year. diseases this year. ive b ive b any diseases this year. any diseases this year. Your beans do not get Your dd extra 10 b dd 30 extra b dd 30 extra b because you can’t fix it. because you can’t fix it. because you can’t fix it. k one f but you mend it yourself. but you mend it yourself. G G Your beans do not get any Your A A A What’s Fair Game ac and you have to buy a new one and you have to buy a new one ive b G Some of your trees have caught a disease called CLASS 2:

AD CARDS rade • B

GOOD CARDS eans eans f your b eans eans eans eans nderstanding Fair T lf your b U k 20 b ac k ha to buy medicine. to buy medicine. and save money. and save money. have grown well. have grown well. half of your trees. ac ive b A storm has destroyed dd 20 extra b dd 20 extra b dd 40 extra b UNIT 2: rains. Some beans spoil. Some beans spoil. rains. farmers and save money. farmers and save money. G A A A k one quarter o ive b You share tools with other farmers You ac G because they have a drying barn to protect their crop. You buy natural pesticides in bulk with other buy natural You Your mother is ill. You have to borrow money You mother is ill. Your Exception: If group 5 gets this card, they give nothing back If group 5 gets this card, Exception: ive b Your cocoa beans are drying on the racks and it cocoa beans are drying on the racks Your The weather has been very good and your beans weather has been very good The G Cut out these cards out Cut and give eachfarmers of group good card one card. bad and one What’s Fair Game Cards Fair What’s

Win Win Solutions 61 ell ell reat ell them ell them ell them you ell them their ell them you are f they say they have ell them they owe you ook for opportunities for ook ell them your bank is on’t give them a straighton’t Charge them two times what they Charge them and one a half times Charge them half the of money Charge them and one a quarter Charge them three times what ell them their debts are mounting

What’s Fair Game p 3 p 4 p 5 p 1 p 2 rou rou rou rou rou to cheatto them. D pay a quarterto the of they money have left to make the down payment that on loan get to construction started. T very pleased that they were pay off to able their loan the for storage barn in only two years. T a pleasurethem it’s doing business with them. G earned their for cocoa. T the rest. T and they may lose their farms have if they don’t a good year next year. L answer anything. on Be evasive and in a hurry. G what they earned their for cocoa. T they must pay you immediately. T until money no they cash your check, tell them they should be in not business if they cannot take care their of financial affairs. T you will take their farms get you if they don’t the they money owe you in the next couple days. G they earned their for cocoa. Congratulate them their how on cooperative really kept their expenses down last year. T application the for loan their for new school was approved and ask them if they are ready G times what they earned their for cocoa. T them they just owe you the rest. Assure them they can make the up differenceduring the next growing season. G they earned their for cocoa. T taking their farms pay off to their debts. They will need find to placeanother to live other and starting do to work this coming week. T them rudely. will take not their check. I CLASS 2: Banker Instructions Banker rade •

f they alk with , the cocoa ell them you

DO nderstanding Fair T f they need more, f they complain, tell U NACA O f they complain, tell them rade so Buyer and that you’re reat the farmers I rudely. UNIT 2: ake the beans and them put ou justou love coming down to Be very friendly. T T twoPay pesos per beans, but them twoPay pesos per bean but Pay two Pay pesos per bean. Say you f they question you, be evasive

p 5 p 4 p 3 p 2 p 1 emind them that you agreed pay them to rou rou rou rou rou ake leave or it. it ake leave or it. it they have. I school the cooperative members are going to build this year their for children. say you’ll talk with your people at company and backcome make to a new agreement before the next growing season starts. Then happily pay them the three pesos per bean. T each farmer about their families and about the three pesos per bean if more or the market price is higher so that they can make a good living this year and grow their crops in a way that’s good the for environment. Check with them see to if they think three pesos per bean will be enough next year. I G are their Fair T glad get to a chance down come to and see them again. Y visit the farmers in C farmer cooperative sells who your to company. R G them any there other aren’t buyers 30 for miles. T G cheat them, paying five for less beans than anythere other aren’t buyers 30 for miles. pay them with a check. I will pay them by check, if but they protest, pay them in cash. Be civil and efficient. G in your one Then deskpay peso bag. or per bean in cash. T complain, just leave with their beans. G and in a hurry. I T Buyer Instructions Buyer What’s Fair Fair What’s & Banker Instructions Buyer

ife L the in ay D A 3: CLASS UNIT 2: Understanding Fair Trade Fair Understanding 2: UNIT

Win Win Solutions 63 3 rade cocoa DE ife A L TR

epublic? How areepublic? How IR ASS ife L NG FA ominican R ay in the DI ay in the L C D AN A D T S A DER N CLASS 3: U

rade • UNIT 2: e v epublic. nderstanding Fair T epublic. arrati U eeded N ominican R N .S.? UNIT 2: ead the story a typical about morning a child of family whose is part a Fair T of ominican R How do your do mornings How compare with this child’s in the D Have students write a typical about morning in their lives compares and it with how this R ITY: ITY: V V aterials lassroom child’s in the D farmer co-op in the D Have readstudents to their selected volunteer essays Post essays loud. out a bulletin on board everyone for see.to DIALOGUE: your lives different from the livesof children born cocoa-growing into families? appealing What is about their lives? What is appealing yours? about What be might hard their about lives? What’s hard our about lives in here the U Student Activity Handouts C ACTI ACTI M

✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

A Day in the Life, 1

Read this short story about the typical morning of a child whose family is part of a Fair Trade cocoa farmer co-op in the Dominican Republic.

I wake up to the sun rising and the sound of a rooster crowing. I get dressed quickly into my school uniform. My father is a cocoa farmer and has already left for work with my uncles. While my mother prepares breakfast, I wake up my younger sister and brother and help them change into their uniforms. When breakfast is ready, we eat a piece of sweet bread and drink a cup of hot chocolate.

Then it’s time to leave for school. On the three-mile walk, we pass chickens, cows and dogs. We also walk by mango trees, and when it’s the right season, sometimes my sister and I climb the trees to pick the mangoes and eat them along the way.

At my school, the kids are five- to 11- years old. There are 40 students in my class, and we have one teacher. My sister also goes to my school and has class in the room next door. For lunch I eat chicken, rice, and beans, which all come from my parents’ farm, and then I play a game of baseball with my friends. I’m a fast runner!

65 UNIT 2: Understanding Fair Trade • CLASS 3: A Day in the Life ✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

A Day in the Life, 2

1. Describe what you do during a typical day.

2. Compare and contrast what you do during a typical day with the child’s life in the Dominican Republic.

66 UNIT 2: Understanding Fair Trade • CLASS 3: A Day in the Life

Jigsaw 4: CLASS UNIT 2: Understanding Fair Trade Fair Understanding 2: UNIT

Win Win Solutions 67 4 DE A TR

Jigsaw IR ASS L NG FA DI Jigsaw C AN ncourage them ask to questions of T S CLASS 4: DER N U

rade • UNIT 2: e v nderstanding Fair T U arrati eeded N UNIT 2: N Place students five into Have groups. students informationstudyon their group’s ITY: V aterials lassroom information and prepare give to presentation a themselves by another to small students. group of When students student place are one from each ready, a new group small into group and give them three minutes each give to their their to presentations new small E group. each other. Student Handouts: Jigsaw Groups #1 - #5 #1 JigsawStudent Handouts: Groups C ACTI the student handout. Ask them make to a chart graphor illustrate to is what important their about M

✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

Jigsaw - Group 1

Study your group’s information below. Become an expert on it. Make a chart or graph to illustrate what is important about your information and prepare a presentation to give by yourself to another small group of students.

Info for Group #1: Fair Trade Products Around the World

Fair Trade is currently working in 58 developing countries with about 800,000 producers.

Here is a list of some of the products sold through the Fair Trade system and where they are found (the products on this list are growing every day):

Coffee Cocoa Honey Vegetables Cameroon Belize Chile Egypt Colombia Bolivia Mexico Costa Rica Dominican Republic Uruguay Rice Dominican Republic Ghana India Guatemala Tea Fresh fruit and juices Haiti India Roses Indonesia Brazil Sri Lanka Kenya Mexico Colombia Tanzania Nicaragua Costa Rica Uganda Footballs Papua New Guinea Dominican Republic Kenya Pakistan Peru Ecuador Rwanda Ghana Sugar Tanzania South Africa Paraguay Uganda Windward Islands Malawi Cuba

Wine South Africa Chile

69 UNIT 2: Understanding Fair Trade • CLASS 4: Jigsaw ✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

Jigsaw - Group 2

Study your group’s information below. Become an expert on it. Make a chart, graph or symbol to illustrate what is important about your information and prepare a presentation to give by yourself to another small group of students.

Info for Group #2:

Fair Trade seeks to improve the lives of farmers and agricultural workers by:

• giving farmers more money for their products

• creating a strong, respectful relationship between the farmers and the companies that turn their products into consumer goods

• lending money fairly to farmers so they can invest in their farms

• working to end child labor on farms

• educating farmers about how they can improve the environment around their farm

Fair Trade seeks to help consumers in places like the U.S. by:

• educating consumers about the lives of people who work to bring us food

• offering good-quality food products

• sharing as much information as possible with consumers

• inviting consumers to participate in political activities that seek to improve the lives of farmers

Reference: International Fair Trade Association (IFAT)

70 UNIT 2: Understanding Fair Trade • CLASS 4: Jigsaw ✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

Jigsaw - Group 3

Info for Group #3:

• Chocolate was estimated to be an $80 billion industry worldwide and $13.7 billion industry in the U.S. in 2000.

• In the U.S., Hershey’s, Nestle, Russell Stover, and M&M/Mars together control 85% of the chocolate industry.

• 46% of Americans say they “can’t live” without chocolate. The average American consumes 11.6 pounds of chocolate a year.

• It takes a large quantity of cocoa to make a pound of chocolate. A cocoa pod may have 30-50 beans. it can take roughly 400 beans to make one pound of chocolate.

• The average income for a cocoa-growing family ranges from $30 to $110 per household member per year. 43% of chocolate in the world is from the Ivory Coast in Africa, where child slavery is a known problem.

References: Global Exchange http://www.globalexchange.org/campaigns/fairtrade/cocoa/background.html Doutre-Roussel, Chloé (2005). The Chocolate Connoisseur. Jeremy P. Tarcher/Penguin. Transfair USA. http://transfairusa.org/pdfs/fastfacts_cocoa.pdf

71 UNIT 2: Understanding Fair Trade • CLASS 4: Jigsaw ✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

Jigsaw - Group 4

Info for Group #4

Fair Trade Impact Studies

Several independent studies have measured the impact of Fair Trade on disadvantaged farmers and workers. Here is what one of them found out:

In 2007, Brewing Justice: Fair Trade Coffee, Sustainability, and Survival reported on a four-year study of the impact of Fair Trade on a cooperative of coffee producers in Oaxaca, Mexico. It found that Fair Trade pays higher prices to farmers, which increases their household income. Participation in Fair Trade reduces households’ debt and enhances people’s economic options. Families have the ability to better feed and educate their children. Fair Trade affords peasant farmers some protection if their crops are destroyed by weather or if the market price for their crop drops drastically. In many cases Fair Trade allows these farmers the breathing room needed to engage in more sustainable agricultural practices. Furthermore, the extra capital from Fair Trade can generate important economic ripple effects within communities, providing additional employment even for non-participating families.

However, Fair Trade is not a complete solution. It can’t remove the majority of participants from a life of poverty because there aren’t enough Fair Trade companies to purchase all of the agricultural products from all of the farmers in the world. The entire trade system must change so that farmers will be paid a fair price for the food that they grow.

Reference Jaffee, Daniel (2007). Brewing Justice: Fair Trade Coffee, Sustainability and Survival. University of California Press. ISBN: 978-0-520-24959-2

72 UNIT 2: Understanding Fair Trade • CLASS 4: Jigsaw ✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

Jigsaw - Group 5

Info for Group #5:

The Cocoa Market 1994 - 2007: Comparison of Fair Trade & New York Exchange Prices 3000

2500 Oct 2002 16-year high of $2,335 US$ per tonne 2000 Fair Trade

1500

1000

New York 500 Nov 2000 27-year low of $714

April 1994 June 1997 May 1999 Nov 2001 April 2007

NB Fair Trade minimum price = $1600/tonne + $150 premium. When New York price is $1600 or above, then the Fair Trade price = New York price + $150 premium. © Fairtrade Foundation

Source: Fairtrade Foundation, Cocoa 1994-2002: comparison of Fair Trade and New York Exchange Prices

73 UNIT 2: Understanding Fair Trade • CLASS 4: Jigsaw

rade Mural rade T Fair 5: CLASS UNIT 2: Understanding Fair Trade Fair Understanding 2: UNIT

Win Win Solutions 75 5 DE A TR

ASS rade Mural L NG FA T rade Mural DI C AN Fair T T Fair S DER N CLASS 5: U

ivera and other political muralists. What messages do rade • UNIT 2: e iego R iego v ivera nderstanding Fair T arrati U eeded iego R iego N N UNIT 2: ook at murals at ook painted D by n small groups, students create a mural that chocolate farmers shows how benefit from I L ITY: V rade relationships. aterials lassroom ulers arge feet 3 feet by least paper – at of 10 sheet Fair T WARM UP: seeyou in these murals? What can murals communicate that would be hard describe to in writing in or a small painting? Which muralare drawn most you Why? to? ACTI Smocks paper Graph Pictures D by photos of C Student Handout L Pencils R Paints and brushes various of sizes Markers clothGround M

✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

Fair Trade Mural

INSTRUCTIONS: In your small group, create a mural that shows how chocolate farmers benefit from Fair Trade relationships.

Find pictures of Fair Trade farmers and their families in your library and online to give you ideas for your mural.

First talk together to figure out what you want the mural to communicate to people who see it.

Then develop a design and choose colors that will tie it all together.

Next, each of you picks one part of the mural and draws it on graph paper.

Give each other feedback on your drawings.

Once your small drawings are finished, figure out how you can all work together on the mural.

Next, draw a grid on the mural paper so you can copy your graph paper squares onto the large mural squares. In pencil, transfer your small drawing onto your mural.

As a group, evaluate how it is all coming together.

Ask your teacher to sign off on your final design.

Use paint or markers to color it all in.

You’ll be graded using the following point system: 4 points for coming up with a design that educates people about the importance of Fair Trade 3 points for creativity and harmony 3 points for an effective group process that values and encourages each person’s contribution TOTAL: 10 points

77 UNIT 2: Understanding Fair Trade • CLASS 5: Fair Trade Mural

The Farmer’s Ballad Farmer’s The 6: CLASS UNIT 2: Understanding Fair Trade Fair Understanding 2: UNIT

Win Win Solutions 79 6 DE A TR

IR ASS NG FA L DI C AN T The Farmer’s Ballad The S he Farmer’s Ballad DER T N CLASS 6: U

f you were a farmerf you would what like you grow to rade • UNIT 2: e v ncourage them ask to s/he what plants raises, or s/he how sells the nit they’re working Next, on. students ask their questions. Then have nderstanding Fair T arrati eeded U What did learn you from your interview with the farmer visited who our N ell students they hope you will know a farmer what does each day and what N UNIT 2: nvite a local farmer talk come to with students and ask him/her bring to examples of I oints for creativity for an for effective process group that values encourages and contribution each person’s for coming for with up a song that your what about educates life people as a farmer is like and why other folkswhy should care L: p 10 aterials oints oints oints lassroom ou’ll be graded using the following system: point classroom? What would be like it be a farmer? to I TOTA Y 4 p 3 p 3 p a farmer in do the evening? What are all the different kindsof (dairy,farmers livestock, etc.)? Ballad a Farmer’s A balladWrite view. from a farmer’s of point is a story in rhythmic verse suitable singing.for The chorus is usually samethe each time. students ask the farmer has any if questions the students. for he/she the At end, have students thank the farmer his/her for time. CLASS DIALOGUE: raise?or What does a farmer each do morning? What does a farmer each do afternoon? What does it wouldit be like be a farmer. to E things s/he grows, and other what kinds farmers of there are. Make lists questions the of farmer for paper a white in board the on butcher the of on or front guide help to room the interview. Have students the welcome farmer the into classroom, introduce themselves, and describe this U Student ActivityFarmer’sBallad Handout: The C WARM UP: Beforehand, theythe have items small grow. groups brainstorm a list questions ask of to the farmer s/hewhen in. comes T M

✎ STUDENT ACtiv it y HANDOUT ✎

NAME: dATE:

The Farmer’s Ballad

Show what you know about the life of a farmer by writing a ballad. A ballad is a story in rhythmic verse suitable for singing. Try to make every other line rhyme if you can.

Title of your Ballad: Ø

Verse 1:

Chorus:

Verse 2:

Chorus:

Verse 3:

Chorus:

81 UNIT 2: Understanding Fair Trade • CLASS 6: The Farmer’s Ballad

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