1. What does the Queen have to do with Sustainability?

2. Key Enquiry Question 3: What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges?
Lesson 18
LO: To be able to explain the importance of the concepts of sustainability and localism.
Concept Checker:
3.9b. Fair trade and ethical consumption schemes may reduce the environmental degradation, the inequalities of global trade and improve working conditions for some people. (A: actions of NGOs and pressure groups).
3.9c. Recycling has a role in managing resource consumption and ecological footprints, but its use varies by product and place (local authorities in the UK, local NGOs such as Keep Britain Tidy). (F: environmental consequences of different patterns of resource consumption).
Key terms:
Ethical purchase

3. Why is ethical purchasing a part of the growing ‘social responsibility’ agenda?
Name me the example from Globalisation in Year 10 that helps us to understand why our consumption choices can have negative impacts on some people around the world…

4. One solution: Fair Trade
Once completed, have pupils Actively read through the geofile on free or fair trade and answer the question, why is this issue important?
Describe the growth of Fair Trade Sales in the UK

5. Discuss with pupils the distribution suggested in this infographic – what does the map suggest about this movement?

6. Evaluating ethical consumption schemes
Explore table 14.5 on page 211 about Fairtrade, Supply Chain Monitoring, and NGO Action as a part of ethical consumption schemes. Assess which option is the most sustainable and suggest why.

7. Agenda 21
Agreement set up at the Earth Summit in Rio in Under agenda 21, world governments had to formulate a plan or strategy for the sustainable development of their cities. This plan then gets taken on by the local cities and put into action at a local level.
Pupils to explore UK government actions around recycling schemes linked to Agenda 21. They are to produce a mindmap of examples from the textbook – could challenge further to add other examples from research if time permits.

8. What about a circular economy?
Read this article from the Guardian: Distil down to 30 words… Is this a better solution? Is this truly sustainable?
Have pupils explore on the iPads – they will show their understanding in the 30 word summary and answers to the two questions. Could use think, pair, share and then record into notes.