The Coffee Chain Game

Description

General Assessment

Question	Response
What skills does this resource explicitly teach?	No direct teaching of skills takes place in this resource.
What important, related ideas/issues are not addressed in this resource?	There is a large body of support for free trade. Coffee production can have a significant impact on the health of the ecosystem.
What important ideas are implied by the resource, but not taught explicitly?	Students representing competing interests will be able to reach consensus on a complex issue in a relatively short period of time with a limited amount of information at their immediate disposal. Fair trade coffee provides a fair return to the coffee farmers.
To enhance this resource the following changes are strongly recommended:	The following changes are necessary: •Incorporate the environmental dimension of this issue into the resource. For example a discussion of the influences of various growing techniques (shade-grown vs. sun-grown coffee production) and the resulting implications of each for the environment could be included. The resource "Coffee Comes Alive" does deal with the environmental dimension of coffee production and would serve as an excellent companion to this discussion.
To enhance this resource the following changes would be beneficial:	The following changes are recommended: •More details and direction to support the action experience suggestions are needed to address the resource’s weakness in the areas of problem-solving, student engagement and positive view of the future. •Specific instructions for students working in groups should be provided to ensure the elements of sound cooperative learning methodology are realized. Groups and group members should be given responsibilities including the recording of their findings in writing (which could be used to address the evaluation criterion) and the students should be guided through the steps of making a presentation as opposed to being instructed to merely ‘tell the class”. •An adjudication process should be included in the game design in case the students are unable to reach an agreement as to each group’s fair share. This could involve an additional group of students or single representatives from each group who must make a final decision. •More information than what is provided on the role play cards is required to truly represent the complexity of the issue. The role cards could serve as a first step in the groups understanding of its circumstance. Additional research into the challenges faced at each link in the chain should precede the presentation positions. This would allow the incorporation of the case studies into the main activity, truly address the multi-dimensional nature of the problem and permit the incorporation of environmental concerns. Guidelines and/or suggestions for student assessment should be included.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Satisfactory	Balance and impartiality are characteristic of the student activities and the support materials contained within the resource. Several points of view are provided for students to consider. However an obvious anti globalization, anti transnational corporation stance is taken in background information for teachers. US withdrawal from the International Coffee Agreement in 1989 is singled out as a major cause in collapse of coffee prices but no mention is made of Canada's withdrawal two years earlier or other contributing factors.
Multiple Dimensions of Problems & Solutions	Satisfactory	The economic and social dimensions of global trade are central themes in this activity. Moral and ethical factors can be easily incorporated into the student discussions with some prompting by the teacher and use of the background material contained within the resource. Unfortunately no attention has been paid to the environmental concerns surrounding this issue. See the assessment page for suggestions.
Respects Complexity	Satisfactory	The resource does a good job in helping students become aware of the nature and complexity of the problem through dialogue and debate. The resources does not attempt to have students solve the problem but does direct them to possible actions they can take.
Action Experience	Satisfactory	Some ideas for student/school action are provided but with limited direction and support.
Action Skills	Poor/Not considered	Poor Action skills are not taught in this resource.
Empathy & Respect for Humans	Satisfactory	The activity will generate empathy on the part of the students for the plight of the coffee farmers. This activity does not deal with issues of gender equity or ethnicity.
Personal Affinity with Earth	Poor/Not considered	Poor This activity does a good job in encouraging an emotional connection on the part of the students to the plight of the coffee farmers in the developing world. It makes no attempt to deepen connections with the planet or other species
Locally-Focused	Good	The role play design, the materials provided and the use of familiar symbols (a jar of coffee) do a good job in making the learning concrete and relevant to the lives of the students.
Past, Present & Future	Satisfactory	The student activity itself deals only in the present. The resource provides teachers and students with additional information to incorporate a meaningful connection to the past and provides some optimism for the future with possible solutions and ideas for action.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	Complex answers are possible but may require more information than students will receive in the activities. The teacher will be required to introduce additional information for students to consider and take an active role in encouraging further discussion. There is no attempt in the activity design to steer students in a particular direction.
Interdisciplinary and Multidisciplinary Learning	Satisfactory	It will be incumbent upon the teacher to encourage a systems approach as there is little specific direction for the students in the materials they receive. The teacher will also have to add information to the student discussions to bring out the complexity of this issue as the role cards provide very simple descriptions. The time frame allocated will make it difficult for students to carry out a systems approach and to appreciate fully the complexity of the issue that is presented.
Discovery Learning	Poor/Not considered	Poor
Values Clarification	Good
Differentiated Instruction	Good	The resource offers a range of activities that engage the learner in a variety of ways (role play, discussion, paper and pencil activities, concrete manipulatives) It allows students both concrete and abstract opportunities to explore factual information, attitudes and values surrounding the issues of fair trade, social justice and economics.
Experiential Learning	Satisfactory
Cooperative Learning	Satisfactory	While students are directed to work in groups, there is no effort paid to teaching the elements of cooperative learning. This will require the attention/intervention of the teacher.
Assessment & Evaluation	Poor/Not considered	Poor No attention is paid to assessment in this activity.
Peer Teaching	Poor/Not considered	Poor Students engage in discussion but there is no attention paid to presentation methods or peer teaching.
Case Studies	Satisfactory	Relevant case studies are offered as follow-up activities but are not incorporated directly into the lesson.
Locus of Control	Poor/Not considered	Poor The central activity employs a game format which requires specific roles and tasks on the part of the students.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

Step 1Select a province
Alberta
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  - Social Studies (Knowledge & Employability)
    - Step 4Relevant matches
    - Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Grade 12
  - Step 3Select a subject
  - Economics (Macro)
    - Step 4Relevant matches
    - Course Content
  - Economics (Micro)
    - Step 4Relevant matches
    - Course Content
  - Political Science
    - Step 4Relevant matches
    - International Politics 30
British Columbia
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Human Geography
- Grade 12
  - Step 3Select a subject
  - Sustainable Resources (Agriculture)
    - Step 4Relevant matches
    - Agricultural Commodities
    - Components of Sustainable Agricultural Systems
Manitoba
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Canada in the Global Context
    - Canada in the Contemporary World
- Grade 10
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Geogarphic Issues of the 21st Century: Industry and Trade
- Grade 12
  - Step 3Select a subject
  - Geography (Global)
    - Step 4Relevant matches
    - World Geography: A Human Perspective - Unit III - World Food Supply: Production and Distribution
    - World Geography: A Human Perspective - Unit VI - World Interdependence
  - Social Studies
    - Step 4Relevant matches
    - World Issues: Unit II - Global Organization: East-West and North-South
    - World Issues: Unit V - The World of the Future
New Brunswick
- Step 2Select a grade level
- Grade 8
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Atlantic Canada in the Global Community: Economics
    - Atlantic Canada in the Global Community: Interdependence
- Grade 12
  - Step 3Select a subject
  - Economics
    - Step 4Relevant matches
    - Economics 120: International Trade
  - World Issues
    - Step 4Relevant matches
    - World Issues 120: Introduction to the Global Village
    - World Issues 120: Issues Facing the Global Village
Newfoundland & Labrador
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Atlantic Canada in the Global Community: Economics
    - Atlantic Canada in the Global Community: Interdependence
- Grade 11
  - Step 3Select a subject
  - Economics
    - Step 4Relevant matches
    - Canadian Economics 2203:Economic Issues
Northwest Territories
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
    - Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
    - Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
    - Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
    - Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Grade 11
  - Step 3Select a subject
  - Civic Studies
    - Step 4Relevant matches
    - Challenges in the Global Environment
- Grade 12
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studies 30-1: :Perspectives on Ideology
    - Social Studies 30-2:Understandings of Ideology
Nova Scotia
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Atlantic Canada in the Global Community: Interdependence
    - Atlantic Canada in the Global Community: Trade & the Global Community
- Grade 11
  - Step 3Select a subject
  - History
    - Step 4Relevant matches
    - Canadian History 11: Sovereignty
- Grade 12
  - Step 3Select a subject
  - Economics
    - Step 4Relevant matches
    - Canadian Economics :Economic Issues
  - Geography
    - Step 4Relevant matches
    - Global Geography: Global Factory: For Whose Benefit?
  - History
    - Step 4Relevant matches
    - Global History: Global Interdependence: The Legacy of the 20th Century?
Nunavut
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Civic Studies
    - Step 4Relevant matches
    - Some International Links
  - Social Studies
    - Step 4Relevant matches
    - The Growth of Canada: Canada: International Connections
- Grade 10
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
- Grade 11
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Challenges in the Global Environment
    - Economic Development & Interdependence
  - Social Studies (Applied)
    - Step 4Relevant matches
    - Global Interdependence & Quality of Life
- Grade 12
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studies 30:Global Interactions: Contemporary Global Interactions
    - Social Studies 33: Economic Systems
Ontario
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Geography of Canada: Global Connections
  - Geography (Applied)
    - Step 4Relevant matches
    - Geography of Canada: Global Connections
- Grade 11
  - Step 3Select a subject
  - Economics
    - Step 4Relevant matches
    - The Individual & the Economy (Univ/College Prep.) Self-Interest and Interdependence
  - Geography
    - Step 4Relevant matches
    - The Americas: Geographic Patterns and Issues (Univ./College Prep.) Americas - Global Connections
- Grade 12
  - Step 3Select a subject
  - Economics
    - Step 4Relevant matches
    - Analysing Current Economic Issues Univ. Prep.) Self-Interest and Interdependence
  - Geography (Global)
    - Step 4Relevant matches
    - World Geography: Human Patterns & Interactions (Univ. prep.)Global Connections
Prince Edward Island
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Atlantic Canada in the Global Community: Economics& Trade
    - Atlantic Canada in the Global Community: Interdependence
- Grade 10
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Canadian Studies 401A: Canada's Place in the World
- Grade 12
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Geography 621A Global Issues : Inquiry- What are the issues?
    - Geography 621A Global Issues: Introduction- What is a global issue?
    - Geography 631A Global Issues:What is a global issue?
    - Geography 631A: What are the issues?
Quebec
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - The Contemporary World: Wealth
- Grade 11
  - Step 3Select a subject
  - History (The 20th Century - History & Civilisations)
    - Step 4Relevant matches
    - Relations between Rich & Poor Countries
  - Social Studies
    - Step 4Relevant matches
    - Contemporary World: Environment
    - Contemporary World: Wealth
Saskatchewan
- Step 2Select a grade level
- Grade 10
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studies 10: Economic Decision Making
    - Social Studies 10: International Economic Organizations
- Grade 11
  - Step 3Select a subject
  - History
    - Step 4Relevant matches
    - History 20: Global Issues
  - Social Studies
    - Step 4Relevant matches
    - World Issues - Wealth & Poverty
    - Social Studies 20
- Grade 12
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Canadian Studies 30: Globalization
Yukon Territory
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Human Geography
- Grade 12
  - Step 3Select a subject
  - Sustainable Resources (Agriculture)
    - Step 4Relevant matches
    - Agricultural Elements

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The Coffee Chain Game

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

The Coffee Chain Game

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from