Ropa Limpia-project – Yr 11/Level 3

By Sue

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You can download the article and the accompanying teaching plan below the cut

This week I’m starting the Ropa Limpia project with one of my GCSE groups.

Last week we looked at Tattoos, and their social impact and stigmas, and this week it’s the fashion industry.

I’m going to follow the lesson plan as in the Teacher’s notes, including some YouTube videos of working conditions in foreign climes.

Their final challenge is to choose between the Tattoos or the fashion issue and write a newspaper article (in columns!) stating facts and figures and also giving informed information.  This will also comply with the Academy’s policy on spiritual, moral, social and cultural development (SMSC) being integrated within lessons.

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This is the article as a PDF.

Lesson plan (pdf)

This is a brilliant article and hopefully will excite the students, and also make them think harder about where their clothes originated from.  The GCSE groups I teach are very knowledgeable but are very much the same as many other teenagers, indifferent to the suffering when it is not staring them in the face.

I want to eventually display their ‘newspaper’ articles on my wall ­ – watch this space for pictures of the finished articles.

Why don’t you tackle the same subject in your class, using the Mary Glasgow article and the lesson plan provided here? Please let us know the outcome of your teaching and your students’ responses?

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3 thoughts on “Ropa Limpia-project – Yr 11/Level 3

  1. I love this lesson! It is so important for the students to not only learn about clothes but the hardships related to making them. A couple of years ago, I turned a simple clothing unit into in an inquiry on where clothes are made. In addition to having students keep a clothing journal, they had to list on a chart where each piece of clothing was made. Now, the unit was not as advanced as this lesson because they are in the 6th grade, but they immediately started asking why most of their clothes were made in different countries. So we started to research. One kid came across the concept of “sweat shop” which we translated to “fabricas clandestinas.” Another kid said “Is it worth the sweat” which became the new unit title. I found the unit eye-opening and there were so many ways to incorporate Spanish. Some kids made songs in Spanish to protest the sweat shops, others created PSA and video about kids not being able to go school because they have to work- the Spanish was super basic but cute. I love bringing things full circle and using the language as a vehicle for expressing ideas. I am really excited about this new lesson provided on this site and making it work for the older kids!

  2. This has proved so popular with the GCSE group, that my first year GCSE group wanted to do it too. I will post photographs of completed articles next week. This has really affected my students’ attitude to the clothing industry as well as encouraging them to research factual information…making them independent learners, a great habit to acquire!

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