Program Length: 1 hour
Produced: 2004

The following questions and activities are based on the order in which information is presented in the video.  The activities included here cover three different types of questions and assignments: basic review questions on information that is presented in the video; questions which deal with issues or events requiring further research; and assignments which require personal reflection on the issues being explored.  You may wish to view the video, or sections of it, more than once. 

The activities included here are only suggestions.  You may wish to adapt these for the students in your class.  Some of the questions might be best addressed in small group discussions or in a form of classroom debate; you may wish to extend others to include  specific actions or participation in a campaign.  Obviously, it is important to use those activities that best suit the students and the curriculum. 

INTRODUCTION

1.      Before viewing the video, discuss what you know about sweatshops.  How would you describe them?  Where can they be found? 

2.      Define the term economic globalization.  What has happened with many corporations as a result of this economic trend?

3.      Outline the clothing supply chain as it is presented in the video.  Comment on the number of stages involved here.  If possible, describe the function of each stage.

4.      How does employment compare for young people in Canada and Bangladesh?
Consider the hours worked, the average wage and the age of workers.

5.      Several celebrities comment on the sweatshop situation that exists in the world today.  Discuss several of these comments.  Which comments do you believe are valid?    Explain your answer with specific reasons.

PART 1 - MEXICO AND BANGLADESH

6.      What does NAFTA stand for?  What happened with a number of North Amercian factories in 1994 as a result of NAFTA?  What changes took place in the area of Tehuacon, Mexico?  Since 2001, what trend have people witnessed taking place in this area?  What have the benefits and liabilities been for people as a result of this trend? 

7.      What does Sam Roberts hope to explore through this video?  What does he see as his role as celebrity?  Do you agree with him?  How does he describe the purpose of the video?  Do you think it is possible for a video to fulfill this purpose?

8.      One thing Sam is learning about through his visit to Mexico is the manufacturing process for many brand name jeans.  Describe what he learns about in this first part of the video.  Consider the work that the indigenous people of Mexico now have, the conditions of their workplaces, the hours they must work and the cost of living for them.

9.      What is a maquila?  Describe the conditions of these areas.  What are the conditions like where Mario works?  Why are corporations attracted to these areas?

10.  The factories have brought jobs to the Mexican people, yet they are still very controversial.  Explain why this is the case.  What is the harsh reality that comes with this kind of employment?

11.  Explain what the MFA stands for.  What has the impact been for the people in Bangladesh? 

12.  What do Jully Black and Hawksley Workman see as a goal of their visit?  How do they see the way they are living during this time in Bangladesh?  What advice do they have for consumers?

13.  Describe the wages and hours that exist for workers in Bangladesh by law.  How does this compare with the reality of life for most workers in Dhaka?

14.  Jully and Hawksley meet with Rokeya, and young woman who works in a factory in Dhaka.  Why is she working there?  Why do you think she is willing to talk to her visitors?  What is her message for them?

15.  In Mexico, Sam meets with Jose and Mario who have been working in factories since the age of 14.  What benefits do they associate with this work?  What are some of the problems connected to it for young men? 

PART 2 – THE WORKERS’ REALITY

16.  What is the United Nations estimate on the economic exploitation of children?  Why do many of these children believe it is necessary to work? 

17.   Sam meets with two young workers who are 13 and 16 years of age.  Why are they afraid to give their names?  Why are they nervous about this meeting?  What might happen as a result of this meeting?

18.  Sam also meets with Reina, a veteran of factory work.  What does Sam say when she asks him why she is being interviewed?  What does she want the people of Canada to know about?  How does Sam believe he can help through this video?

19.  In Bangladesh, Jully and Hawksley meet with Salma who has been involved with leadership training for workers’ rights.  Describe the workers she is trying to help.  What are Salma’s hopes for herself and the workers?

20.  This video is based on the conventions of documentary filmmaking.  How does this kind of filmmaking convey a sense of reality?  (Consider the use of on-camera testimonial footage,  unscripted dialogue, use of real people, editing techniques etc.)

PART 3 – WORKERS’ RIGHTS

21.  Back in Mexico, Sam is being photographed as he arrives at the factories.  Why might this be taking place?

22.  Sam is able to meet with one of the factory owners to listen to his side of the story.  What does the owner say about why companies have been hassled recently?

23.  Sam also meets with Martin, a labour activist who has worked with Canada’s Maquila Solidarity Network. How do his comments about the factories compare with those of the owner Sam speaks with?  What does he say one has to do when looking at regulated factories?  How do these factories compare with other smaller ones?

24.  What pressure are the factory owners facing today from major corporations? 

25.  How does Martin describe the work that is available to the people of Tehuacan?  Do you agree with his description?  Use examples from the video to support your response.

26.  In Bangladesh, we meet Nasma, a labour rights worker.  What are the aims of BIGUF (the Bangladesh Independent Garment Workers’ Union) and the Bangladesh Centre for Workers’ Solidarity? 

27.  We meet Omar, an owner of a manufacturing plant, who speaks quite extensively about the manufacture of clothing and designer labels.  What truth does he tell us about the relationship between designer labels, the price of clothing, and how items are actually made?  Will this information have any impact on your shopping practices?  Based on Omar’s comments, what advice would you give young consumers about the labels on their clothing?

28.  Explain what a Code of Conduct is.  Why are these codes important?  What key factors determine the credibility of a Code of Conduct?

29.   Explain the role of the auditors who come into the factories.  Why is their job important?  What do they look for?

PART 4 – WHAT CAN BE DONE?

30.   Another part of the manufacturing process for clothing in Mexico is “homework”.  What is “homework”?  What is controversial about this kind of work?  Why don’t companies want to be associated with it?  Why are workers willing to do this kind of work?

31.   What do the worker risk by being interviewed?  What is their message for us?

32.  Many Mexicans lost jobs after foreign labels cut ties with manufacturers exposed by the media for inhumane working conditions.  What challenges does Sam believe lie ahead?

33.  In Bangladesh, many companies will direct people to their websites rather than speak to them directly.  Why might they decide to do this? Visit a website for a major clothing company.  What kind of information is available to consumers here?  What is missing?  What kind of image is the company creating through their website?  How is the image created (consider the use of colour, graphics, visuals, vocabulary, etc.)?

34.  At the end of the video, several young people and celebrities express their opinion on sweatshops and suggest possible strategies for consumers.  Record and discuss several of their comments.  Which ones do you agree with?  Why?  In what ways have your views on sweatshops changed as a result of watching this video?  Record your responses to this video.  Comment on the impression you receive of life in Mexico and Bangladesh for young people today.

35.  “Revolutionary change begins with youth.”
“You are what you wear.” Billy Bragg   

 a)      Do you agree with these statements?  In your experience, are young people more politically and socially aware today than they have been in recent years? Do young people care about issues like sweatshops?  Are you aware of any actions that have been undertaken by young people or activist groups to address the problem of sweatshops?

b)      Visit the websites for the Maquila Solidarity Network, Oxfam Canada and Unicef Canada.  What investigations have been undertaken regarding workers’ rights and sweatshops?  What actions do they recommend for consumers?

INSIDE YOUR THREADS

1. Select one major clothing company to investigate closely.  Look at the labels or logos on your clothing—this might give you a few examples to consider.

2. Deconstruct a current television or print ad for this company.  Pay close attention to the logo, the brand image, and the techniques used to appeal to the emotions of the viewer.  What are the messages and values being conveyed to audiences through this advertising?

3.  How does the advertising of this company compare to the reality of life for workers in Mexico or Bangladesh?  Create an alternative “ad” that communicates to all potential customers what the reality is like behind the image.  

4. Move move beyond the product and company image.  Visit an 'alternative' website such as the one for Corporate Watch or the National Labor Committee.  (See the resource list for website addresses and other recommended publications.)  These organizations monitor the activities of major corporations and document environmental and human rights violations.

a) What companies have been investigated by these organizations?

b) What companies have been praised for being 'good' corporate citizens? What have they done to earn this praise?

c) What companies are receiving criticism?  Why?

d) What can you learn about the corporation you are investigating? 

5.  a)  Investigate the anti-sweatshop movement which has been taking place on university and college campuses across North America.  What issues are these students addressing?  How are they using student market status and status of their schools to make corporations accountable for their manufacturing practices?  Describe the demands that are being made of major clothing manufacturers. 

b)  Based on your investigation, identify one specific action you can take in an effort to address the issue of sweatshops. What step can you take?  Document the action you take, or the strategy you become part of.  Describe your action/involvement in detail.

Consider consulting the following websites for information and inspiration:

Corporate Watch – www.corpwatch.org
The Canadian Centre for Policy Alternatives www.policyalternatives.ca
One World:  www.oneworld.org
Amnesty International:  www.amnesty.ca
Kairos: Canadian Ecumenical Justice Initiatives:  www.kairoscanada.org
Canadian International Development Agency (CIDA): www.acdi-cida.gc.ca National Labour Committee:  www.nlc.org
No Logo – www.nologo.org
Labour Behind the Label  - www.labourbehindthelabel.org

Biography:

Carolyn Wilson is a teacher, author, consultant and President of the Association for Media Literacy in Ontario, Canada.  Co-author of the best selling textbook, Mass Media and Popular Culture, Version 2, she has given presentations across Canada, and in Austria, Brazil, Costa Rica, Greece and the United States. 

In 1998, on behalf of the Association for Media Literacy, she accepted an award for “The Most Influential Media Organization in North America” from the World Council on Media Education.  Carolyn teaches Media Literacy, World Development and English at St. Michael Secondary School in Stratford, Ontario.  She is also the CHUM media education consultant for the London Public Library, which houses the first Media Literacy Centre of its kind in North America.

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