Page 149 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

labour; the environmental impact of the irrigation of and use of pesticides on cotton, the production process for petroleum-based textiles, the use of various dyes and finishes, the disposal of non-biodegradable textiles, the leaching of finishes from fabric disposed of in landfill)
Teacher prompts: “How are employees affected by the working conditions in textile manufacturing?” “What environmental issues are associated with different stages in the life cycle of a synthetic fabric such as polyester? In what ways are these different from the issues associated with a natural fabric such
as cotton or silk?”
By the end of this course, students will:
C3.1 demonstrate an understanding of concepts related to the globalization of the fashion industry (e.g., imports, exports, offshore and domestic production, sourcing, unions, trade agreements, maquiladoras, sweatshops)
C3.2 demonstrate an understanding of legislation and agreements relating to the fashion industry (e.g., the Textile Labelling Act, the Stuffed Articles Act as it pertains to insulated garments, provisions in the North American Free Trade Agreement [NAFTA])
Teacher prompts: “Why has legislation been developed to regulate the fashion industry? Why is knowledge of such legislation useful for consumers and producers?” “To which garments does the Textile Labelling Act not apply?”
C3.3 analyse the impact of globalization on the fashion industry (e.g., the availability of inexpensive clothes; the loss of union jobs in Canada as a result of offshore production; child labour; poor wages and
working conditions in sweatshops and maquilas; displacement of local craftspeople as a result of mass-produced fabric and garments)
Teacher prompts: “How does globalization contribute to the exploitation of workers in garment factories?” “How has globalization affected garment manufacturing in Canada?”
C3.4 describe strategies that consumers can adopt to make socially responsible fashion choices (e.g., buying less, buying sweatshop-free clothing, buying fabrics that are sustainable, engaging in letter- writing campaigns or boycotts against unethical practices or companies, creating fashion items from recycled materials, buying second-hand clothing, washing clothing less frequently)
Teacher prompts: “Where are your clothes made? What are the conditions in garment fac­ tories in those countries?” “What is a ‘buycott’? If you were to organize a buycott, how would you determine which apparel companies to support?” “What is fair-trade clothing? What are the personal and social costs and benefits
of buying fair-trade clothing?”
C3.5 explainstrategiesusedbythefashionindustry to reduce its environmental impact (e.g., reducing waste during the manufacturing process; reducing and/or eliminating pesticide use on cotton and other crops; using natural dyes such as indigo, cutch, and weld whenever possible; reducing water use and water pollution during production)
Teacher prompts: “How is the fashion industry using sustainable and recycled materials?” “How can ‘upcycling’ reduce the environmental impact of the fashion industry? How successful are garment manufacturers who specialize in upcycling?” “What are the environmental benefits of blending hemp with cotton or silk in fabric manufacturing?”
TEXTILE PRODUCTION, SOCIETY, AND THE GLOBALIZED MARKETPLACE
C3. Globalization and Social Responsibility
147
The World of Fashion
HNB4M