Life on land

The teacher brings maps of the global production networks (GPN) of electronic devices (e.g. mobile phones). The learners are split in groups to discuss particular nodes of the GPN. They are asked to research the impact on biodiversity and natural resources of each part of the chain (e.g. conflict, deforestation in Amazonia, etc.) and to explore the causes and consequences. The group’s results are shared and discussed. An alternative map of socio-environmental conflicts and erosion of biodiversity is built.

Learners are given global (or local) production networks maps of fair electronic devices (e.g. fair phone). The learners are split into groups to discuss particular nodes of the GPN. They research what is the impact on biodiversity and natural resources of each part of the chain. The group’s results are shared and discussed. Finally, the class is split again into two groups to discuss the two potential futures and their likely impacts (benefits and risks).

The teacher brings maps of the global production networks (GPN) of electronic devices (e.g. mobile phones). The learners are split in groups to discuss particular nodes of the GPN. They are asked to research the impact on biodiversity and natural resources of each part of the chain (e.g. conflict, deforestation in Amazonia, etc.) and to explore the causes and consequences. The group’s results are shared and discussed. An alternative map of socio-environmental conflicts and erosion of biodiversity is built.