1. “Sweating for a T-shirt”
11/18/13
“Sweating for a T-shirt”
Do you think there is anything we (consumers) can do to help with the issue of sweatshops?
If so, what can we do? If not, why don’t you think so?
On desk: Sweating for a T-shirt wksht.

2. What are the conditions like in the maquilas in Honduras?
Which quote did you choose and what was your response to it?
Is there anything we can do to help with the issue of sweatshops?

3. Examples of successful boycotts:
2009, Fruit of the Loom:
Closed factory in Honduras when workers unionized.
United Students Against Sweatshops started a campaign that led to 96 US colleges canceling their contracts with the company.
The campaign was estimated to have cost the company $50 million.
Fruit of the Loom then re-opened their Honduran factory AND gave all 1,200 employees their jobs back, awarded them $2.5 million in compensation and restored all union rights.

4. Examples of successful boycotts:
Nestle: In 2010, Nestle was committing massive rainforest deforestation in its extraction of palm oil for its chocolate.
Environmental organization Greenpeace created Kit-Kat spoof ads to raise awareness.
1.5 million people viewed the video, 200,000 sent s to Nestle, and in 8-week negotiations with Greenpeace, Nestle agreed to a zero-deforestation policy in their palm-oil extractions.

5. 11/18/13
Econ. Agenda
Should we buy clothing that is made in sweatshops? (argumentative paragraphs)
HW: study for Sweatshops Quest tomorrow!

6. Argumentative Paragraphs (PEET)
P (point):
Answers the focus question. Says what it is you are going to prove.
Alludes to points you will make in your paragraph.
E (evidence):
Facts from texts or class notes that help you prove your point

7. Argumentative Paragraphs (PEET)
E (explanation):
gives the reader enough context and background information to understand the point
tells the reader how or why the evidence given proves their point
provides transitions and continuity throughout your writing
T (Tie back to point):
statement that makes a clear connection between evidence and explanations given and your original point (re-stating your point)
provides a strong concluding sentence that explains the significance or importance of your point (answers the “So What?”)

8. Argumentative Paragraphs (PEET)
Focus Question: Should we (consumers) buy clothing that is produced in sweatshops? Why or why not?
Evidence:
Source
In-text Citation
Citation Example
Class notes
(Class notes, date)
(Class notes, 11/6/13)
“2 Cheers for Sweatshops” article
(Kristof & WuDunn #)
(Kristof & WuDunn 2)
“Sweating for a T-shirt” documentary
(Global Exchange 1998)
“Animated History of Poverty” documentary
(PBS 2012)

9. Argumentative Paragraphs (PEET)
Answer focus question (“Yes” or “No”)
Find evidence to prove your point.
Write PEEEET paragraph.
**Typed, proof-read, double-spaced paragraphs due beginning of class on Wed./Thurs.
**Sweatshops Quest tomorrow!