This activity prompts students to look closer at their purchases, and "do the math
Step by step instructions for this activity are also on the ROM Learning Portal (coming soon) and on the Student Site.
Note: This activity has an analog version that can be completed in Thinglink instead of the Minecraft world if needed.
Compare the cost of clothing to its estimated lifespan to determine the actual cost per wear.
Compare different fictional clothing brands to determine which offers the best value.
Consider and discuss social and economic factors that would drive shoppers to purchase fast fashion even knowing the true cost per wear.
When Noelle is creating a Lifer, she thinks about the style of the clothing, how it was originally meant to be worn, how it was made, what the worn spots say about how its original owner wore it, and how it was decorated.
Noelle wants to remind us that every piece of clothing holds a story worth preserving, and Lifers helps to tell that story.
At the same time, Lifers also makes us think about how the ways we make and use our clothes affects the Earth around us.
The effects of the fashion industry affect water, the climate, the workers involved, and the waste we produce.
By testing and investigating the price of clothing and comparing it to how long those clothes will last, we can discover the real value of the clothes we wear and learn to make sustainable choices in the future.
Weighing the Value Worksheet [Google] [Word] [PDF]
Paper
Calculator
Explore the village shops and keep an eye out for the Undercover Reporter.
If you're having trouble with the Minecraft world, you can get the link to the Virtual Store or the reporter's notes from your teacher.
The Reporter Notes are available as a separate worksheet if students need them. [Google] [Word] [PDF]
All the products are also in the Thinglink Virtual Store if needed.
Read the labels on the clothes in the virtual store and fill in the "Cost" columns of the table in question 1 of the Weighing the Value Worksheet. [Google] [Word] [PDF]
Talk to the Undercover Reporter to find out how many uses each piece of clothing lasts for. Use that information to fill in the "Number of Uses" columns in the table in question 1.
Figure out how much each piece of clothing costs per use by dividing the cost of the clothing by the number of uses before the clothes wear out.
(Assume you use the slippers every day, and 1 day = 1 use).
Students will need to figure out that 1 month = 30 days/uses, and 1 year = 365 days/uses
Fill in the table in question 3 of the Weighing the Value Worksheet with your results.
As an extension activity, have students present their information in graphical format.
For the next steps, students could either record your answers on the worksheet, or in a book and quill to export and add to the school library when they're done (after exporting a .pdf to turn into you). Provide instruction about which method you would prefer your students to use.
Imagine you need to buy a black shirt, teal sweater, and purple slippers for school.
Explain how you would spend your money on these clothes based on these results. Why would you make these choices?
Record your answers in a book and quill or on your worksheet.
What if you could only spend money you earned from doing chores, and you earned $100 over the summer? Explain how that would affect your choice.
Find famous author Sir Terry Pratchett in one of the shops, and read the quote from his book.
What do you think he was trying to say?
After a class discussion, record your final thoughts on your worksheet or in your book.
The quote from "Men at Arms" is also on the worksheet.
Take boots, for example. He earned thirty-eight dollars a month plus allowances. A really good pair of leather boots cost fifty dollars. But an affordable pair of boots, which were sort of OK for a season or two and then leaked like hell when the cardboard gave out, cost about ten dollars. Those were the kind of boots Vimes always bought, and wore until the soles were so thin that he could tell where he was in Ankh-Morpork on a foggy night by the feel of the cobbles.
But the thing was that good boots lasted for years and years. A man who could afford fifty dollars had a pair of boots that’d still be keeping his feet dry in ten years’ time, while the poor man who could only afford cheap boots would have spent a hundred dollars on boots in the same time and would still have wet feet.
Thought Questions:
Has this activity changed the way you think about the clothes you wear?
What are impotant things to think about when choosing what clothes we buy?
What are some of the factors that can affect peoples' decisions about what clothes to buy?
Record your answers to these questions and other thoughts in your book. You may want to explore the school library to learn more about fast fashion and why people choose to buy it.
Sign your book and export a copy for your teacher.
Add your book to the School Library.
Explore the library in the Sustainable Style Minecraft world to learn more about fast fashion and why people choose to buy it.